Aarts, H., & Dijksterhuis, A. (2000). Habits as knowledge structures: Automaticity in goal-directed behavior. Journal of Personality and Social Psychology, 78, 53–63
Arbeitsgruppe Deutsche Child Behavior Checklist. (1998). Elternfragebogen über das Verhalten von Kindern und Jugendlichen. Deutsche Bearbeitung der Child Behavior Checklist (CBCL/4-18). Köln: Arbeitsgruppe Kinder-, Jugend- und Familiendiagnostik (KJFD). [German consensus version of the Child Behavior Checklist (CBCL/4-18)].
Arnsten, A. F. T., & Dudley, A. G. (2005). Methylphenidate improves prefrontal cortical cognitive function through α2 adrenoceptor and dopamine D1 receptor actions: Relevance to therapeutic effects in Attention Deficit Hyperactivity Disorder. Behavioral Brain Functions, 1, 1–9.
Barkley, R. A. (1990). Attention-deficit/hyperactivity disorder: A handbook for diagnosis and treatment. New York: Guilford.
Barkley, R. A. (1997). ADHD and the nature of self-control. New York: Guilford Press.
Bedard, A., Ickowicz, A., Logan, G. D., Hogg-Johnson, S., Schachar, R., & Tannock, R. (2003). Selective inhibition in children with attention-deficit hyperactivity disorder off and on stimulant medication. Journal of Abnormal Child Psychology, 31, 315–327.
Berlin, L., Bohlin, G., & Rydell, A. (2003). Relations between inhibition, executive functioning, and ADHD symptoms: A longitudinal study from age 5 to 8½ years. Child Neuropsychology, 9, 255–266.
Booth, J. R., Burman, D. D., Meyer, J. R., Lei, Z., Trommer, B. L., Davenport, N. D., Li, W., Parrish, T. B., Gitelman, D. R., & Mesulam, M. M. (2005). Larger deficits in brain networks for response inhibition than for visual selective attention in attention deficit hyperactivity disorder. Journal of Child Psychology and Psychiatry, 46, 94–11.
Brandstaetter, V., Lengfelder, A., & Gollwitzer, P. M. (2001). Implementation intentions and efficient action initiation. Journal of Personality and Social Psychology, 81, 946–960.
Clarke, C., Prior, M., & Kinsella, G. (2000). Do executive function deficits differentiate between adolescents with ADHD and Oppositional Defiant/Conduct Disorder? A neuropsychological study using the Six elements test and Hayling sentence completion test. Journal of Abnormal Child Psychology, 28, 403–414.
Cohen, A., Bayer, U. C., Jaudas, A., & Gollwitzer, P. M. (in press). Implementation intentions and executive control: Task switch performance and the Simon effect. Psychological Research.
Durston, S. (2003). A review of the biological bases of ADHD: What have we learned from imaging studies? Mental Retardation & Developmental Disabilities Research Reviews, 9, 184–195.
Fischer, M., Barkley, R. A., Smallish, L., & Fletcher, K. (2005). Executive functioning in hyperactive children as young adults: Attention, inhibition, response perseveration, and the impact of comorbidity. Developmental Neuropsychology, 27, 107–133.
Frazier, T. W., Demaree, H. A., & Youngstrom, E. A. (2004). Meta-analysis of intellectual and neuropsychological test performance in attention-deficit hyperactivity disorder. Neuropsychology, 18, 543–555.
Gollwitzer, P. M. (1993). Goal achievement: The role of intentions. In W. Stroebe, & M. Hewstone (Eds.), European review of social psychology (Vol. 4, pp. 141–185). London: Wiley.
Gollwitzer, P. M. (1996). The volitional benefits of planning. In P. M. Gollwitzer, & J. A. Bargh (Eds.), The psychology of action: Linking cognition and motivation to behavior (pp. 287–312). New York: Guilford Press.
Gollwitzer, P. M. (1999). Implementation intentions: Strong effects of simple plans. American Psychologist, 54, 493–503.
Gollwitzer, P. M., & Brandstaetter, V. (1997). Implementation intentions and effective goal pursuit. Journal of Personality and Social Psychology, 73, 186–199.
Gollwitzer, P. M., Bayer, U., & McCulloch, K. (2005). The control of the unwanted. In R. Hassin, J. Uleman, & J. A. Bargh (Eds.), The new unconscious (pp. 485–515). Oxford: Oxford University Press.
Gollwitzer, P. M., & Sheeran, P. (2006). Implementation intentions and goal achievement: A meta-analysis of effects and processes. Advances of Experimental Social Psychology, 38, 69–119.
Groening, M. (Writer). (1990). The call of the Simpsons [Television series episode]. In J. L. Brooks, & S. Simon (Producer), The Simpsons. Los Angeles: Twentieth Century Fox.
