Reinterpreting the Frequency Dependence of Cortical Auditory-Evoked Response Amplitudes in Light of Current Understanding of Cortical Tonotopic Organization.

Adolescence represents a pivotal stage of human development, characterized by profound physiological, psychological, and social transformations (Polanczyk et al. ). During this period, individuals are increasingly confronted with multifaceted challenges, including evolving social dynamics, escalating academic demands, and the progressive transition toward adult roles and responsibilities (Polanczyk et al. ). Among adolescents, approximately 3%–7% are affected by attention‐deficit hyperactivity disorder (ADHD), a condition recognized as the most prevalent neuropsychiatric disorder in this age group globally (Polanczyk et al. ; Kessler et al. ). ADHD is defined by a persistent pattern of inattention and/or hyperactivity‐impulsivity that interferes with functioning or development (Arnsten ). The pathophysiology of ADHD is complex and multifactorial, encompassing both neurophysiological and neurochemical alterations (Arnsten ). Key neural deficits include dysregulation within the prefronto‐parietal attention network and an imbalance in cortical excitation and inhibition (Arnsten ). Furthermore, disruptions in noradrenergic and dopaminergic neurotransmission have been implicated in the disorder (Arnsten ). These neurobiological abnormalities contribute to impaired executive functioning in affected individuals (Seidman et al. ). Executive functions refer to a set of higher‐order cognitive processes that are essential for goal‐directed behavior (Castellanos et al. ). Core components include inhibitory control, working memory, and cognitive flexibility (Seidman et al. ). Among these, inhibitory control defined as the capacity to suppress irrelevant or distracting stimuli while maintaining attention on goal‐relevant information has been shown to be particularly compromised in adolescents with ADHD (Castellanos et al. ; Fosco et al. ). Generally, inhibitory control includes three subdomains: interference control, attentional inhibition, and motor inhibition (Li et al. ). Deficits in inhibitory control may adversely impact peer relationships, academic achievement, and overall daily functioning in this population (Fosco et al. ).