The impact of instruction and response cost on the modulation of response-style in children with ADHD.

Group differences in response speed at Baseline and in the Speed2-RC condition were not significant, although they showed a trend.

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Univariate and between-subject tests showed that the main effects for Group, Instruction and Reward were highly significant for errors as well as for response time (Table 2 ), indicating substantial differences between the groups in both measures and an influence of Reward and Instruction on performance.

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