comparison of implicit and explicit motor sequence learning in children with adhd and their typical peers

introduction: the aim of this study was to assess of both implicit and explicit motor sequence learning in children with attention deficit hyper activity disorder (adhd) and typical peers , by serial reaction time task. materials and methods: the sample size for each group was 12. the study sample was included 24 children with adhd, in explicit learning group and implicit learning group.  and 24 typical children was included in implicit learning group, and explicit learning group. anova repetitive measured for comparing response time  and errors in different blocks, and paired t-test was used for comparing regular and irregular blocks. results: the comparision of implicit and explicit learning on, accuracy (error response) and speed (response time) in adhd explicit group would indicate accuracy (p-value=0/012), speed (p-value=0/012) and in adhd implicit groop would indicate accuracy (p-value=0/094), speed (p-value=0/954). so in typical explicit group would indicate accuracy (p-value=0/008), speed (p-value=0/05) and in typical implicit group showed that accuracy (p-value=0/011), response times (p-value=0/442). conclusion: this study showed that explain the task in motor sequence learning is more better in adhd children. so before performing a task should be considered.