Access the full text.
Sign up today, get DeepDyve free for 14 days.
Margaret Dawson, D. Hallahan, R. Reeve, D. Ball (1980)
The effect of reinforcement and verbal rehearsal on selective attention in learning-disabled childrenJournal of Abnormal Child Psychology, 8
P. Ackerman, R. Dykman, J. Peters (1977)
Teenage status of hyperactive and nonhyperactive learning disabled boys.The American journal of orthopsychiatry, 47 4
E. Lasky, H. Tobin (1973)
Linguistic and Nonlinguistic Competing Message EffectsJournal of Learning Disabilities, 6
J. W. Hagen, K. E. Stanovich (1977)
Perspectives in the development of memory and cognition
A. Copeland, N. Wisniewski (1981)
Learning disability and hyperactivity: deficits in selective attention.Journal of experimental child psychology, 32 1
Sara Tarver, D. Hallahan, James Kauffman, Donald Ball (1976)
Verbal rehearsal and selective attention in children with learning disabilities: a developmental lag.Journal of experimental child psychology, 22 3
V. I. Douglas, K. G. Peters (1979)
Attention and cognitive development
D. Meichenbaum (1977)
Cognitive-Behavior Modification
J. Hagen (1967)
THE EFFECT OF DISTRACTION ON SELECTIVE ATTENTIONChild Development, 38
D. Hallahan, J. Kauffman, D. Ball (1973)
Selective Attention and Cognitive Tempo of Low Achieving and High Achieving Sixth Grade MalesPerceptual and Motor Skills, 36
G. Strutt, Daniel Anderson, A. Well (1975)
A Developmental Study of the Effects of Irrelevant Information on Speeded Classification.Journal of Experimental Child Psychology, 20
D. P. Hallahan, R. E. Reeve (1980)
Advances in special education
A. O. Ross (1976)
Psychological aspects of learning disabilities and reading disorders
A. Copeland (1983)
Children's Talking to Themselves: Its Developmental Significance, Function, and Therapeutic Promise
W. Garner, Gary Felfoldy (1970)
Integrality of stimulus dimensions in various types of information processingCognitive Psychology, 1
A. P. Copeland (1983)
Advances in cognitive-behavioral research and therapy
Margaret Donaldson, H. Strang (1969)
Primacy effect in short-term memory in young childrenPsychonomic Science, 16
S. Santostefano, L. Rutledge, D. Randall (1965)
Cognitive styles and reading disabilityPsychology in the Schools, 2
V. Douglas, Kenneth Peters (1979)
Toward a Clearer Definition of the Attentional Deficit of Hyperactive Children
J. W. Hagen, R. V. Kail (1975)
Perceptual and learning disabilities in children: Vol. 2. Research and theory
J. Veroff, L. McClelland (1974)
Incidental learning in adults of different social backgrounds.Developmental Psychology, 10
J. Hagen, P. Kingsley (1968)
Labeling effects in short-term memory.Child development, 39 1
S. Farnham-Diggory (1978)
Learning disabilities
B. K. Keogh, J. S. Margolis (1976)
Learn to labor and wait: Attentional problems of children with learning disordersJournal of Learning Disabilities, 9
D. Meichenbaum (1977)
Cognitive-Behavior Modification: An Integrative Approach
G. Zivin (1979)
The Development of self-regulation through private speech
J. Hagen, Jack Meacham, G. Mesibov (1970)
Verbal labeling, rehearsal, and short-term memoryCognitive Psychology, 1
B. Keogh, J. Margolis (1976)
Learn to Labor and to WaitJournal of Learning Disabilities, 9
Three studies were performed to assess the selective attention of learning-disabled (LD) children. In the first study, 10 LD and 16 non-LD children were given the Speeded Classification task. LD children sorted cards more slowly than non-LD children, and children in both groups had trouble ignoring irrelevant information. Non-LD children became more accurate across trials, while LD children did not. In the second study, one group of 13 LD children was taught to accompany their Speeded Classification sorting verbally in an attempt to improve their performance; the other group of LD children (n=12) received no such instruction. The experimental group, however, showed poorer performance across trials compared with the control group. In the third study, the children from Experiments 1 and 2 were given the Central-Incidental Learning task. Older children learned more central memory items than younger children and, LD children learned more incidentally than non-LD children.
Journal of Abnormal Child Psychology – Springer Journals
Published: Dec 15, 2004
Read and print from thousands of top scholarly journals.
Already have an account? Log in
Bookmark this article. You can see your Bookmarks on your DeepDyve Library.
To save an article, log in first, or sign up for a DeepDyve account if you don’t already have one.
Copy and paste the desired citation format or use the link below to download a file formatted for EndNote
Access the full text.
Sign up today, get DeepDyve free for 14 days.
All DeepDyve websites use cookies to improve your online experience. They were placed on your computer when you launched this website. You can change your cookie settings through your browser.