Reinforcement gradient, response inhibition, genetic versus experiential effects, and multiple pathways to ADHD

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

Major contributions emanating from Sagvolden et al.'s theory include elucidation of the role in attention-deficit/hyperactivity disorder (ADHD) of temporal information processing, social learning, and response extinction learning. Key issues include a need for clearer explanation of the relative role of impulsivity versus response suppression/ inhibition in the dual process model, and delineation of genotype-environment correlations versus interactions in the social and experiential mechanisms posited.

Original languageEnglish (US)
Pages (from-to)437-438
Number of pages2
JournalBehavioral and Brain Sciences
Volume28
Issue number3
DOIs
StatePublished - Jun 2005
Externally publishedYes

Fingerprint

Impulsive Behavior
Attention Deficit Disorder with Hyperactivity
Interpersonal Relations
Automatic Data Processing
reinforcement
learning
Genotype
Learning
information processing
genotype
extinction
Reinforcement (Psychology)
Inhibition (Psychology)
Social Learning
Psychological Extinction
effect
need

ASJC Scopus subject areas

  • Ecology, Evolution, Behavior and Systematics
  • Neuroscience(all)
  • Psychology(all)
  • Neuropsychology and Physiological Psychology

Cite this

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