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1.
This study examined the effects of distracters on the television viewing of diagnosed ADHD (n = 19) and normal (n = 20) boys who ranged in age from 6 to 12 years. Subjects were videotaped watching four 7-min segments of "3-2-1 Contact," once in the presence and once in the absence of highly appealing toys. The results indicated that, while in the presence of toys, ADHD boys spent one-half as much time as control boys attending to the television. However, when toys were absent, there were no significant differences in visual attention between ADHD and normal boys. The effect of the toy manipulation was most dramatic with younger children of both groups. Recall of didactic content by ADHD boys and normal subjects did not differ significantly, even when the attention of ADHD boys was reduced. These findings suggest that ADHD children, like their normal counterparts, are active and strategic viewers of television.  相似文献   

2.
The study experimentally tested the relationship between visual attention and comprehension of a TV program. 72 5-year-old children watched a 40-min version of the TV program "Sesame Street." Half the children viewed the program in the presence of a variety of toys and half viewed without toys. The children were then tested for their comprehension of the program. Although visual attention to the TV in the no-toys group was nearly twice that in the toys group, there was no difference between the groups in comprehension. There were, nevertheless, significant within-group correlations between visual attention and comprehension even for questions concerning only auditorily presented material. The results were interpreted as indicating that in a normal TV viewing setting, variations in the comprehensibility of the TV program may determine variations in children's attention to the TV.  相似文献   

3.
Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by cognitive deficits associated with attention. Prior studies have revealed the potential impact of ADHD on basic perception and cognitive ability in patients with ADHD. In this study, bilateral posterior P1 and N1 were measured in 122 Chinese children aged 7–12 years (64 with ADHD) to investigate the developmental characteristics of early perception during visual processing in school-age children with ADHD. For children with ADHD, a larger P1 activity with an atypical developmental pattern was evoked and observed for the visual search performance. These findings offer new insights into the mechanisms of cognitive developmental deficits and intervention techniques in children with ADHD.  相似文献   

4.
This study assesses information processing and memory functioning in 50 children diagnosed with Attention Deficit Hyperactive Disorder (ADHD) with and without learning disabilities (LD). Mode of presentation (visual vs. auditory), type of memory processing (immediate, short-term, and long-term), and order of recall (ordered vs. unordered) were assessed using the Learning Efficiency Test-II (LET-II). Both groups demonstrated difficulty with auditory ordered recall and lost substantial information from immediate memory to short-term and long-term memory stores. The ADHD/LD group also demonstrated more difficulty with ordered recall than the ADHD only group. While there were no differences between the two groups in regard to immediate recall, the ADHD/LD group demonstrated more problems transferring information into short-term and long-term memory stores than the ADHD only group. Verbal interference effects significantly decreased retention for both visual and auditory processing. Results indicate that ADHD alone presents significant problems in information processing, but the comorbid effects of a learning disability further intensify the negative impact of ADHD. © 1996 John Wiley & Sons, Inc.  相似文献   

5.
To better understand dimensions of text complexity and their effect on the comprehension of adolescents, 103 high school seniors were randomly assigned to 4 groups. Each group read versions of the same 2 informational passages and answered comprehension test items targeting factual recall and inferences of causal content. Group A passages had a challenging readability level and high cohesion; Group B passages had an easier readability and low cohesion; Group C passages had a challenging readability level and low cohesion; and Group D passages had an easier readability and high cohesion. Students in Group D significantly outperformed students in Group C (g = 0.78). Although the effect sizes of comparisons among all groups ranged from g = 0.13 to 0.73, no other comparisons were statistically significant. Results indicate that adolescents’ reading comprehension is dually influenced by a text's readability and cohesion. Implications for matching readers to instructional text are discussed.  相似文献   

6.
Using a multimodal and multi-informant method for diagnosis, we selected 33 children by teacher and parent nomination for attention and work completion problems that met DSM-IV criteria for attention-deficit/hyperactivity disorder (ADHD). Of the 33 children in this group, 21 participated in the initial intervention, and 12 were placed in an ADHD control group and received the intervention after pre- and posttesting. A similarly selected group of 21 children without difficulties in attention and work completion served as a control group. Each child was assessed on pre- and posttest measures of visual and auditory attention. After an 18-week intervention period that included attention and problem-solving training, all children in the intervention and control groups were retested on visual and auditory tasks. Children in both ADHD groups showed significantly poorer initial performance on the visual attention task. Whereas the ADHD intervention group showed commensurate performance to the nondisabled control group after training, the ADHD control group did not show significant improvement over the same period. Auditory attention was poorer compared to the control group for both ADHD groups initially and improved only for the ADHD intervention group. These findings are discussed as a possible intervention for children with difficulties in strategy selection in a classroom setting.  相似文献   

