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Relationship between cognitive tempo and selective attention in learning disabled children
Perceptual and Motor Skills
|February 1, 1976
Abstract:
The relationship between cognitive tempo and selective attention in 29 learning disabled children was investigated. The performance of the 9 reflective and the 9 impulsive children on selective-attention tasks was compared. An examination of t tests and correlations between variables for each task showed a relationship between cognitive tempo and selective attention. This relationship was stronger for central than for incidental recall.