Distractibility in Learning-Disabled Children

Author:

Harvey Philip D.1,Weintraub Sheldon2,Neale John M.3

Affiliation:

1. Philip Harvey is a clinical psychologist at the State University of New York at Stony Brook. He received his PhD in clinical psychology from the State University of New York at Stony Brook.

2. Sheldon Weintraub is an adjunct associate professor of psychology at the State University of New York at Stony Brook. He received his PhD in clinical psychology from the State University of New York at Stony Brook.

3. John M. Neale is a professor of psychology at the State University of New York at Stony Brook. He received his PhD in clinical psychology from Vanderbilt University. Address: Dr. John M. Neale, Department of Psychology, State University of New York at Stony Brook, Stony Brook, NY 11794.

Abstract

Learning-disabled (LD) children are thought to be deficient in attention and memory performance, especially selective attention in the presence of distracting information. However, these findings have not always been confirmed and when these differential distraction effects are found they may be an artifact of the tasks' differential abilities to detect differences between groups. Two-digit span tasks were used to compare distraction performance of LD and normal learning (NL) children. On the first set of tasks, where the nondistraction and distraction conditions were matched, a priori for their ability to discriminate differences between groups, no differential distraction effect was found. In the second pair of tasks, the distraction condition was designed to make it more discriminating than the nondistraction condition and a differential distraction effect was found. These results are discussed in terms of the need for researchers to consider the psychometric properties of their tasks as important variables and as another potential explanation for some of the disparate findings in the distractibility literature with LD children.

Publisher

SAGE Publications

Subject

General Health Professions,Education,Health (social science)

Cited by 5 articles. 订阅此论文施引文献 订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献

1. Social-Emotional Development of Students with Learning Disabilities;Learning Disability Quarterly;1994-11

2. An Evaluative Review of Social Validation Research Involving Persons with Handicaps;The Journal of Special Education;1991-10

3. Sustained and Selective Attention in Children with Learning Disabilities;Journal of Learning Disabilities;1990-02

4. LONGITUDINAL RESEARCH ON ACTIVE AND AGGRESSIVE PRESCHOOLERS: PREDICTORS OF PROBLEM SEVERITY AT SCHOOL ENTRY;Current Concepts and Emerging Trends in Attentional and Behavioral Disorders of Childhood;1989

5. Learning Disabilities and Hyperactivity: Implications for Research and Clinical Assessment;The Rehabilitation of Cognitive Disabilities;1987

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