Response time analysis on implicit learning induced by cognitive tasks toward developing ADHD treatment
Conference proceedings article
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Author list: Chaiyanan C., Iramina K., Angsuwatanakul T., Kaewkamnerdpong B.
Publisher: Hindawi
Publication year: 2017
Volume number: 2017-January
Start page: 1
End page: 5
Number of pages: 5
ISBN: 9781538608821
ISSN: 0146-9428
eISSN: 1745-4557
Languages: English-Great Britain (EN-GB)
Abstract
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.
Keywords
Implicit Learning
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