Evidence map›Paper›PMID 41479976›Full record

ArticleFrontiers in psychology2025

Applying interpersonal neuroscience for understanding classroom learning in students with ADHD.

Vanessa Reindl, Nastassja L Fischer, Kerstin Konrad, Victoria Leong

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Frontiers in psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it
0cells of the map it votes in
0citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

4 authors.

Vanessa ReindlChild Neuropsychology Section, Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, Uniklinik RWTH Aachen, Aachen, Germany.
Nastassja L FischerCentre for Research in Pedagogy and Practice (CRPP), National Institute of Education (NIE), Nanyang Technological University, Singapore, Singapore.
Kerstin KonradChild Neuropsychology Section, Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, Uniklinik RWTH Aachen, Aachen, Germany.
Victoria LeongEarly Mental Potential and Wellbeing Research (EMPOWER) Centre, Nanyang Technological University, Singapore, Singapore.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Interpersonal neuroscience has gained importance in complementing single-person approaches to understand the neural underpinnings of learning in social contexts, mainly in neurotypical adults and children. This Perspective explores how such methods could be leveraged to improve our understanding of classroom learning in children with diverse educational needs, in particular with Attention Deficit/Hyperactivity Disorder, taking into account their unique symptomatology and the challenges they face in social and educational settings.

Indexed as

ADHDhyperscanninginterpersonal synchronylearningschool

Identifiers

PMID41479976
PMCPMC12754603

What OpenQuestion holds

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Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.