Time-of-day matters in text learning and recall: Evening lessons are advantageous for adults with ADHD though not for typical peers |
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| Affiliation: | 1. Department of Learning Disabilities, Faculty of Education, University of Haifa, Haifa, Israel;2. Edmond. J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel;3. Department of Occupational Therapy, Faculty of Health Sciences, Ariel University, Ariel, Israel;4. Sagol Department of Neurobiology, Brain–Behavior Research Center, University of Haifa, Haifa, Israel;1. Education and Human Development, DIPF | Leibniz Institute for Research and Information in Education, Frankfurt am Main, Germany;2. Institute of Psychology, Goethe University Frankfurt, Frankfurt am Main, Germany;1. Département de Psychoéducation, Université de Sherbrooke, 2500 Boulevard de l''Université, Sherbrooke, QC, J1K 2R1, Canada;2. Department of Human Sciences, The Ohio State University, 151C Campbell Hall, 1787 Neil Avenue Columbus, OH, 43210, USA;3. Département d''enseignement au préscolaire et primaire, Université de Sherbrooke, 2500 Boulevard de l''Université, Sherbrooke, QC, J1K 2R1, Canada;4. Department of childhood education, University of Johannesburg, Johannesburg, South Africa;1. KU Leuven, Faculty of Psychology and Educational Sciences, Centre for Educational Effectiveness and Evaluation, Dekenstraat 2, box 3773, 3000, Leuven, Belgium;2. KU Leuven Kulak, Faculty of Arts, Functional and Cognitive, Linguistics, Belgium;3. KU Leuven, Faculty of Psychology and Educational Sciences, Centre for Educational Effectiveness and Evaluation, Belgium;1. LEAD - CNRS UMR5022, Université Bourgogne Franche-Comté, Dijon, France;2. CHART/LUTIN University of Paris 8 Paris, France;1. Ben-Gurion University of the Negev, Israel;2. Pontifical Catholic University of Peru, Peru |
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| Abstract: | Motor skill (“how-to” knowledge) consolidation is enhanced when individuals with ADHD practice at evening. We tested, in adults with and without ADHD, whether evening lessons are advantageous for recalling texts (declarative memory). Participants (N = 40) listened to and read narrative texts in morning and evening lessons (crossover study). Recall was tested immediately post-lesson and 24 h and 8–10 days later. Recall tended to decrease over time but independently of ADHD status or the time-of-day of the lesson. Nevertheless, typical participants showed a morning advantage immediately post-lesson and in later recall, correlated with stronger morning chronotype. In contrast, participants with ADHD benefited more from evening lessons; nearer their preferred time-of-day. In adults with ADHD long-term declarative memory was no less durable than in typical adults after both morning and evening lessons, but a mismatch with their preferred diurnal “on-peak” time can lead to less effective engagement in learning during morning lessons. |
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| Keywords: | long-Term memory ADHD Text learning Chronotype Time of day |
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