Abstract

MORET-TATAY, Carmen  and  INIESTA-CRISTOBAL, Edurne. Corrective Feedback Makes a Difference in Preadolescents with ADHD: A Pilot Study in Basic Cognitive Tasks. Aval. psicol. [online]. 2021, vol.20, n.4, pp. 495-501. ISSN 1677-0471.  http://dx.doi.org/10.15689/ap.2021.2004.21974.11.

The literature has shown that preadolescents with ADHD might benefit from specific actions such as the presence of corrective feedback during a task. In order to examine these effects, a sample of preadolescents was selected and divided into two groups: a control group and a target group with ADHD. Participants had to perform a decision-making task, with a counterbalanced design, presented in blocks with and without corrective feedback. Two different analysis procedures were carried out: the traditional student's t-test and an ex-Gaussian fit. The reaction times were much lower for in the feedback block than in the control blocks, as well as in the control group than in the adolescents with ADHD. The difference in feedback reached or approached a statistically significant level, however, the difference between the control and ADHD group did not show statistical significance (except for accuracy under feedback condition). In terms of component distribution analysis, a specific parameter, named τ, was much lower for the feedback condition and for the control group.

Keywords : ADHD; corrective feedback; distribution components.

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