Citation

Gordon M, Mettelman BB, Irwin M. Percept. Mot. Skills 1994; 78(2): 555-560.

Affiliation

SUNY Health Science Center, Division of Child and Adolescent Psychiatry, Syracuse 13214.

Copyright

(Copyright © 1994, SAGE Publishing)

DOI

unavailable

PMID

8022681

Abstract

Two studies are reported which explore the possible relationship between academic failure, as measured by grade retention, and the capacity to sustain attention on a computerized continuous performance task. In a nonreferred sample, 89 children who had been retained at some point in their academic careers showed a higher frequency of abnormal scores on an index of sustained attention than did 93 children who had never repeated a grade. In a sample of children who had been referred for an evaluation of Attention-Deficit Hyperactivity Disorder, children with a history of grade retention had significantly lower scores on the same measure of sustained attention. Results are discussed in terms of the possible contribution of attention deficits to over-all academic achievement, even for children who have not necessarily been referred for a clinical evaluation.

Language: en