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. 2020 Dec 8;10:21453. doi: 10.1038/s41598-020-78222-4

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© The Author(s) 2020

Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.

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STM and LTM free recall scores with boxplots (A) and retention scores with means and 95% confidence intervals (B). Retention represents the percentage of words retained from STM to LTM (retention = LTM/STM * 100). Across a delay of 24 h, children and adolescents with ADHD retained a higher percentage of words if they explored a novel compared to a familiar environment (indicating improved memory consolidation). This effect was not observed for typically developing children and adolescents. Dots represent single participants, STM = short term memory, LTM = long term memory, TD = typically developing.