7.
There has been increasing evidence in recent years of the need to adapt intervention programs to the specific needs of children with attention deficit hyperactivity disorder (ADHD). The main goal of this research work was to study the efficacy of an educational intervention program to improve attention and reflexivity in school children with ADHD in order to verify the improvements in symptoms associated with ADHD such as aggressivity, social isolation, anxiety, and attention deficit. The sample was comprised of 26 primary school children ranging from 7 to 10 years of age with ADHD. Symptoms of children with ADHD were evaluated by applying the Escalas Magallanes Screening Scale for Attention Deficits and Other Developmental Problems in Children (EMA‐DDA) at two time points (pre and post). The results show a statistically significant reduction in symptoms on the aggressivity and social isolation scales measured with the EMA‐DDA after applying the intervention program. These data supports the potential value of an intervention program for working with ADHD children.  相似文献   

8.
Children with attention deficit hyperactivity disorder (ADHD) were examined on four subtests of the Test of Everyday Attention for Children (TEA‐Ch) when on and off stimulant medication. Performance was assessed relative to 18 individually age‐matched controls. Children with ADHD performed significantly worse on TEA‐Ch measures when off compared to when on stimulant medication. This was found in both predominantly inattentive (n = 6) and combined inattentive and hyperactive‐impulsive (n = 12) subtypes. The age‐matched controls significantly improved with repeated testing on most TEA‐Ch measures. Significant differences were found between the unmedicated children with ADHD and age‐matched controls on sustained attention (Score! and Walk Don’t Walk) and attention control measures (Same and Opposite Worlds). When the ADHD group was on stimulant medication, with the exception of the Walk Don’t Walk subtest, no significant differences were found between them and the age‐matched controls. Unlike the TEA‐Ch subtests, the significant differences between the two groups on the Test of Word Reading Efficiency (TOWRE) subtests remained when attentional status was altered in the children with ADHD. The study supports further investigations of the TEA‐Ch as a measure sensitive to changes in stimulant medication in children with ADHD.  相似文献   

9.
Both salient visual events and scene-based memories can influence attention, but it is unclear how they interact in children and adults. In Experiment 1, children (N = 27; ages 7–12) were faster to discriminate targets when they appeared at the same versus different location as they had previously learned or as a salient visual event. In contrast, adults (N = 30; ages 18–31) responded faster only when cued by visual events. While Experiment 2 confirmed that adults (N = 27) can use memories to orient attention, Experiment 3 showed that, even in the absence of visual events, the effects of memories on attention were larger in children (N = 27) versus adults (N = 28). These findings suggest that memories may be a robust source of influence on children's attention.  相似文献   

10.
The purpose of the study is to compare problem based learning (PBL) and lecture-based learning (LBL) in Hong Kong secondary students’ science achievement. Secondary One students were divided into two groups: group A (n = 37), was taught two topics: “Human Reproduction” and “Density” through PBL; group B (n = 38) was taught the same topics by LBL. Multiple choice questions and short structured response items were used to assess students’ academic performance. Pre and post tests were categorized into three domains: knowledge, comprehension and application according to Bloom’s Taxonomy (Bloom 1956). The results of this study suggest first that PBL is at least as effective as LBL in gaining the knowledge required to achieve the syllabus’ learning objectives; secondly, the PBL group shows a significant improvement in students’ comprehension and application of knowledge over an extended time. Seemingly, PBL is favored for knowledge retention compared to a more conventional teaching approach, by these early adolescent children in Hong Kong. An ongoing longitudinal study on students’ interactions will further determine whether students taught through PBL develop improved learning in relation to high order skills, in a local situation which still tends to focus on factual recall but where higher skills are being demanded by systemic reform.  相似文献   

11.
Selective attention is the ability to focus on goal-relevant information while filtering out irrelevant information. This work examined the development of selective attention to natural scenes and objects with a rapid serial visual presentation paradigm. Children (N = 69, ages 4–6 years) and adults (N = 80) were asked to attend to either objects or scenes, while ignoring the other type of stimulus. A multinomial processing tree model was used to decompose selective attention into focusing and filtering components. The results suggest that attention is object-biased in children, due to difficulty filtering attention to goal-irrelevant objects, whereas attention in adults is relatively unbiased. The findings suggest important developmental asymmetries in selective attention to scenes and objects.  相似文献   

