Effects of feedback on the vigilance task performance of hyperactive and hypoactive children

Hyperactive and hypoactive children show attentional deficits. An effort was made to modify their approaches to a vigilance task by varying the feedback received for correct detections and false alarms. It was expected that hyperactive children would do better when receiving knowledge of false alarms; hypoactive children would do better when receiving knowledge of correct responses. 20 hyperactive and 20 hypoactive children, aged 6 to 10 yr., were each tested under three conditions with a vigilance task: (a) feedback for correct responses (KR+), (b) feedback for false alarms (KR-), (c) no feedback NKR). Feedback was given by a tone. For the total error score, hyperactive subjects committed more errors than hypoactive ones under KR+ and fewer errors under KR-. Hypoactive children committed fewer errors under KR+ than no knowledge. Partial support for the hypothesis was obtained. Hyperactive children generally to better when given knowledge of errors; they become more cautious in responding. Hypoactive children do best when given information regarding correct responses; they become less inhibited in responding.