Modeling and Attention-Retention in Learning Disabled Children

Abstract

Subjects for study were 20 boys randomly selected from a residential school for children with learning disabilities. They were administered Hagen's central-incidental attention-retention task and then asked to view a videotape; they were told that they would be paid money for performing the activities appearing on the tape. Attention to and retention of relevant and irrelevant stimuli were examined in relation to modeling performance. It was concluded that attention to and retention of relevant versus irrelevant stimuli is significantly related to modeling performances of children with learning disabilities. In addition, it was found that modeling performances were significantly related to academic achievement.

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