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Hyperactive and non-hyperactive children's knowledge and use of factors affecting attention
The major purposes of this study were to investigate differences in 2nd and 5th grade hyperactive and non-hyperactive children's: (1) knowledge of factors affecting attention, (2) performance on a vigilance task in reward and non-reward conditions, and (3) the relationship between reported distractor effect and action taken to reduce distraction. A related purpose centered around exposing the same non-hyperactive children to two different methodologies assessing knowledge of attention to resolve conflicting findings. Sixty male children, 15 hyperactive and 15 non-hyperactive each in grades 2 and 5, participated in this study. Hyperactive and non-hyperactive children were identified by school personnel referral and teacher's ratings on the Connors Teacher Rating Scale. Subjects participated in three experiments that were modifications of important research in the field of meta-attention: Miller (1982) , Patton, Routh, and Offenbach (1981), and Miller and Bigi (1979). Data analysis indicated hyperactives show a fundamental understanding of important aspects of attention in most respects indistinguishable from non-hyperactives. When open-ended questions are used, differences begin to appear especially by second grade hyperactives who do not display knowledge of internal attributes of attention and described taking action more external in locus of control. On the vigilance task hyperactive children performed on a par with their non-hyperactive peers. Rewarded hyperactives completed a reduced number of lines and almost significantly higher proportion correct than non-rewarded hyperactives. Developmental differences appeared as fifth graders clearly get more done and work more accurately than their younger cohorts. Second grade hyperactives were not consistent in reported distractor effect and action taken to reduce distraction. Despite their good performance in removing distractors, their report of the situation didn't match their behavior. Resolution of the conflicting findings from Miller (1982) and Miller and Bigi (1979) and Miller highlight the older children's increased recognition of internal motivators. Younger children continued to show ample appreciation for the effects of noise, interest, and reward. Finally, implications for training hyperactive children were discussed. Emphasis in instructional programs on judiciously applied reinforcement, attribution training, self-monitoring, and strategy variables was recommended.
"Major subject: Educational Psychology."
Library's copies imperfect: all after leaf 131 wanting.
Includes bibliographical references (leaves 111-131).