Influence of Selective Attention On the Performance of Learning Disabled Students
Influence of Selective Attention On the Performance of Learning Disabled Students
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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.
S...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.
What to read after Influence of Selective Attention On the Performance of Learning Disabled Students?
You can find similar books in the "Read Also" column, or choose other free books by Becton, Daniel Walker to read onlineMoreLess
To quickly assess the difficulty of the text, read a short excerpt:
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.
S...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.
What to read after Influence of Selective Attention On the Performance of Learning Disabled Students?
You can find similar books in the "Read Also" column, or choose other free books by Becton, Daniel Walker to read onlineMoreLess
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