Abstract

Two computer-based games were developed based on Reber(s Artificial Grammar Paradigm, in order to facilitate implicit learning ocurrence in normal (N), ADHD, and intellectually disabled (ID) children. Results show that N and ADHD children perform above chance level, as opposed to ID children whose performance is equivalent to random response. These fi ndings show that ADHD children learn through implicit paths as well as children without attention problems, independently of the game used. © 2008 Pontificia Universidad Católica de Chile.