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<p>While difficulties with emotion regulation are widely recognized to be prevalent in individuals with ADHD, researchers disagree on the centrality and explanatory role of dysregulated emotions in ADHD. “Lumpers” comprehend emotion dysregulation as a core symptom alongside inattention, hyperactivity and impulsivity, while “splitters” view the combination as a distinct entity, and “diplomats” hold that they are correlated but ultimately dissociable (Shaw et al. 2014). The literature has predominantly focused on negative emotions such as anger and irritability, often overlooking positive emotional states like curiosity and interest, possibly because these were not traditionally regarded as genuine emotions. We argue that they indeed qualify as <i>epistemic</i> emotions and demonstrate how they can become dysregulated in various ways. By properly acknowledging these emotional dimensions, the core symptoms of ADHD can be understood as manifestations of emotional dysregulation. With this, our account will offer support for “lumpers” and indicates that granting a more prominent explanatory role to emotions and emotional dysregulation could lead to a more unified and integrative model of cognition and behavior in ADHD.</p>

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Dysregulation of Epistemic Emotions in ADHD: Towards an Integrative Model

  • 期刊论文

  • 发表日期：

    2026年2月12日

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  • Somogy Varga,
  • Asbjørn Steglich-Petersen

摘要

While difficulties with emotion regulation are widely recognized to be prevalent in individuals with ADHD, researchers disagree on the centrality and explanatory role of dysregulated emotions in ADHD. “Lumpers” comprehend emotion dysregulation as a core symptom alongside inattention, hyperactivity and impulsivity, while “splitters” view the combination as a distinct entity, and “diplomats” hold that they are correlated but ultimately dissociable (Shaw et al. 2014). The literature has predominantly focused on negative emotions such as anger and irritability, often overlooking positive emotional states like curiosity and interest, possibly because these were not traditionally regarded as genuine emotions. We argue that they indeed qualify as epistemic emotions and demonstrate how they can become dysregulated in various ways. By properly acknowledging these emotional dimensions, the core symptoms of ADHD can be understood as manifestations of emotional dysregulation. With this, our account will offer support for “lumpers” and indicates that granting a more prominent explanatory role to emotions and emotional dysregulation could lead to a more unified and integrative model of cognition and behavior in ADHD.