Televised Classroom Events as Distractors for Reading Disabled Children.

摘要: Three experiments examined the influence of videotaped classroom events on academic performance and study behavior reading-disabled normally reading children in grades 1 through 6. In 2a an experimenter-controlled presentation these distractors resulted decrements, magnitude which was greater for higher difficulty tasks. The distractor effects were similar two groups this condition. However, when themselves allowed to control their degree exposure same experiment 2b, less likely act escape distraction. Results are discussed terms children's metacognitive awareness distraction, implications considered.