Attention deficit hyperactivity disorder (ADHD) comprises a deficit in behavioral inhibition. A theoretical model is constructed that links inhibition to 4 executive neuropsychological functions that appear to depend on it for their effective execution: (a) working memory, (b) self-regulation of affect-motivation-arousal, (c) internalization of speech, and (d) reconstitution (behavioral analysis and synthesis). Extended to ADHD, the model predicts that ADHD should be associated with secondary impairments in these 4 executive abilities and the motor control they afford. The author reviews evidence for each of these domains of functioning and finds it to be strongest for deficits in behavioral inhibition, working memory, regulation of motivation, and motor control in those with ADHD. Although the model is promising as a potential theory of self-control and ADHD, far more research is required to evaluate its merits and the many predictions it makes about ADHD.

/pdf/behavioral-inhibition-sustained-attention-and-executive-3s4ta68l66.pdf

Behavioral inhibition, sustained attention, and executive functions: Constructing a unifying theory of ADHD.

A variety of tasks was employed to train the child to use self-instructions to control his nonverbal behavior. The tasks varied along a dimension from simple sensorimotor abilities to more complex problem-solving abilities. The difficulty level of the training tasks was increased over the four training sessions requiring more cognitively demanding activities. One can imagine a similar training sequence in the learning of a new motor skill such as driving a car. Initially the driver actively goes through a mental checklist, sometimes aloud, which includes verbal rehearsal, self-guidance, and sometimes appropriate self-reinforcement, especially when driving a stick-shift car. Three different psychometric tests were used to assess changes in behavioral and cognitive impulsivity during the pretreatment, posttreatment, and follow-up periods. The impulsive child was exposed to a model which demonstrated the strategy to search for differences that would allow him successively to eliminate as incorrect all variants but one.

Training impulsive children to talk to themselves: a means of developing self-control.

Inner speech—also known as covert speech or verbal thinking—has been implicated in theories of cognitive development, speech monitoring, executive function, and psychopathology. Despite a growing body of knowledge on its phenomenology, development, and function, approaches to the scientific study of inner speech have remained diffuse and largely unintegrated. This review examines prominent theoretical approaches to inner speech and methodological challenges in its study, before reviewing current evidence on inner speech in children and adults from both typical and atypical populations. We conclude by considering prospects for an integrated cognitive science of inner speech, and present a multicomponent model of the phenomenon informed by developmental, cognitive, and psycholinguistic considerations. Despite its variability among individuals and across the life span, inner speech appears to perform significant functions in human cognition, which in some cases reflect its developmental origins and its sharing of resources with other cognitive processes.

Inner speech : development, cognitive functions, phenomenology, and neurobiology.

Self-control: A behavioristic excursion into the lion's den

Central themes from L. S. Vygotsky's writings that have particular relevance for contemporary developmental psychology are outlined, and these ideas are extended in light of recent theoretical advances in the social sciences and humanities. The discussion focuses primarily on Vygotsky's claims about the social origins and social nature of higher (i.e., uniquely human) mental functioning and on his understanding of culture. His claims about the social origins of individual mental functioning have implications for the definition of terms such as "cognition" and " memory" as well as for how empirical research on these processes can be pursued. His understanding of culture is shown to be derivative of his account of the "psychological tools" that mediate human mental functioning. It is argued that efforts need to be made to elaborate a notion of culture within a Vygotskian framework that takes into account contemporary ideas and findings in the social sciences and humanities.

L. S. Vygotsky and Contemporary Developmental Psychology.

Similarities and differences in the views of private or egocentric speech held by Piaget, Vygotsky, G. H. Mead, and Flavell are examined. These views are related to previous findings and to four new studies of the effects of age, IQ, and task difficulty upon private speech in various natural and experimental settings. These studies support the "cognitive development" interpretation common to all the theorists in that mental age and task difficulty were found to be primary and regular determinants of private speech in contrast to such factors as sex, nationality, or chronological as opposed to mental age. The findings also support Vygotsky's belief that private speech has a curvilinear course of development (due to its functioning as a transition from outer speech to thought) as opposed to Piaget's view that it declines monotonically with cognitive and social maturity. 7 types of private speech are defined and evidence is presented suggesting that they form a developmental hierarchy consistent with Mead's view of the transformations of external communication to inner thought.

/pdf/private-speech-four-studies-and-a-review-of-theories-55wubyqvj8.pdf

Private Speech: Four Studies and a Review of Theories

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Private Speech: Four Studies and a Review of Theories