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7 - Cognitive aspects and learning

Published online by Cambridge University Press:  28 August 2009

Seija Sandberg
Affiliation:
Royal Free and University College Medical School, London
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Summary

The psychopathology of attention deficit hyperactivity disorder (ADHD) consists of the behavioural symptoms of inattention, overactivity and impulsiveness, is well recognized in children and adolescents, and is reported as one of the most frequently seen problems in child psychiatry (Toone and Van der Linden, 1997; Taylor, 1998). However, there is significant heterogeneity among individuals presenting with behavioural problems of inattention, overactivity and impulsiveness. Different diagnostic traditions have evolved different conceptualizations of the essential features associated with such behaviour by both clinicians and researchers (Ostrander et al., 1998). Heterogeneity between individuals and diagnostic classification systems contributes to much of the conflicting evidence over the cognitive functioning or dysfunctioning in ADHD. The main diagnostic classifications for such psychopathology are: • Attention deficit hyperactivity disorder (ADHD) in the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) by the American Psychiatric Association (APA: American Psychiatric Association, 1994) • Hyperkinetic disorder (HKD) in the International Classification of Mental and Behavioural Disorders (ICD-10) by the World Health Organization (WHO: World Health Organization, 1993). Until recently, the classification of childhood psychopathology of hyperactivity by the APA and WHO differed in three key respects – the symptoms they emphasized, the importance they placed on symptom pervasiveness and their treatment of comorbid disorders (Tripp et al., 1999). However, the fourth edition of the DSM (APA, 1994) brought the APA and WHO systems for classifying childhood hyperactivity closer (Tripp et al., 1999).

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Publisher: Cambridge University Press
Print publication year: 2002

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  • Cognitive aspects and learning
  • Edited by Seija Sandberg, Royal Free and University College Medical School, London
  • Book: Hyperactivity and Attention Disorders of Childhood
  • Online publication: 28 August 2009
  • Chapter DOI: https://doi.org/10.1017/CBO9780511544767.008
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  • Cognitive aspects and learning
  • Edited by Seija Sandberg, Royal Free and University College Medical School, London
  • Book: Hyperactivity and Attention Disorders of Childhood
  • Online publication: 28 August 2009
  • Chapter DOI: https://doi.org/10.1017/CBO9780511544767.008
Available formats
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Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

  • Cognitive aspects and learning
  • Edited by Seija Sandberg, Royal Free and University College Medical School, London
  • Book: Hyperactivity and Attention Disorders of Childhood
  • Online publication: 28 August 2009
  • Chapter DOI: https://doi.org/10.1017/CBO9780511544767.008
Available formats
×