Selective Attention and Locus of Control in Learning Disabled and Normal Children
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TLDR
A growing body of literature clearly shows typical LD children have trouble directing their attention to the central features of an externally-provided task and perceive the consequences surrounding their behavior to be more externally-controlled than does the average learner.Abstract:
A growing body of literature clearly shows typical LD children have trouble directing their attention to the central features of an externally-provided task. Further, LD children perceive the consequences surrounding their behavior to be more externally-controlled than does the average learner. This inactive, externally-controlled learning style is well documented. Further research needs now to isolate the subgroups which may exist within the broader characterization and examine the effectiveness of remedial techniques with the various subgroups. - G.M.S.read more
Citations
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Book ChapterDOI
Toward a Clearer Definition of the Attentional Deficit of Hyperactive Children
TL;DR: It is evident that a good deal of confusion and disagreement remains about the exact nature of the deficit being attributed to hyperactive children.
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Handbook of cognitive, social, and neuropsychological aspects of learning disabilities
TL;DR: In this paper, a broad range of biologically based disorders that affect children's learning and development are discussed, including developmental, cognitive, and psychosocial challenges; and what clinicians and educators need to know about effective approaches to assessment and intervention.
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Adolescents with Learning Disabilities at Risk? Emotional Well-Being, Depression, Suicide
TL;DR: Research on self-concept, attributions, anxiety, depression, and suicide among adolescents with LD is examined for the purpose of detecting consistency of indicators concerning these emotional and developmental variables.
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Learning Disabled Children's Attributions for Success and Failure:
TL;DR: The authors examined underachieving and control children's beliefs about the causes of their successes and failures in reading, on puzzles, and in social situations and found that underach achievers believed lack of effort played less of a role in their failures than did control children.
Journal ArticleDOI
Cognitive-Behavior Modification: Application with Exceptional Students.
TL;DR: The use of an eclectic approach choosing and combining what appears to be the best from diverse sources has been identified as the dangers of unguided, unselective eclecticism and the need for empirical support.
References
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Journal ArticleDOI
A locus of control scale for children.
TL;DR: The Nowicki-Strickland Locus of Control Scale appears to offer an objective, relatively precise, quick method for assessing a generalized belief in locus of control and is a significant correlate of a number of competence related behaviors in children as mentioned in this paper.
Journal ArticleDOI
Children's beliefs in their own control of reinforcements in intellectual-academic achievement situations.
TL;DR: Normative data on Ss in grades 3-12 indicate that self-responsibility is already established by third grade, that older girls give more self-responsible answers than older boys, and that slight but significant age changes occur in subscale scores dependent upon the sex of the child.