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Pace and Continuity of Television Programs: Effects on Children's Attention and Comprehension.
Peer reviewed Peer reviewed
Wright, John C; And Others – Developmental Psychology, 1984
Measures children's attention to television programs varying in pace and continuity and assesses recall of the temporal sequence of program events. Attention and comprehension covaried more in animated than in live shows. Age, continuity, and pace effects on recall were not fully accounted for by their effects on attention. (Author/AS)
Descriptors: Attention Span, Childrens Television, Elementary Education, Kindergarten Children
Referential Communication and Reading Performance in Learning Disabled Children over a 3-Year Period.
Peer reviewed Peer reviewed
Feagans, Lynne; Short, Elizabeth J. – Developmental Psychology, 1986
Examines the ability of 30 normal and 30 learning disabled children across a three-year period to understand a sequence of instructions, communicate the steps in a sequence to others, and rephrase their verbal messages through a referential communication task. (HOD)
Descriptors: Communication Research, Communication Skills, Comparative Analysis, Elementary Education