This study indicates that in performing a task involving verbal control of nonverbal behavior, males and females aged 3-5 integrate functional systems differently in order to achieve the same adaptive effect. (GO)

Discussed in the paper is the role of span theory in such intellectual tasks as discrimination learning, language development and behavior, reading, intelligence and learning, and task analysis in training the retarded. Available from: Ablex Publishing Corporation, 355 Chestnut Street, Norwood, New Jersey 07648. (CL)

This study examined effects of social praise on attentive behavior of reinforced and nonreinforced children. Two pairs of mentally retarded preschool boys served as subjects. Results revealed that intervention procedure increased the attentive behavior of the target subjects and nonreinforced subjects also increased their attentive behavior during…

When children with Down's syndrome and normally developing children of comparable mental age were compared in their ability to find things they saw in a mirror, it was found that the ability of children with Down's syndrome paralleled that of normally developing children, but that motivational, attentional, and exploratory differences may exist.…

A kitchen timer, three-minute egg timer, and individual clocks made from paper plates were used to teach time management strategies to learning disabled elementary school students in a resource room. Their attention span increased, work habits improved, and there was less frustration for both teacher and students. (VW)

A microcomputer technique was used to measure the attention span of 115 boys and 117 girls in kindergarten through the ninth grade. Attentional ability increased only up through the fifth grade, and both the false alarm rate and the interstimulus interval scores were related to behavioral activity during test sessions. (Author/CB)

Evaluated number of format and direction changes across tests and grade levels of major elementary standardized reading achievement tests. Number of format changes varies from one change every 1.2 minutes on Metropolitan Achievement Test Level E1 to one change every 21.3 minutes on P1 level of Stanford Achievement Test. (Author)

Teacher ratings of the anomalous classroom behaviors of hyperactivity, inattention, perceptual-motor impairment, perserveration, and stereotype were examined as predictors of performance of 82 mentally retarded 6-18 year olds on a visual discrimination task. Weak but statistically reliable correlations were obtained. (Author/CL)

A work reproduction design was used to examine the effect of attentional focus on the perception of physical work. Subjects performed a fixed interval of work while answering arithmetic problems or performing in an unfilled control condition. Results of this study are discussed. (Author/DF)

Presents the results of a study of attention as a factor in children's natural and experimental acquisition of articulatory behavior. (TO)

Study conducted to investigate attention span in relation to various schedules or regimes of reinforcement. (Author/MB)