Modeling and Attention-Retention in Learning Disabled Children

Modeling and Attention-Retention in Learning Disabled Children

Subjects for study were 20 boys randomly selected from a residential school for children with learning disabilities. They were administered Hagen's central-incidental attention-retention task and then asked to view a videotape; they were told that they would be paid money for performing the act...

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Veröffentlicht in:Journal of learning disabilities 1975-08, Vol.8 (7), p.444-450
Hauptverfasser: Mercer, Cecil D., Cullinan, Douglas, Hallahan, Daniel P., LaFleur, N. Kenneth
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container_end_page 450
container_issue 7
container_start_page 444
container_title Journal of learning disabilities
container_volume 8
creator Mercer, Cecil D.
Cullinan, Douglas
Hallahan, Daniel P.
LaFleur, N. Kenneth
description Subjects for study were 20 boys randomly selected from a residential school for children with learning disabilities. They were administered Hagen's central-incidental attention-retention task and then asked to view a videotape; they were told that they would be paid money for performing the activities appearing on the tape. Attention to and retention of relevant and irrelevant stimuli were examined in relation to modeling performance. It was concluded that attention to and retention of relevant versus irrelevant stimuli is significantly related to modeling performances of children with learning disabilities. In addition, it was found that modeling performances were significantly related to academic achievement.
doi_str_mv 10.1177/002221947500800709
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title Modeling and Attention-Retention in Learning Disabled Children
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