Halperin, J. M., & Schulz, K. P. (2006). Revisiting the role of the prefrontal cortex in the pathophysiology of ADHD. Psychological Bulletin, 132, 560–581.
Hood, J., Baird, G., Rankin, P. M., & Isaacs, E. (2005) Immediate effects of methylphenidate on cognitive attention skills of children with attention-deficit-hyperactivity disorder. Developmental Medicine and Child Neurology, 47, 408–414.
Jensen, P. S. (2003). Comorbidity and child psychopathology: recommendations for the next decade. Journal of Abnormal Child Psychology, 31, 293–300.
Jensen, P. S., Hinshaw, S. P., Swanson, J. M., Greenhill, L. L., Conners, C. K., Arnold, L. E., Abikoff, H. B., Elliott, G., Hechtman, L., Hoza, B., March, J. S., Newcorn, J. H., Severe, J. B., Vitiello, B., Wells, K., & Wigal, T. (2001). Findings from the NIMH Multimodal Treatment Study of ADHD (MTA): Implications and applications for primary care providers. Journal of Developmental & Behavioral Pediatrics, 22, 60–73.
Lengfelder, A., & Gollwitzer, P. M. (2001). Reflective and reflexive action control in patients with frontal brain lesions. Neuropsychology, 15, 80–100.
Logan, G. D., & Cowan, W. B. (1984). On the ability to inhibit thought and action: A theory of an act of control. Psychological Review, 91, 295–327.
Manly, T., Anderson, V., Nimmo-Smith, I., Turner, A., Watson, P., & Robertson, I. H. (2001). The differential assessment of children’s attention: The Test of Everyday Attention for Children (TEA-Ch), normative sample and ADHD performance. The Journal of Child Psychology and Psychiatry and Allied Disciplines, 42, 1065–1081.
Mehta, M. A., Owen, A. M., Sahakian, B. J., Mavaddat, N., Pickard, J. D., & Robbins, T. W. (2000). Methylphenidate enhances working memory by modulating discrete fornatl and parietal lobe regions in the human brain. The Journal of Neuroscience, 20, 1–6.
Meichenbaum, D. H., & Goodman, J. (1971). Training impulsive children to talk to themselves: A means of developing self-control. Journal of Abnormal Psychology, 77, 115–126.
Midha, K. K., McKay, G., Rawson, M. J., Korchinski, E. D., & Hubbard, J. W. (2001). Effects of food on the pharmacokinetics of Methylphenidate. Pharmaceutical Research, 18, 1185–1189.
Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., & Howerter, A. (2000). The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variable analysis. Cognitive Psychology, 41, 49–100.
Miyake, A., Friedman, N. P., Rettinger, D. A., Shah, P., & Hegarty, M. (2001). How are visuospatial working memory, executive functioning, and spatial abilities related? A latent-variable analysis. Journal of Experimental Psychology: General, 130, 621–640.
Nichols, S. L., & Waschbusch, D. A. (2004). A review of the validity of laboratory cognitive tasks used to asses symptoms of ADHD. Child Psychiatry & Human Development, 34, 297–315.
Oosterlaan, J., Logan, G. D., & Sergeant, J. A. (1998). Response inhibition in ADHD, CD, comorbid ADHD + CD, anxious and normal children: a meta-analysis of studies with the stop task. Journal of Child Psychology and Psychiatry, 39, 411–425.
Oosterlaan, J., & Sergeant, J. A. (1996). Inhibition in ADHD, aggressive, and anxious children: A biologically based model of child psychopathology. Journal of Abnormal Child Psychology, 24, 19–36.
Overtoom, C. C., Kenemans, J. L., Verbaten, M. N., Kemner, C., van der Molen, M. W., van Engeland, H., Buitelaar, J. K., & Koelega, H. S. (2002). Inhibition in children with attention-deficit/hyperactivity disorder: A psychophysiological study of the stop task. Biological Psychiatry, 51, 668–676.
Orbell, S., Hodgkins, S., & Sheeran, P. (1997). Implementation intentions and the theory of planned behavior. Personality and Social Psychology Bulletin, 23, 945–954.
Owens, J. S., & Hoza, B. (2003). The role of inattention and hyperactivity/impulsivity in the positive illusory bias. Journal of Consulting and Clinical Psychology, 71, 680–691.
Parks-Stamm, E., Gollwitzer, P. M., & Oettingen, G. (2007). Action control by implementation intentions: Effective cue detection and efficient response initiation. Social Cognition, 25, 248–266.
Pennington, B. F., Bennetto, L., McAleer, O., & Roberts, R. J. (1996). Executive functions and working memory: Theoretical and measurement issues. In G. R. Lyon, & N. A. Krasnegor (Eds.), Attention, memory, and executive function (pp. 327–348). Baltimore, MD, US: Paul H. Brookes Publishing Co.
