TY - JOUR
T1 - Time-of-day matters in text learning and recall
T2 - Evening lessons are advantageous for adults with ADHD though not for typical peers
AU - Sindiani, Mahmood
AU - Korman, Maria
AU - Karni, Avi
N1 - Publisher Copyright: © 2022 Elsevier Ltd
PY - 2022/8/1
Y1 - 2022/8/1
N2 - 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.
AB - 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.
KW - ADHD
KW - Chronotype
KW - Text learning
KW - Time of day
KW - long-Term memory
UR - http://www.scopus.com/inward/record.url?scp=85130564740&partnerID=8YFLogxK
U2 - https://doi.org/10.1016/j.learninstruc.2022.101630
DO - https://doi.org/10.1016/j.learninstruc.2022.101630
M3 - Article
SN - 0959-4752
VL - 80
JO - Learning and Instruction
JF - Learning and Instruction
M1 - 101630
ER -