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Procedures for Ameliorating Attentional Deficits of Retarded Children Through Instructional Media Design

JAMES McLESKEY
Education and Training of the Mentally Retarded
Vol. 17, No. 3 (OCTOBER 1982), pp. 227-233
Stable URL: http://www.jstor.org/stable/23877115
Page Count: 7
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Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Procedures for Ameliorating Attentional Deficits of Retarded Children Through Instructional Media Design
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Abstract

Although attentional deficits have long been viewed as a primary contributing factor to mental retardation, little evidence exists which suggests that this characteristic has been considered in the development of instructional media for the retarded. A classification scheme is proposed as a structure for conducting research and evaluating the use of attention-influencing devices in instructional media for the retarded. Two exploratory studies were conducted to determine the impact of two attention-influencing devices on the attention of retarded children to visual stimuli. The results of these studies suggest that an arrow may be an effective attention-influencing device when used with a simple memory task or with older students, while the use of contrast (i.e., outlining a target object boldly) is more effective when used with a more complex recall memory task.

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