ERIC Number: ED166917
Record Type: RIE
Publication Date: 1977-Mar
Reference Count: 0
Comprehension of Simultaneous Stimuli in Normal and Superior Children.
Coleman, Natalie C.
Thirty-two intellectually superior and 32 intellectually normal fifth and sixth graders were compared on measures of attention and comprehension of complex verbal stimuli under successive versus simultaneous modes of presentation. Ss were exposed to either successive or simultaneous presentation of printed short stories on slides. Analysis of comprehension tests indicated a significant difference between ability groups on both conditions, with a greater difference favoring the superior students under the simultaneous condition. Results had implications for theories of attention and information processing. (CL)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Fircrest School, Seattle, WA. Dept. of Psychology.