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Peer reviewedSczechowicz, Edward; Hinrichsen, James J. – Journal of Personality Assessment, 1980
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.
Descriptors: Attention Span, Children, Control Groups, Elementary Education
