Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Attention-Deficit/Hyperactivity Disorder01:30

Attention-Deficit/Hyperactivity Disorder

Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
Diagnostic Criteria and Symptoms
To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings.
Autism Spectrum Disorder01:19

Autism Spectrum Disorder

Autism spectrum disorder (ASD) is a neurodevelopmental condition marked by persistent deficits in social communication and interaction alongside restrictive and repetitive behaviors or interests. ASD is sometimes accompanied by intellectual impairment.
These core symptoms manifest differently among individuals, ranging from mild to severe. The disorder's complexity extends beyond its clinical presentation, encompassing a diverse range of biological, cognitive, and sociocultural influences.
Modeling in Therapy01:26

Modeling in Therapy

Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
Participant Modeling
Participant modeling involves therapists demonstrating calm and effective behaviors in situations...
Information Processing Approach01:30

Information Processing Approach

The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is also...
Oppositional Defiant Disorder01:30

Oppositional Defiant Disorder

A persistent pattern of angry or irritable mood, defiant behavior, or vindictiveness characterizes Oppositional Defiant Disorder (ODD). Symptoms must occur over at least six months, involve interactions with individuals beyond siblings, and meet specific diagnostic criteria to be clinically significant. The disorder affects emotional regulation, social interactions, and behavior, often manifesting early in life and influencing long-term development and functioning.
Diagnostic Criteria and...
Operant Conditioning Intervention01:24

Operant Conditioning Intervention

Operant conditioning serves as a foundational principle in therapeutic interventions aimed at modifying maladaptive behaviors. Central to this approach is the notion that behaviors, both adaptive and maladaptive, are learned through reinforcement. By analyzing the environmental factors that reinforce problematic behaviors, clinicians can design interventions to weaken these reinforcements and replace maladaptive behaviors with healthier alternatives.
In operant conditioning, behaviors that are...

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Children's neurodevelopment at school age after hysterosalpingography with iodinated contrast: a cohort study.

The Journal of clinical endocrinology and metabolism·2026
Same author

Growing up with ADHD: findings from an 18-year longitudinal follow-up study of adults with childhood ADHD, their siblings, and controls.

Psychiatry research·2026
Same author

Amateur Soccer Heading and Acute Elevations in Blood-Based p-Tau217 and S100B.

JAMA neurology·2026
Same author

ADHD symptom trajectories and brain morphometry: A longitudinal analysis.

medRxiv : the preprint server for health sciences·2026
Same author

Iodine deficiency in the first pregnancy trimester and intelligence in adolescence.

European journal of nutrition·2026
Same author

Response to Letter to the Editor on "Standardized multidisciplinary care for children and adolescents with differences of sex development: a health intelligence approach".

The journal of sexual medicine·2026

Related Experiment Video

Updated: Jun 28, 2026

The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients
05:48

The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients

Published on: June 12, 2020

Interference control in children with attention deficit/hyperactivity disorder.

Rosa van Mourik1, Alky Papanikolau, Joyce van Gellicum-Bijlhout

  • 1Department of Clinical Neuropsychology, VU University, Van der Boechorststraat 1, 1081 BT, Amsterdam, The Netherlands. R.van.mourik@psy.vu.nl

Journal of Abnormal Child Psychology
|October 22, 2008
PubMed
Summary

Children with Attention Deficit/Hyperactivity Disorder (ADHD) do not show impaired interference control compared to controls. This study found equal performance on auditory and visual interference tasks, challenging previous assumptions about ADHD and cognitive control.

More Related Videos

Event Related Potentials (ERPs) and other EEG Based Methods for Extracting Biomarkers of Brain Dysfunction: Examples from Pediatric Attention Deficit/Hyperactivity Disorder (ADHD)
10:02

Event Related Potentials (ERPs) and other EEG Based Methods for Extracting Biomarkers of Brain Dysfunction: Examples from Pediatric Attention Deficit/Hyperactivity Disorder (ADHD)

Published on: March 12, 2020

Using Brain Activation (nir-HEG/Q-EEG) and Execution Measures (CPTs) in a ADHD Assessment Protocol
13:09

Using Brain Activation (nir-HEG/Q-EEG) and Execution Measures (CPTs) in a ADHD Assessment Protocol

Published on: April 1, 2018

Related Experiment Videos

Last Updated: Jun 28, 2026

The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients
05:48

The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients

Published on: June 12, 2020

Event Related Potentials (ERPs) and other EEG Based Methods for Extracting Biomarkers of Brain Dysfunction: Examples from Pediatric Attention Deficit/Hyperactivity Disorder (ADHD)
10:02

Event Related Potentials (ERPs) and other EEG Based Methods for Extracting Biomarkers of Brain Dysfunction: Examples from Pediatric Attention Deficit/Hyperactivity Disorder (ADHD)

Published on: March 12, 2020

Using Brain Activation (nir-HEG/Q-EEG) and Execution Measures (CPTs) in a ADHD Assessment Protocol
13:09

Using Brain Activation (nir-HEG/Q-EEG) and Execution Measures (CPTs) in a ADHD Assessment Protocol

Published on: April 1, 2018

Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Cognitive Psychology

Background:

  • Attention Deficit/Hyperactivity Disorder (ADHD) is often associated with impaired interference control.
  • This association is primarily based on verbal-visual interference tasks like the Stroop Color Word task.
  • The extent of interference control deficits in ADHD across different sensory modalities remains debated.

Purpose of the Study:

  • To investigate interference control in medication-naïve children with ADHD.
  • To compare auditory and visual interference processing in ADHD and neurotypical children.
  • To assess the validity of the view that ADHD involves diminished interference control.

Main Methods:

  • Two experiments were conducted comparing medication-naïve children with ADHD to normal controls.
  • Participants completed an Auditory Stroop task and a Simon task.
  • Interference effects were measured in both auditory and visual modalities.

Main Results:

  • Both children with ADHD and normal controls exhibited significant interference effects on both tasks.
  • The magnitude of interference was comparable between the ADHD group and the control group across both modalities.
  • No significant group differences in interference control were detected.

Conclusions:

  • Children with ADHD do not appear to have a diminished ability to control interference compared to neurotypical children.
  • Interference control deficits are not evident in either the auditory or visual modality in this ADHD sample.
  • Findings challenge the exclusive reliance on verbal-visual tasks for understanding interference control in ADHD.