Stop, look and listen: The problem of sustained attention and impulse control in hyperactive and normal children.

Douglas, Virginia I.

doi:10.1037/h0082313

Cited by 565 publications

(253 citation statements)

References 48 publications

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“…Previous studies found hyperactivity and ADHD associated with problematic internet use (Kaess et al 2014;Ko et al 2012;Kormas et al 2011;Ozturk et al 2013) and using the mobile phone for entertainment (playing games, internet) (Byun et al 2013b;Zheng et al 2014). Hyperactive adolescents are easily distracted, show problems in sustaining attention and are less capable of impulse control (Douglas 1972). Thus, hyperactive adolescents may be prone to develop problematic mobile phone use through the countless possibilities of a mobile phone to drift away, find excitement and escape from boredom.…”

Section: Behaviour and Problematic Mobile Phone Usementioning

confidence: 99%

Problematic mobile phone use of Swiss adolescents: is it linked with mental health or behaviour?

Roser

Schoeni

Foerster

et al. 2015

Int J Public Health

103

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Section: Behaviour and Problematic Mobile Phone Usementioning

confidence: 99%

Problematic mobile phone use of Swiss adolescents: is it linked with mental health or behaviour?

Roser

Schoeni

Foerster

et al. 2015

Int J Public Health

103

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“…As a last attentional component, Mirsky and colleagues suggested encoding which comprises the mnemonic aspect of attention including the ability to process information sequentially. Because of its relevance in everyday life, research efforts have frequently been directed towards the component of SA as it is regarded to represent a crucial ability both in normative (Riccio, Reynolds, Lowe, & Moore, 2002) and in clinical populations (Douglas, 1972) and thus suggests to be a highly ecologically valid construct.…”

Section: Attentionmentioning

confidence: 99%

Executive Functions and Their Differential Contribution to Sustained Attention in 5- to 8-Year-Old Children

Loher

Roebers²

2013

JEDP

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Everyday routine in general and school settings in particular make high demands on children's abilities to sustain their focus of attention over longer time periods. School tasks thus require the child to accomplish the task on an appropriate level of performance while maintaining the focus of attention even under repetitious or distracting conditions. However, sustained attention (SA) may be a more heterogeneous construct than commonly assumed as it requires the individual not only to sustain attentional capacities but also to store and maintain the task rule (working memory), to inhibit inappropriate responses (inhibition), and to switch according to requirements (switching). It might thus involve processes counted among executive functions (EF). In the present study, performance in EF tasks (covering the core components inhibition, switching, and working memory) and in a SA task was assessed in 118 children, aged between 5;0 and 8;11 years. Similar age-dependent performance trajectories were found in EF components and SA, indicating ongoing performance improvements between 5 until at least 8 years of age in SA and in EF. Interrelations between single EF components and SA showed to be small to moderate. Finally, different patterns of SA performance predictions were found in age-homogeneous subgroups with inhibition being crucial for SA performance in the youngest and switching in the oldest age group. Taken as a whole, even though similarities in assumed developmental trajectories and substantial interrelations point to common underlying processes in EF and SA, age-dependent patterns of explained variance indicate clear discriminability.

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“…By the 1970s, inspired by progress in cognitive and experimental psychology in operationally defining attention, researchers emphasized problems with sustained attention and impulse control in addition to hyperactivity (Douglas 1972). Douglas's model, which was quite influential and also highlighted an inclination to seek immediate reinforcement, contributed to the renaming of the disorder as attention deficit disorder (ADD) in 1980 in DSM-III (Association 1980).…”

Section: History Of Adhdmentioning

confidence: 99%

Attention Deficit Hyperactivity Disorder

Matthews¹,

Nigg²,

Fair³

2013

The Neurobiology of Childhood

104

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Over the last two decades, there have been numerous technical and methodological advances available to clinicians and researchers to better understand attention deficit hyperactivity disorder (ADHD) and its etiology. Despite the growing body of literature investigating the disorder's pathophysiology, ADHD remains a complex psychiatric disorder to characterize. This chapter will briefly review the literature on ADHD, with a focus on its history, the current genetic insights, neurophysiologic theories, and the use of neuroimaging to further understand the etiology. We address some of the major concerns that remain unclear about ADHD, including subtype instability, heterogeneity, and the underlying neural correlates that define the disorder. We highlight that the field of ADHD is rapidly evolving; the descriptions provided here will hopefully provide a sturdy foundation for which to build and improve our understanding of the disorder.

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Stop, look and listen: The problem of sustained attention and impulse control in hyperactive and normal children.

Cited by 565 publications

References 48 publications

Problematic mobile phone use of Swiss adolescents: is it linked with mental health or behaviour?

Problematic mobile phone use of Swiss adolescents: is it linked with mental health or behaviour?

Executive Functions and Their Differential Contribution to Sustained Attention in 5- to 8-Year-Old Children

Attention Deficit Hyperactivity Disorder

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