Learning disability and hyperactivity: deficits in selective attention.

@article{Copeland1981LearningDA,
  title={Learning disability and hyperactivity: deficits in selective attention.},
  author={Anne P. Copeland and N M Wisniewski},
  journal={Journal of experimental child psychology},
  year={1981},
  volume={32 1},
  pages={
          88-101
        }
}
The selective attention of learning-disabled children: Three studies
TLDR
Three studies were performed to assess the selective attention of learning-disabled (LD) children, finding that older children learned more central memory items than younger children and, LDChildren learned more incidentally than non-LD children.
Attention-Deficit Hyperactivity Disorder (ADHD) and Learning Disabilities
The overlap between Attention-Deficit Hyperactivity Disorder (ADHD) and learning disabilities is consistently reported in the literature. The relationship between attention and cognitive and
Cognitive Strategies Used by Learning Disabled Children
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Results indicated that LD children performed less well than the non-LD children on tasks requiring internal strategies or plans, and children with more behavioral problems also were children who used less mature cognitive strategies.
Incidental learning, distraction, and sustained attention in hyperactive and control subjects
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It was concluded that a deficit in sustained attention and impulsivity best described the group differences, and subscales considered to be related both to hyperactivity and to conduct disorder were associated with different performance variables, indicating that each of these subscales provided some unique information.
Theory‐ and Evidence‐Based Strategies for Children with Attentional Problems
This article reviews factors that contribute to and improve selective and sustained attention in children with attention deficit hyperactivity disorder (ADHD—the inattentive and combined subtypes). A
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A review of recent research on the development of memory, attention, perception, and learning provides support for a new interpretation of the learning disabled child's failure to perform normally in
A Comparison of the Effects of Reinforcement and Response Cost on the Selective Attention of Learning Disabled Children
TLDR
The proposed “production deficiency hypothesis” proposes that learning disabled children may be capable of better verbal learning than they demonstrate — they simply fail to produce, though they allegedly possess the capability.
The Development of Visual Selective Attention and Verbal Rehearsal in Learning Disabled Boys
This experiment is provocative in that it purports to show that learning disabled boys may be developmentally slow rather than physically impaired or functionally fixated. The strength of the
The effect of reinforcement and verbal rehearsal on selective attention in learning-disabled children
TLDR
Results suggest that induced verbal rehearsal improves central recall and selective attention in learning-disabled children and Reinforcement alone does not improve central recall but may when paired with rehearsal.
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The hypothesis that frequently found short-term memory deficits in poor readers may reflect a lack of ability or inclination to use efficient task strategies on some memory tasks is investigated.
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Researchers and practitioners are focusing increased attention on the apparent lack of intrinsic involvement and motivation exhibited by disabled learners. This study seems to support the idea that
THE EFFECT OF DISTRACTION ON SELECTIVE ATTENTION
The effects of a vigilance distractor were investigated with respect to recall of task-relevant and task-incidental information on a memory task. 40 children per grade in the first, third, fifth, and
Toward a Clearer Definition of the Attentional Deficit of Hyperactive Children
TLDR
It is evident that a good deal of confusion and disagreement remains about the exact nature of the deficit being attributed to hyperactive children.
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