Attentional performance was examined in hyperactive and normal 10- and 14-year-old boys. Multivariate analyses followed by univariate tests indicated that both age groups of normal Ss were superior to hyperactive Ss in attentional performance while hyperactive adolescents demonstrated significant improvement with age only in coming to attention.…

Measures designed to test two components of attention (decison making and maintaining attention over time) were studied in 36 educably mentally retarded (EMR) boys at three age levels (10, 13, and 14 years). Multivariate analyses, followed by univariate and paired comparison tests, indicated that both EMR and normal Ss increased in attentional…

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)

The study investigated the efficacy of a package of cognitive self-control procedures for ameliorating the attentional deficits of 12-year-old learning disabled children. Performance on measures of reading, attention, an inhibitory control was improved as a function of the cognitive self-instructional training. The improvement continued to sustain…

Sustained attention to visual and auditory stimuli and reflection-impulsivity were examined in 48 hyperactive and 48 normal 9 and 14 year old boys. Multivariate analyses, followed by univariate tests, indicated that the nonhyperactive Ss increased sustained attention efficiency with age to both visual and auditory Stimuli. Hyperactive Ss increased…

Following the treatment the experimental Ss showed a significant increase in response time and made significantly fewer errors compared to a similar control group. Treatment effects were still evident one month after treatment terminated. (DB)

Sustained attention and inhibitory control of 15 nonhyperactive, learning disabled (LD) boys, 15 hyperactive but not LD boys, and 15 normal boys (11-12 years old) were studied, on teacher ratings of impulse control in the classroom and testing results. Coming to attention, decision making, sustained attention, and attention-concentration were…

Two experiments were implemented in which hyperactive children were exposed to models of their own age level. It was hypothesized that modeling treatments designed to demonstrate reflective problem-solving strategies would improve the problem-solving ability of both normal and hyperactive children, and that, concomicantly, children's ability to…