1976
DOI: 10.1177/002221947600900109
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Attention Deficits and the Effects of Visual Distraction

Abstract: The effects of a visual distractor on vigilance task performance were examined in a sample of LD and normal children. The vigilance task provides quantitative measures of the attentional deficit which is characteristic of many LD children. The results support previous findings that LDs tend to have a lower correct detection rate and higher false alarm, or random response, rate than normals. Detailed analysis supported the idea that most of the differences between these two broad groupings of children could be … Show more

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Cited by 34 publications
(11 citation statements)
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“…These findings are consistent with previous studies implementing visual vigilance tasks with hyperactive school-age children (e.g. Doyle, Anderson & Halcomb (1976), Klee & Garfinkel (1983) and Sykes et al (1973)). These children were not found to differ from their control counterparts in their reaction time on either task.…”
Section: Discussionsupporting
confidence: 93%
“…These findings are consistent with previous studies implementing visual vigilance tasks with hyperactive school-age children (e.g. Doyle, Anderson & Halcomb (1976), Klee & Garfinkel (1983) and Sykes et al (1973)). These children were not found to differ from their control counterparts in their reaction time on either task.…”
Section: Discussionsupporting
confidence: 93%
“…First, as shown by the percentage of hits emitted, hyperactive children detected fewer signals than normals. This finding is in accord with the results of Anderson et al (1973) and Doyle et al (1976) from investigations with learning disabled children. In those studies, the hyperactive group was the most deficient.…”
Section: Discussionsupporting
confidence: 92%
“…A similar problem exists in relation to learning disabilities, since hyperactive and learning disabled children also overlap considerably in symptomatology: hyperactivity is often considered a characteristic of learning disabilities (e.g. Doyle, Anderson & Halcomb, 1976), and learning disabilities are often given as symptoms of hyperactivity (e.g. O'Malley & Eisenberg, 1973).…”
Section: Differentiation Between Disordersmentioning
confidence: 99%
“…The presence or absence of attention deficits cannot be used as a basis for differentiation between these disorders. Poorer selective attention (Ross, 1976), greater distractibility (Hebben et al 1981), slower reaction times (Dykman, Walls, Suzuki, Ackerman & Peters, 1970;Rugel & Rosenthal, 1974), and poorer sustained attention (Doyle et al, 1976;Dykman et al, 1979) have all been documented in learning disabled children. Sanson (1984) attempted to identify differences between purely LD, hyperactive LD and hyperactive non-LD children on a range of tasks including auditory and visual attention.…”
Section: Differentiation Between Disordersmentioning
confidence: 99%