Role of serotonin in the neurobiology of attention-deficit/hyperactivity disorder: a systematic literature review
Bibliographic record
Abstract
INTRODUCTION: Attention-deficit/hyperactivity disorder (ADHD) is a common neuropsychiatric disorder of inattention, hyperactivity, and impulsivity. Roles for dopamine and norepinephrine are widely recognized; however, the role of serotonergic neurotransmission is less clear. This systematic literature review aimed to determine if changes in serotonin transmission are implicated in the neurobiology of ADHD. METHODS: A search of published literature was conducted. Eligible publications addressing the role of serotonin, its receptor family, and/or its transporter in the neurobiology of ADHD were selected according to prespecified criteria. The quality of evidence was graded. RESULTS: = 60) were nonclinical studies. Most publications were rated as containing medium- (62.1%) or high-grade (17.9%) evidence. Multiple strands of evidence were found to implicate serotonin in ADHD, with 81.1% of the identified articles providing support for altered levels of serotonin production, binding, transport, or degradation in ADHD. CONCLUSIONS: Substantial evidence implicates serotonin in the neurobiology of ADHD and in the regulation of the catecholaminergic systems believed to be dysregulated by the disorder. Yet this evidence is incomplete and, at times, conflicting. It does suggest, however, that medications that engage the serotonin system should be tested for their efficacy in the treatment of ADHD.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.004 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".