ERIC Number: ED067604
Record Type: RIE
Publication Date: 1972-Aug
Reference Count: 0
Increasing Student Attention: A Learning Theory with an Emphasis on Transfer to the Regular Classroom. Final Report.
Emmer, Edmund T.; Woolfolk, Anita E.
Fifty-four elementary school children who had been identified as consistently inattentive to classroom activities were involved in a four-week treatment program. Attention was assessed using a time-sampling observational instrument developed for the study, based upon a previously-developed technique. Subjects were assigned randomly to either an experimental (E), out-of-class (OC), or stay-in-class (SC) condition. Subjects were observed in the treatment lessons and in their regular classrooms before, during, and after the treatment period, and their attention was assessed using the observational instrument. Analysis of variance tests revealed that the attention and vigilance scores of subjects in the E condition were significantly higher than scores of subjects in the OC condition during the treatment lessons. In-class attention scores of the E, OC, and SG groups were not significantly different during or after the treatment period, however. Inservice training for teachers did not affect the in-class attention scores of the subject. (Author)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Texas Univ., Austin.