ERIC Number: EJ811398
Record Type: Journal
Publication Date: 2008-Jan
Abstractor: As Provided
Reference Count: 44
ADHD: The End of the Problem as We Know It?
International Journal of Inclusive Education, v12 n1 p99-111 Jan 2008
This paper explores the historical shapings that have led to a modelling of "executive functions" as a way of knowing the subject of attention deficit hyperactivity disorder (ADHD). It argues that historical changes in figuring the problem of ADHD can be accounted for in terms of a process of continuous translation between neurological and cognitive scientific knowledge and contingent administrative concerns to do with knowing and managing a population. It concludes that a contemporary neuroscientific refiguring of ADHD in terms of executive functions emerges alongside a more general reconfiguration of the time and space of education, a reconfiguration in which neither "attention" nor "hyperactivity" might be quite the problems they once were.
Descriptors: Attention Deficit Hyperactivity Disorder, Neurological Organization, Neurological Impairments, Clinical Diagnosis, Symptoms (Individual Disorders), Cognitive Processes, Memory, History
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A