Influence of Selective Attention On the Performance of Learning Disabled Students

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Influence of Selective Attention On the Performance of Learning Disabled Students
Becton, Daniel Walker
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Chiappone (1968) used the DTLA with educationally mentally retarded (EMH) students to examine correlations with the Binet Intelligence Test and the Wechsler Intelligence Scale for Children (WISC). No significant differences were found between the DTLA and Binet means or the Binet and WISC means, but the DTLA was significantly different from three WISC subtests. This showed the DTLA related closely to the verbal material of both tests, but not as closely to the performance content of the WISC.
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...andstedt (1964) studied the relationship between a "memory span test battery" from the DTLA and the WISC. Her subjects were 45 retarded readers of average general mental ability. The test battery from the DTLA included 5 subtests: auditory attention span for unrelated words 74 (No. 6), visual attention span for unrelated objects (No. 9), auditory attention span for related syllables (No. 13), visual attention span for letters (No. 16), and oral directions (No. 18).
Sandstedt (1964) found a significant difference for the retarded readers between their lower performance on the auditory memory span test of unrelated words and the visual test of unrelated objects.


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