Selective Attention and Cognitive Tempo of Low Achieving and High Achieving Sixth Grade Males

Abstract

There is much clinical and subjective support for the notion that academic underachievers of normal intelligence (learning disabled children) exhibit both impulsivity and poor attention. This study compared high and low achieving children on two experimental tasks previously designed to measure impulsivity (Kagan's MFF) and selective attention (Hagen's Central-Incidental Task). Results generated empirical support for more impulsivity and less selective attention in low achievers than high achievers. Results indicated the 2 measures were correlated, suggesting a link between selective attention and cognitive tempo.