Hyperactivity and Learning Disorders: Review and Speculation

Abstract

Research on hyperactive children was reviewed in order to define and clarify relationships and interactions between hypractivity and learning disorders. Despite agreement on maladaptive social and behavioral characteristics associated with hyperactivity, findings specifying the nature of educational deficits are inconsistent and inconclusive. Three hypotheses are proposed to explain learning problems of hyperactive children. The first represents the medical-neurological syndrome explanation; the second suggests that activity disrupts attention and the information acquisition stages of learning; the third implicates impulsivity in decsion making. Although neither exhaustive nor mutually exclusive, the hypotheses differ in remedial and treatment implications. Evidence is reviewed under each hypothesis.