Pliszka, S. R., Glahn, D. C., Semrud-Clikeman, M., Franklin, C., Perez, R., Xiong, J., & Liotti, M. (2006). Neuroimaging of inhibitory control areas in children with ADHD who were treatment naive or in long-term treatment. American Journal of Psychiatry, 163, 1052–1060.
Pliszka, S. R., Liotti, M., & Woldorff, M. G. (2000). Inhibitory control in children with attention-deficit/hyperactivity disorder: event-related potential identify the processing component and timing of an impaired right-frontal response-inhibition mechanism. Biological Psychiatry, 48, 238–246.
Pliszka, S. R., Borcherding, S. H., Spratley, K., Leon, S., & Irick S. (1997). Measuring inhibitory control in children. Developmental and Behavioral Pediatrics, 18, 254–259.
Posner, M. L, & Rothbart, M. K. (2000). Developing mechanisms of self-regulation. Development & Psychpathology, 12, 427–441.
Reid, R., Trout, A. L., & Schartz, M. (2005). Self-regulation interventions for children with ADHD. Exceptional Children, 71, 361–377.
Rosvold, H. E., Mirsky, A. F., Sarason, I., Bransome, E. D., & Beck, L. H. (1956). A continuous performance test of brain damage. Journal of Consulting Psychology, 20, 343–350.
Scheres, A., Oosterlaan, J., Geurts, H., Morein-Zamir, S., Meiran, N., Schut, H., Vlasveld, L., & Sergeant, J. A. (2004). Executive functioning in boys with ADHD: Primarily an inhibition deficit? Archives of Clinical Neuropsychology, 19, 569–594.
Seijts, G. H., & Latham, G. P. (2000). The construct of goal-commitment: Measurement and relationships with task performance. In R. Goffin, & E. Helmes (Eds.), Problems and solutions in human assessment (pp. 315–332). Dordrecht: Kluwer Academic.
Sheeran, P., & Orbell, S. (1999). Implementation intentions and repeated behavior: Augmenting the predictive validity of the theory of planned behavior. European Journal of Social Psychology, 29, 349–369.
Sheeran, P., Webb, T. L., & Gollwitzer, P. M. (2005). The interplay between goal intentions and implementation intentions. Personality and Social Psychology Bulletin, 31, 87–98.
Smith, A., & Taylor, E. (2006). Response inhibition and hyperactivity in clinical, non-clinical populations: A meta-analysis using the stop task. In R. D. Oades (Ed.), AD/HD and HKS: Current ideas and ways forward (pp. 203–225). Hauppauge: Nova Science Publishers.
Smith, A., Taylor, E., Brammer, M., Toone, B., & Rubia, K. (2006). Task-specific hypoactivation in prefrontal and temporoparietal brain regions during motor inhibition and task switching in medication-naïve children and adolescents with ADHD. American Journal of Psychiatry, 163, 1044–1051.
Sonuga-Barke, E. J. S. (2002). Psychological heterogeneity in AD/HD-a dual pathway model of behavior and cognition. Behavioral Brain Research, 130, 29–36.
Tannock, R. (1998). Attention deficit hyperactivity disorder: advances in cognitive, neurobiological, and genetic research. Journal of Child Psychology and Psychiatry, 39, 65–99.
The World Medical Association (2004). World Medical Association declaration of Helsinki: Ethical principles for medical research involving human subjects. Retrieved June 3, 2006 from http://www.wma.net/e/policy/b3.htm.
Webb, T. L., & Sheeran, P. (2003). Can implementation intentions help to overcome ego-depletion? Journal of Experimental Social Psychology, 39, 279–286.
Webb, T. L., & Sheeran, P. (2007). How do implementation intentions promote goal attainment? A test of component processes. Journal of Experimental Social Psychology, 43, 295–302.
WHO (1991). Internationale Klassifikation psychischer Stoerungen: ICD 10, Kapitel V. Bern: Huber. [Tenth revision of the International classification of diseases, Chapter V (F): Mental and behavioral disorders].
Willcutt, E. G., Pennington, B. F., Olson, R. K., Chhabildas, N., & Hulslander, J. (2005). Neuropsychological analyses of comorbidity between reading disability and attention deficit hyperactivity disorder: In search of the common deficit. Developmental Neuropsychology, 27, 35–78.
Wu, K. K., Anderson, V., & Castiello, U. (2006). ADHD and working memory: A task switching paradigm. Journal of Clinical and Experimental Neuropsychology, 28, 1288–1306.
Zelazo, P. D., Qu, L., & Müller, U. (2005). Hot and cool aspects of executive function: Relations in early development. In W. Schneider, R. Schumann-Hengsteler, & B. Sodian (Eds.), Young children’s cognitive development: Interrelationships among executive functioning, working memory, verbal ability, and theory of mind (pp. 71–93). Mahwah, NJ, US: Lawrence Erlbaum Associates, Publishers.
Zhu, J. (2004). Locating volition. Consciousness and Cognition, 13, 302–322.