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Selective Attention and Locus of Control in Learning Disabled and Normal Children

dc.contributor.authorHallahan, Danielen_US
dc.contributor.authorGajar, Annaen_US
dc.contributor.authorCohen, Sandraen_US
dc.contributor.authorTarver, Saraen_US
dc.date.accessioned2010-04-14T14:04:56Z
dc.date.available2010-04-14T14:04:56Z
dc.date.issued1978en_US
dc.identifier.citationHallahan, Daniel; Gajar, Anna; Cohen, Sandra; Tarver, Sara (1978). "Selective Attention and Locus of Control in Learning Disabled and Normal Children." Journal of Learning Disabilities 11(4): 47-52. <http://hdl.handle.net/2027.42/68875>en_US
dc.identifier.issn0022-2194en_US
dc.identifier.urihttps://hdl.handle.net/2027.42/68875
dc.description.abstractA growing body of literature clearly shows typical LD children have trouble directing their attention to the central features of an externally-provided task. Further, LD children perceive the consequences surrounding their behavior to be more externally-controlled than does the average learner. This inactive, externally-controlled learning style is well documented. Further research needs now to isolate the subgroups which may exist within the broader characterization and examine the effectiveness of remedial techniques with the various subgroups. - G.M.S.en_US
dc.format.extent3108 bytes
dc.format.extent422440 bytes
dc.format.mimetypetext/plain
dc.format.mimetypeapplication/pdf
dc.publisherSage Publicationsen_US
dc.titleSelective Attention and Locus of Control in Learning Disabled and Normal Childrenen_US
dc.typeArticleen_US
dc.subject.hlbsecondlevelEducationen_US
dc.subject.hlbtoplevelSocial Sciencesen_US
dc.description.peerreviewedPeer Revieweden_US
dc.contributor.affiliationumUniversity of Michiganen_US
dc.contributor.affiliationotherUniversity of Virginiaen_US
dc.contributor.affiliationotherGeorgia State Universityen_US
dc.contributor.affiliationotherDepartment of Behavioral Disabilities at the University of Wisconsin, Madisonen_US
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/68875/2/10.1177_002221947801100407.pdf
dc.identifier.doi10.1177/002221947801100407en_US
dc.identifier.sourceJournal of Learning Disabilitiesen_US
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dc.owningcollnameInterdisciplinary and Peer-Reviewed


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