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

594
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....
594
Self-Discrepancy Theory02:45

Self-Discrepancy Theory

18.7K
One influential perspective on what motivates people's behavior is detailed in Tory Higgin's self-discrepancy theory (Higgins, 1987). He proposed that people hold disagreeing internal representations of themselves that lead to different emotional states.  
18.7K
Self-Discrepancy and Its Effects01:29

Self-Discrepancy and Its Effects

173
Self-discrepancy theory explains how people compare their actual self to their ideal and ought selves and how mismatches between these self-guides can lead to emotional distress. Developed by E. Tory Higgins, the theory distinguishes among three components of self-concept: the actual self, the ideal self, and the ought self. These refer respectively to how individuals perceive themselves, how they aspire to be, and how they believe they are obligated to be. Emotional well-being, self-esteem,...
173
Sources of Self-Esteem III: Social Comparison01:27

Sources of Self-Esteem III: Social Comparison

139
Social comparison plays a fundamental role in the evaluation of personal success and self-worth. Rather than assessing our achievements in isolation, we interpret their significance relative to personal goals and critically in comparison to the performance of others. A grade of B in a mathematics exam might elicit pride if one's expectation was a C, yet result in disappointment if an A was anticipated or if peers achieved superior results. These comparative evaluations illustrate how both...
139
Self-Presentation: Self-Monitoring and Self-Handicapping02:05

Self-Presentation: Self-Monitoring and Self-Handicapping

43.3K
People can go to great lengths to protect their self-image and present themselves in ways that they want others to see them. Sociologist Erving Goffman presented the idea that a person is like an actor on a stage. Calling his theory dramaturgy, Goffman believed that we use “impression management” to present ourselves to others as we hope to be perceived. Each situation is a new scene, and individuals perform different roles depending on who is present (Goffman, 1959). Think about...
43.3K
Information Processing Approach01:30

Information Processing Approach

357
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...
357

You might also read

Related Articles

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

Sort by
Same author

Global prevalence and disability burden of brain disorders: Impact of neurological, mental, and substance use disorders.

Neuroscience and biobehavioral reviews·2026
Same author

Clinical applications of the Defense Mechanisms Rating Scale-Self-Report-30: a systematic review of the first five years.

Research in psychotherapy (Milano)·2026
Same author

Clarification on the Nature and Availability of Dietary Microplastic Intake Data Used in Wang et al. (2025).

Neuroepidemiology·2026
Same author

Adapting rodent cued threat conditioning to planarians: Memory acquisition, consolidation, and reconsolidation.

Behavioural processes·2025
Same author

On the possibility to modulate psychopathic traits via non-invasive brain stimulation: A systematic review and meta-analysis.

Progress in neuro-psychopharmacology & biological psychiatry·2025
Same author

Transcranial direct current stimulation of primary motor cortex reduces thermal pain.

Pain·2025

Related Experiment Video

Updated: Dec 6, 2025

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

6.2K

ADHD subtype-specific cognitive correlates and association with self-esteem: a quantitative difference.

Parviz Molavi1, Mehriar Nadermohammadi2, Habibeh Salvat Ghojehbeiglou1

  • 1Department of Psychiatry, Fatemi Hospital, School of Medicine, Ardabil University of Medical Sciences, Ardabil, Iran.

BMC Psychiatry
|October 13, 2020
PubMed
Summary

Attention-deficit hyperactivity disorder (ADHD) subtypes show distinct cognitive profiles and self-esteem levels. The inattentive subtype (ADHD-I) has the weakest cognitive function, while the hyperactive subtype (ADHD-H) exhibits the highest cognitive abilities and self-esteem.

Keywords:
ADHDADHD subtypeCognitionPersonalized medicineSelf-esteemWISC-IVWorking memory

More Related Videos

Comparing Eye-tracking Data of Children with High-functioning ASD, Comorbid ADHD, and of a Control Watching Social Videos
05:32

Comparing Eye-tracking Data of Children with High-functioning ASD, Comorbid ADHD, and of a Control Watching Social Videos

Published on: December 7, 2018

9.4K
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

10.7K

Related Experiment Videos

Last Updated: Dec 6, 2025

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

6.2K
Comparing Eye-tracking Data of Children with High-functioning ASD, Comorbid ADHD, and of a Control Watching Social Videos
05:32

Comparing Eye-tracking Data of Children with High-functioning ASD, Comorbid ADHD, and of a Control Watching Social Videos

Published on: December 7, 2018

9.4K
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

10.7K

Area of Science:

  • Neurodevelopmental disorders
  • Child psychology
  • Cognitive neuroscience

Background:

  • Attention-deficit hyperactivity disorder (ADHD) is a complex neurodevelopmental disorder characterized by varied symptoms and cognitive impairments.
  • Cognitive deficits are central to ADHD pathophysiology and contribute to its heterogeneity.
  • Subtype-specific cognitive differences in ADHD remain understudied.

Purpose of the Study:

  • To investigate the cognitive correlates of different ADHD subtypes.
  • To assess self-esteem variations among ADHD subtypes.
  • To explore the relationship between cognitive function and self-esteem in children with ADHD.

Main Methods:

  • 139 children diagnosed with ADHD were classified into predominantly hyperactive (ADHD-H), inattentive (ADHD-I), and combined (ADHD-C) subtypes.
  • Participants completed the Wechsler Intelligence Scale for Children (WISC-IV) and a self-esteem inventory.
  • Statistical analyses examined group differences in cognitive indices and their predictive value for ADHD subtypes.

Main Results:

  • Significant differences in cognitive abilities were observed across ADHD subtypes, with working memory being the most affected domain.
  • The ADHD-I subtype demonstrated the poorest cognitive profile, whereas the ADHD-H subtype showed the highest cognitive performance.
  • Cognitive abilities correlated negatively with inattention and positively with hyperactivity; self-esteem was positively associated with cognitive function and varied by subtype, with ADHD-H reporting the highest self-esteem.

Conclusions:

  • ADHD diagnosis and treatment should consider subtype-specific cognitive deficits and self-esteem issues for personalized care.
  • Cognitive interventions, particularly those targeting working memory, may benefit all ADHD subtypes, with potential greater efficacy for inattentive and combined subtypes.
  • Supportive educational and adjunct interventions are recommended for children with ADHD.