12.
An embodied approach to reading comprehension suggests that emerging readers must learn to map words and phrases onto their remembered experiences, but this is made difficult by the necessity of focusing attention on decoding. Having children manipulate toys to correspond to what they are reading overcomes this problem, but introduces its own problem for the classroom, namely having to provide a classroom full of children with manipulative. In this article, we demonstrate that having first- and second-grade children manipulate images of toys on a computer screen benefits their comprehension as much as physical manipulation of the toys. In addition, manipulation on one day facilitates reading in the same domain one week later. These findings encourage the use of manipulation of text-relevant images as an educational technology for enhancing early reading comprehension. The findings also set constraints on theoretical accounts of embodiment while reading.  相似文献   

13.
This study investigated eye movement and comprehension therapy in Grade 6 children with reading disabilities (RD). Both order of therapy and type of therapy were examined. Furthermore, the implications of visual attention in ameliorating reading disability are discussed. Thirty-one students with RD were identified using standardized reading comprehension tests. Eye movements were analyzed objectively using an infra-red recording device. Reading scores of participating children were 0.5 to 1 SD below the national mean. Testing took place before the start of therapy (T1) and was repeated after 12 weeks (T2) and 24 weeks (T3) of therapy. One group of students had eye movement therapy first, followed by comprehension therapy; in the other group, the order was reversed. Data were evaluated using a repeated measures MANOVA and post hoc tests. At T1, mean reading grade was 2 years below grade level, and eye movement scores were at about Grade 2 level. Mean growth in reading comprehension for the total sample was 2.6 years (p < .01) at T3; equally significant improvement was measured in eye movements (p < .01). Learning rate in reading comprehension improved from 60% (T1) to 400% (T3). Although within-group differences were statistically significant, between-group differences were not significant for comprehension or eye movements. Order of therapy (comprehension first or eye movements first) was not significant. Improvements in within-group scores for comprehension and eye movements were consistently significant at T2 and T3. Eye movement therapy improved eye movements and also resulted in significant gains in reading comprehension. Comprehension therapy likewise produced improvement both in eye movement efficiency and in reading comprehension. The results support the notion of a cognitive link among visual attention, oculomotor readiness, and reading comprehension.  相似文献   

14.
The present study employed a think‐aloud method to explore the origin of centrality deficit (i.e., poor recall of central ideas) in individuals with Attention Deficit Hyperactivity Disorder (ADHD). Moreover, utilizing the diverse think‐aloud responses, we examined the overall quality of text processing employed by individuals with ADHD during reading, in order to shed more light on text‐level deficiencies underlying their poor comprehension after reading. To address these goals, adolescents with and without ADHD were asked to state aloud whatever comes to their minds during the reading of two expository texts. After reading, the participants freely recalled text ideas and answered multiple‐choice questions on the texts. Compared to controls, participants with ADHD generated fewer responses that reflect deep, efficient text processing, and reinstated fewer prior text ideas, particularly central ones, during reading. Moreover, the proportions of deep processing responses positively associated with participants’ performance on recall and comprehension tasks. These findings suggest that individuals with ADHD exhibit poor text comprehension and memory, particularly of central ideas, because they construct a low‐quality, less‐connected text representation during reading, and produce fewer, less‐elaborated retrieval cues for subsequent tasks after reading.  相似文献   

15.
In a prospective study of developmental outcomes in relation to early‐life otitis media, behavioral, cognitive, and language measures were administered to a large, diverse sample of children at 2, 3, 4, 6, and 9–11 years of age (N = 741). At 9–11 years of age, 9% of the children were categorized as having attention‐deficit/hyperactivity disorder (ADHD) based on parent report. Compared to the non‐ADHD group, the ADHD group had higher (i.e., less favorable) scores on parent and teacher versions of the Child Behavior Checklist at all ages. Children in the ADHD group also had lower scores on cognitive and receptive language measures in preschool. The findings support the concept that ADHD is a cognitive as well as a behavioral disorder.  相似文献   

