Multivariate analyses, followed by univariate tests, indicated that the normal children increased in sustained attention efficiency with age to both visual and auditory stimuli. Hyperactive children (9-14 years old) increased in sustained attention efficiency with age to auditory but not visual stimuli. (Author)

Young infants have repeatedly been shown to be slower than older infants to shift fixation from a midline stimulus to a peripheral stimulus. This is generally thought to reflect maturation of the neural substrates that mediate the disengagement of attention, but this developmental difference may also be attributable to young infants' slower…

Reports the results of a high-speed search task administered to overactive and distractible (hyperactives), normoactive and distractible, and normoactive and attentive (controls) children. Instructions emphasized speed, accuracy, or both speed and accuracy. Indicates that controls and distractibles conformed to the fast guess model, which relates…

Three groups of elementary school children, rated on activity and distractibility, were given a visual search task with three levels of display load and tested twice in two conditions of stimulus visibility. Encoding deficit or data limitation did not account for the attentional performance of either hyperactive or somewhat hyperactive subjects.…

Although substantial literature exists regarding learning with visuals, most consider text the primary channel with varying amounts of visuals explored as a secondary channel. This study considered the effectiveness of visuals-only procedural guides versus visuals plus added text, using visuals as the primary channel and using visuals developed…

Illustrates how computers can assist teachers in preventing impulsivity and foster the cognitive and metacognitive development of students. Discusses theoretical aspects of impulsivity and learning difficulties; software for improving self-regulated learning, in particular the VISPRO (Visualizing Processes) project; and teacher education needs,…

Review of theories, research, and models of the learning styles of American Indian/Alaska Native students reveals that they generally learn in ways characterized by social/affective emphasis, harmony, holistic perspectives, expressive creativity, and nonverbal communication. Native learning styles are strongly influenced by language, culture, and…