The cognitive speed explanation
Some individuals process information rapidly, which can lead them to formulate responses while others are still speaking. In such cases, the brain may be operating ahead of the conversational turn‑taking. While direct research linking conversational interruption to “faster cognitive processing speed” in non‑clinical populations is limited, the broader literature on attention and cognition suggests that people high in processing capacity may indeed form responses faster than those around them. For example, work on trait anxiety shows that differing attentional and executive‑control resources influence the pace of cognitive operations.
Anxiety and communication
Anxiety may contribute to interrupting behaviour because it places additional demands on attention and working memory. According to the model known as Attentional Control Theory (ACT), individuals high in trait anxiety show reduced efficiency of attentional control and are more susceptible to distraction or intrusive thoughts
In practical conversation, this might look like someone worrying, “If I don’t say this now, I’ll forget it,” causing them to interject prematurely. Experimental work demonstrates that anxiety can impair performance in verbal working memory tasks — especially at lower cognitive load levels. While this does not directly measure interruptions, it supports the idea that anxiety places cognitive pressure on the speaker, reducing the ability to wait for a full turn.
Impulsivity and Attention‑Deficit/Hyperactivity Disorder (ADHD)
Empirical studies link impulsivity and difficulty waiting one’s turn to conversational interruptions in individuals with ADHD. For example, research on pragmatic language use in children with ADHD highlights “interrupting others or not being able to hold back answers” as a recognized social challenge. Another article aimed at adults with ADHD notes that the tendency to interrupt may stem from a combination of poor impulse control, working memory limitations, and difficulty choosing what to pay attention to.
Hence, when someone interrupts frequently, it may reflect impulsive behaviour and limited capacity for self‑regulation rather than deliberate discourtesy.
Putting the pieces together
Putting these strands together, it becomes clear that interrupting is often a function of the interaction between cognitive speed, anxiety, and impulse control, rather than a purely social or moral issue.
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A fast‑thinking person might anticipate the end of a sentence and start speaking.
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Someone anxious might intervene early because they fear forgetting their point.
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A person with impulsivity (such as in ADHD) may find it challenging to wait for traditional conversational turn structures.
In all these cases, the interruption is not necessarily intended as rude, though it can be experienced as rude by conversational partners.
Why this perspective matters
Recognizing the cognitive roots of interruption offers several benefits:
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Reduced stigma: Rather than labeling someone as “rude,” we can understand that cognitive or emotional processes may underlie the behaviour.
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Improved communication: Both parties can adopt strategies to accommodate different processing styles and support better turn‑taking.
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Enhanced empathy: A speaker who is interrupted may gain insight into what’s happening in the mind of the interrupter, reducing frustration and conflict.
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Targeted intervention: In cases where impulsivity or anxiety contributes consistently to disruptive interruption (for example in ADHD), appropriate supports or communication training may help.
Practical strategies to reduce disruptive interruption
For individuals who find themselves interrupting often—and for conversation partners seeking to foster smoother dialogue—the following evidence‑based techniques may help:
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Pause and breathe before speaking
For example, one recommended strategy for people with ADHD is to count to three before responding, creating space to monitor whether one is genuinely responding to the speaker or simply reacting to one’s own thought -
Use active listening
Focus full attention on the other person’s words rather than planning your response. This helps reduce internal worry about forgetting something, which can drive early interjections. -
Take notes or mentally mark your point
If you worry you’ll lose your thought, jot it down or hold a mental marker until a natural pause. Research on working memory under anxiety suggests that such external aids help free up cognitive load. -
Signal your intention non‑verbally
Raise your hand or lean in slightly to indicate you’d like to speak rather than breaking in abruptly. This is particularly recommended in conversational‑skills training for impulsivity. -
Set conversational norms with others
If you know someone tends to interrupt you (or you know you are the one who does), agree on a “pause rule” such as “wait until all three of my points are done” or “I’ll finish this sentence then you can go”. Such conventions help reduce misinterpretation.
Caveats and considerations
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It is important to note that not every interruption is due to anxiety, impulsivity or fast processing. Social habits, conversational norms, cultural differences and power dynamics also matter.
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The research summarised here is indirect regarding interruptions per se. For instance, experimental studies show anxiety affects verbal working memory or attention control; they do not always measure conversational interruption as an outcome. For example, in the study by Vytal et al., anxiety affected verbal working memory under low load.
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Clinical diagnoses (such as ADHD) require evaluation by trained professionals. Impulsivity or interruption alone is not a sufficient indicator of ADHD.
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Individuals vary widely: some fast thinkers may manage turn‑taking well; some anxious people wait patiently. The presence of a cognitive style or trait does not determine behaviour in every context.
Summary
Interrupting does not inherently signal disrespect. Rather, it can reflect a mix of faster internal processing, anxiety about memory or turn‑taking, or impulse control challenges—particularly in contexts such as ADHD. Recognising this broadens our view of interruption beyond social manners alone and opens the way for more constructive communication practices. With proactive strategies—such as pausing before talking, active listening, externalising thoughts, and agreed conversational protocols—we can improve interactions and reduce the risk of misinterpretation.