Effects of hypermedia instruction on declarative, conditional and procedural knowledge in ADHD students

Research in Developmental Disabilities

Volumn 33, Issue 6, 2012, Pages 2028-2039

  Fabio, Rosa Angela ^a   Antonietti, Alessandro ^b  

^a UNIVERSITY OF MESSINA   (Italy)

^b UNIVERSITÀ CATTOLICA DEL SACRO CUORE   (Italy)

Author keywords

ADHD; Attention; Hypertext; Learning; Learning problems; Multimedia

Indexed keywords

ACADEMIC ACHIEVEMENT; ADOLESCENT; ARTICLE; ATTENTION DEFICIT DISORDER; CHILD DEVELOPMENT; CLINICAL ARTICLE; COMPARATIVE STUDY; CONDITIONAL KNOWLEDGE; CONTROLLED STUDY; DECLARATIVE KNOWLEDGE; FEMALE; HUMAN; HYPERMEDIA; KNOWLEDGE; LEARNING; LEARNING DISORDER; MALE; MEMORY CONSOLIDATION; MENTAL CAPACITY; PROCEDURAL KNOWLEDGE; TEACHING;

ACHIEVEMENT; ADOLESCENT; ATTENTION; ATTENTION DEFICIT DISORDER WITH HYPERACTIVITY; CHILD; COMORBIDITY; COMPUTER-ASSISTED INSTRUCTION; FEMALE; HUMANS; HYPERMEDIA; INTERVIEW, PSYCHOLOGICAL; ITALY; LEARNING DISORDERS; MALE; MATCHED-PAIR ANALYSIS; RETENTION (PSYCHOLOGY);

EID: 84862752956     PISSN: 08914222     EISSN: 18733379     Source Type: Journal    
DOI: 10.1016/j.ridd.2012.04.018     Document Type: Article

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