Аннотация:Aim of the study was to precise neuropsychological and psychophysiological mechanisms of cognitive and executive disturbances in children with ADHD. Material and methods. 40 learning disable primary school pupils diagnosed with ADHD and 30 learning disable primary school pupils without ADHD were assessed sustaining of activity and attention with Shulte test; selectivity in decision making with analogies, pictured stories and Hayling Sentence Completion Test; shifting with Numeric Stroop and conventional reactions. Eye tracking during some tests shows an objective setting and orientation reaction. Results. The most discriminative for groups with and without ADHD were Numeric Stroop test and conventional reactions. Significant differences were in eye tracking measures: the structure of analysis is chaotic and incomplete, no big difference in duration of fixation on significant and not significant parts. Conclusion. Eye tracking opens perspectives for ADHD remediation using the method as a feedback. Acknowledges.The study is founded by RSF project #14-18-03253