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Abstract

Support for the underarousal theory of hyperactivity has come from recent research demonstrating that the defining characteristics of out-of-seat activity and verbalization are observed in minimal-stimulation classroom contexts. The present study also found these quantitative differences between hyperactive and comparison preschool males by using receptive-communications tasks that required listening and delayed responding. Qualitative analyses of activity and vocalizations are reported. Content analyses suggested that hyperactive and comparison children did not differ in task-related movements or verbalizations. However, hyperactive preschoolers were characterized by (a) impulsive verbalizations during transitions and tasks that required response delay, and (b) by dysfluencies and a high rate of commentary during task performance.

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Language and Activity of Hyperactive and Comparison Children during Listening Tasks

Abstract

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