Distractibility and Impulsivity in ADHD as an Evolutionary Mismatch of High Trait Curiosity

Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental condition characterized by symptoms that include inattention, hyperactivity, and impulsivity. Recent research suggests that individuals with ADHD might exhibit higher levels of curiosity, which may be linked to their tendencies toward distractibility and impulsivity. This paper proposes an evolutionary mismatch hypothesis for high trait curiosity in ADHD, positing that 'hypercuriosity', which may have been adaptive in ancestral environments characterized by scarce resources and unpredictable risks, has become mismatched in industrialized societies where environments are more stable and information rich. The theory predicts that individuals with ADHD will demonstrate heightened levels of novelty-seeking and exploratory behaviors, manifesting as symptoms labeled as distract-ibility and impulsivity in modern environments. The paper explores the potential evolutionary benefits of high trait curiosity, the consequences of an evolutionary mismatch, and the implications for research and practice. The limitations of the theory are addressed, such as the need for more targeted research on curiosity in ADHD and potential differences among ADHD subtypes. Future research directions are proposed to refine and test the hypothesis, ultimately contributing to a more nuanced understanding of ADHD and informing the development of strength-based interventions. This theoretical framework offers a novel perspective on the adaptive value of ADHD traits and their manifestation in modern societies

Quality of Evidence for Systematic Review of Neurodiversity and Cognitive Load in Online Learning

Results of the quality assessment of studies for a systematic review of neurodiversity and cognitive load in online learning using the GRADE method, a tool that classifies the quality of evidence in one of four levels (high, moderate, low, or very low) based on factors such as study design and risk of bias

Neurodiversity Positively Predicts Perceived Extraneous Load in Online Learning: A Quantitative Research Study

Working memory impairments are common in neurodevelopmental conditions, potentially impacting how neurodivergent students experience cognitive load during learning. We conducted a survey with 231 participants focused on students with attention deficit/hyperactivity disorder (ADHD), autism spectrum disorder (ASD), and dyslexia. Parametric tests and a regression analysis were used to investigate the relationship between neurodiversity and perceived cognitive load in online learning. Neurodivergent students reported significantly higher extraneous cognitive load (ECL) in online learning compared to their neurotypical peers. However, no significant differences in perceived intrinsic and germane cognitive load were found between the two groups. Neurodiversity, and specifically ADHD, positively predicted perceived ECL in online learning. This study provides novel insights into the association between neurodiversity and cognitive load in online learning, suggesting a need for targeted support to help neurodivergent students reduce ECL in online learning environments and highlighting the importance of promoting inclusive educational practices that meet the needs of all students

Neurodiversity and cognitive load in online learning: A focus group study

It is widely accepted that cognitive load plays a crucial role in online learning. However, despite neurodevelopmental conditions being the largest category of qualifying disabilities in education, and the rise of online learning, there is little understanding of the factors impacting cognitive load in online learning for neurodivergent students and how these factors differ from those affecting neurotypical students. This study used qualitative comparison groups with neurotypical and neurodivergent students to examine their experiences of cognitive load in online learning. A sample of 26 university students (14 neurotypical and 12 neurodivergent) participated in focus group discussions. While neurodivergent students reported many similar experiences of cognitive load in online learning compared to their neurotypical peers—such as confusion in navigating the content and technical issues—some difficulties were more present for neurodivergent students—such as transcripts including mistakes and inaccessible content presentation—creating additional barriers in effectively engaging with the educational content. The results suggest that neurotypical and neurodivergent students experience similar challenges, albeit to differing degrees of intensity, and that more research is needed to explore the relationship between neurodiversity and cognitive load in online learning

Focus Group Transcripts: Neurodiversity and Cognitive Load in Online Education

This dataset contains transcripts from online focus groups that investigated experiences of cognitive load in relation to neurodiversity in higher education. The study was approved by the ethics committee of the Institute of Psychiatry, Psychology & Neuroscience at King's College London (LRS/DP-21/22-28700).</p

Methodological adjustments for experimental studies including neurodiverse participants: A checklist for before, during, and after laboratory visits

In this paper, we developed an experimental checklist for laboratory experiments including neurodiverse participants, particularly those with attention deficit hyperactivity disorder (ADHD), autism spectrum disorder (ASD), and dyslexia. The checklist suggests additions to the basic requirements for ethical laboratory-based studies with human participants. The suggestions emphasize physical comfort, the agency of participants concerning environmental adjustments, clarity of communication, and a focus on participants’ overall well-being. Those methodological guidelines aim to help researchers in facilitating inclusive and accessible laboratory environments for neurodiverse participants in order to: • Enhance research validity by minimizing the influence of factors that affect responses in neuroscience experiments. • Facilitate research recruitment by encouraging continued participation in future studies and increasing word-of-mouth. • Improve research dissemination by fostering a more positive perception of the research process amongst neurodiverse individuals and encouraging community involvement

Focus Group Transcripts: Neurodiversity and Cognitive Load in Online Education

This dataset contains transcripts from online focus groups that investigated experiences of cognitive load in relation to neurodiversity in higher education. The study was approved by the ethics committee of the Institute of Psychiatry, Psychology &amp; Neuroscience at King's College London (LRS/DP-21/22-28700)