Inhibitory control refers to the ability to deliberately stop an impulsive or automatic behavior that is inappropriate in a given situation.
People withattention-deficit/hyperactivity disorder (ADHD)often exhibit problems with inhibitory control, such as interrupting others or failing to think through consequences before acting.
This reflects deficits in the brain’s executive function systems that normally allow for controlled, goal-directed responses rather thanimpulses.
Understanding links between inhibitory control issues, ADHD symptoms, and factors like motivation and effort can aid early intervention.
Key Points
Rationale
Method
Sample
Statistical Analysis
Results
Insight
The results suggest that reduced effortful control explains the link between ADHD symptoms and problems with inhibitory control.
Effortful control refers to the capacity to focus attention and inhibit automatic responses. The findings fit with theories thatmotivation and effortfactors affect cognitive control in ADHD.
Unlike ADHD, conduct problems are directly related to poorer inhibition independent of effortful control. This indicates distinct reasons for self-control problems in different childhood disorders.
Overall, the study supports the idea that temperament traits like effortful control underpin the development of cognitive abilities that allow children to regulate thoughts and behavior.
Strengths
Limitations
Implications
References
Primary reference
Kostyrka‐Allchorne, K., Wass, S. V., Yusuf, H., Rao, V., Bertini, C., & Sonuga‐Barke, E. J. (2023). Inhibitory deficits and symptoms of attention‐deficit hyperactivity disorder: How are they related to effortful control?.British Journal of Developmental Psychology,41(1), 50-65.https://doi.org/10.1111/bjdp.12432
Other references
Abulizi, X., Pryor, L., Michel, G., Melchior, M., Van Der Waerden, J., & EDEN Mother–Child Cohort Study Group. (2017). Temperament in infancy and behavioral and emotional problems at age 5.5: The EDEN mother-child cohort.PLoS One, 12(2), e0171971.
Goodman, R. (1997). The Strengths and Difficulties Questionnaire: a research note.Journal of child psychology and psychiatry,38(5), 581-586.https://doi.org/10.1111/j.1469-7610.1997.tb01545.x
Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives.Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55.https://doi.org/10.1080/10705519909540118
Krieger, V., Amador-Campos, J. A., & Gallardo-Pujol, D. (2019). Temperament, executive function, and attention-deficit/hyperactivity disorder (ADHD) in adolescents: The mediating role of effortful control.Journal of Clinical and Experimental Neuropsychology, 41(6), 615–633.https://doi.org/10.1080/13803395.2019.1599824
Oldehinkel, A. J., Hartman, C. A., De Winter, A. F., Veenstra, R., & Ormel, J. (2004). Temperament profiles associated with internalizing and externalizing problems in preadolescence.Development and Psychopathology, 16(2), 421–440.https://doi.org/10.1017/S0954579404044591
Putnam, S. P., & Rothbart, M. K. (2006). Development of short and very short forms of the Children’s behavior questionnaire.Journal of Personality Assessment, 87(1), 102–112.
Keep Learning
Here are potential Socratic seminar questions about this research to stimulate deeper discussion in a college class:
Saul McLeod, PhD
BSc (Hons) Psychology, MRes, PhD, University of Manchester
Saul McLeod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.
Olivia Guy-Evans, MSc
BSc (Hons) Psychology, MSc Psychology of Education
Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.
