An experiment was conducted to ascertain the effectiveness of various attention-directing techniques in improving visual learning. One 1st and one 4th grade class from each of four elementary schools in Cedar Falls, Iowa were each divided into four treatment groups. Four cueing methods--a large arrow, a small arrow, a pointer, plus a control…

A series of experiments were conducted in Calgary to determine performance of attention deficit disordered (ADD) and learning disabled (LD) children without ADD on a selective attention task (The Matching Familiar Figures Test) and a sustained attention task (paired associate learning). Results of experiment 1 indicated deficits in sustained…

A cue-target visual attention task was administered to 25 children (ages 10-12) with dyslexia. Results showed a general pattern of slower responses in the children with dyslexia compared to controls. Subjects also had longer reaction times in the short and long cue-target interval conditions (covert and overt shift of attention). (Contains…

This paper reviews studies on cognitive processes that may mediate the development of early learning problems. Topics covered include auditory and visual discrimination deficits, integration of information from different modalities, the significance of attentional factors, contributions of memory factors, and the importance of cognitive style…

Experimenter presence (representing external control) or absence during task presentation were the two conditions under which attentional performance of 16 hyperactive and 16 control subjects (ages 7-12) was assessed. Results suggested noncompliance (an application deficit rather than an ability deficit) as a major contributor to poor performance…