Effects of instructional set on Bender recall performance of learning disabled and normal children

Twenty-eight normal and 28 learning disabled children were given the Bender-Gestalt Test under instructional sets of low (standard) attention or high attention. Results failed to support the hypothesis that high attention instructions would lead to differential recall performance of the diagnostic groups. Normal children produced better designs during recall than learning disabled children regardless of instructional set. The evidence suggests that standard Bender instructions should not be altered in an attempt to elicit recall performance differences.