16.
Abstract

In this study, we investigated the effects of previewing on children's comprehension of a televised story. Using a variation of Ausubel’s advance organizers, a 1½-min edited video was constructed to provide children with a brief overview of the basic plot structure before seeing the televised story Soup and Me. Study 1 examined the effects of previewing with 48 second graders using a multiple-choke test of 20 items, which assessed their recall of central, incidental, and inferential story information. Our results indicated that viewing a preview before a televised story significantly increased students' comprehension of plot-essential information, but did not influence their learning of incidental information or their ability to draw inferences from the story. Study 2 examined previewing’s effects on free recall with 39 first graders. Those students in the preview group recalled the episodic structure of the story significantly better than the control group did. Previews appeared to act primarily as a cuing device, drawing children's attention to certain central aspects of the story. These results indicate that previewing may be an effective mediational technique for enhancing children's comprehension and retention of plot-essential information from a televised story.  相似文献   

17.
The current study examined the ability of children diagnosed as having Attention‐Deficit Hyperactive Disorder (ADHD) with and without a learning disability to perceive nonverbal social cues in comparison to their non‐ADHD peers. In addition, teacher ratings of students' social perceptions were obtained. Participants in the study were 45 students between the ages of seven and ten years who were identified as 1) ADHD only, 2) ADHD with a learning disability (ADHD/LD), and 3) a control group with no diagnosis. The Diagnostic Analysis of Nonverbal Accuracy(DANVA) and the Social Perception Behavior Rating Scale(SPBRS) were used to measure social perceptions. The DANVA was administered twice to each child in the ADHD and ADHD/LD groups: once while the ADHD and ADHD/LD participants were on medication and once off medication. The ADHD/LD group demonstrated significant difficulty in comparison to their peers in perceiving paralanguage cues effectively. The ADHD/LD group also showed significant improvement on the Postures and Paralanguage subtests during on‐medication conditions. © 1999 John Wiley & Sons, Inc.  相似文献   

18.
This study quantified the influence of visual attention therapy on the reading comprehension of Grade 6 children with moderate reading disabilities (RD) in the absence of specific reading remediation. Thirty students with below-average reading scores were identified using standardized reading comprehension tests. Fifteen children were placed randomly in the experimental group and 15 in the control group. The Attention Battery of the Cognitive Assessment System was administered to all participants. The experimental group received 12 one-hour sessions of individually monitored, computer-based attention therapy programs; the control group received no therapy during their 12-week period. Each group was retested on attention and reading comprehension measures. In order to stimulate selective and sustained visual attention, the vision therapy stressed various aspects of arousal, activation, and vigilance. At the completion of attention therapy, the mean standard attention and reading comprehension scores of the experimental group had improved significantly. The control group, however, showed no significant improvement in reading comprehension scores after 12 weeks. Although uncertainties still exist, this investigation supports the notion that visual attention is malleable and that attention therapy has a significant effect on reading comprehension in this often neglected population.  相似文献   

19.
How does developing attentional control operate within visual short‐term memory (VSTM)? Seven‐year‐olds, 11‐year‐olds, and adults (total n = 205) were asked to report whether probe items were part of preceding visual arrays. In Experiment 1, central or peripheral cues oriented attention to the location of to‐be‐probed items either prior to encoding or during maintenance. Cues improved memory regardless of their position, but younger children benefited less from cues presented during maintenance, and these benefits related to VSTM span over and above basic memory in uncued trials. In Experiment 2, cues of low validity eliminated benefits, suggesting that even the youngest children use cues voluntarily, rather than automatically. These findings elucidate the close coupling between developing visuospatial attentional control and VSTM.  相似文献   

20.
In spite of continuing patterning of curriculum subject preference and choice by gender, there has been little recent attention to the argument developed in the 1970s that children play with different toys according to their gender, and that these provide girls and boys with (different) curriculum‐related skills. The article describes a small‐scale empirical study that asked parents of 3–5 year old children to identify their child’s favourite toys and viewing material, and analysed responses according to children’s gender. The most frequently identified toys and viewing materials were subjected to content and discourse analysis, with the intention of identifying both educative aspects of content, and the gender discourses reflected. The article explores conceptual issues around categorisations of ‘education’ within toys and entertainment resources, positing the notion of ‘didactic information’ to delineate between overtly educational content and other social discourses. Analysis reveals toy preferences to be highly gendered, with boys’ toys and resources concentrated on technology and action, and girls’ on care and stereotypically feminine interests. Didactic information, and aspects developing construction and literacy skills, were identified in the selected toys and resources for boys, and were lacking in those for girls. All the toys and resources could be read as implicated in ‘gendering’: the various gender discourses, and other discourses around aspects of social identity reflected in the toys and resources are identified and analysed. The analysis presented suggests the value of reinvigorated attention to children’s toys and entertainment resources in terms both of the education they afford, and their role in the production of social identities.  相似文献   

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