Thirty-two hyperactive children (ages 5-11) and 32 controls were tested on (1) a component selection task, measuring serial memory and incidental learning and (2) a cancellation task, assessing attentional variables and distractibility. It was concluded that a deficit in sustained attention and impulsivity best described the group differences.…

Attention styles and peer relationships of hyperactive (N=23) and normal (N=68) boys and girls in grades 3-5 were compared using behavioral, cognitive, and sociometric measures. Among reported results was that hyperactive girls displayed more conduct problems than normal girls, but less than hyperactive boys. (Author/JW)

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…

Four groups of 7- to 10-year-old girls (N=37), who were either (1) hyperactive, (2) reading disabled, (3) hyperactive and reading disabled, or (4) solely attention disordered, were contrasted with male counterparts on measures of intelligence, achievement, personality, and cognitive style. Among findings were significant sex differences across…