Response time analysis on implicit learning induced by cognitive tasks toward developing ADHD treatment

Conference proceedings article

ผู้เขียน/บรรณาธิการ

กลุ่มสาขาการวิจัยเชิงกลยุทธ์

ไม่พบข้อมูลที่เกี่ยวข้อง

รายละเอียดสำหรับงานพิมพ์

รายชื่อผู้แต่ง: Chaiyanan C., Iramina K., Angsuwatanakul T., Kaewkamnerdpong B.

ผู้เผยแพร่: Hindawi

ปีที่เผยแพร่ (ค.ศ.): 2017

Volume number: 2017-January

หน้าแรก: 1

หน้าสุดท้าย: 5

จำนวนหน้า: 5

ISBN: 9781538608821

นอก: 0146-9428

eISSN: 1745-4557

URL: https://www.scopus.com/inward/record.uri?eid=2-s2.0-85046340044&doi=10.1109%2fBMEiCON.2017.8229133&partnerID=40&md5=de0021f787538b70496926a4aa13d42a

ภาษา: English-Great Britain (EN-GB)

ดูบนเว็บไซต์ของสำนักพิมพ์

บทคัดย่อ

Attention Deficit Hyperactivity Disorder is a neurological disorder that affects many children in the world. Many scientists have speculated that behavior therapy is an essential part of treatment for people with ADHD. One of the promising behavioral therapy is neurofeedback therapy. Using neurofeedback, therapist can learn how to modulate patients' brain activity by adjusting the training regimen. Identifying when a patient achieve implicit learning event can potentially help in designing the neurofeedback treatment to help people with ADHD. According to past research, it was speculated that implicit learning and children with ADHD could have an atypical relationship. The aim of this paper to analyze response times of healthy people while they perform cognitive tasks to differentiate between people who has gained implicit knowledge and those who did not. The data showed that there is a clear distinction between people who had gained implicit knowledge and those that did not. ฉ 2017 IEEE.

คำสำคัญ

Implicit Learning