ABSTRACT
This chapter attempts clarification of the Attention Deficit Disorder Syndrome (ADD) by evaluating cognition as an explanatory construct. To this end, emphasis is placed on reviewing attentional and stimulus processing capacities of ADD children. The current diagnostic classification system (DSM-III) is evaluated against existing experimental literature on cognition and ADD. Specific benefits of the cognitive/information processing approach are delineated and the potential benefits of this conceptual paradigm are discussed.
