Attention Spans of Children for Experimentally Designed Toys

Moyer, K. E.; Gilmer, B. von Haller

doi:10.1080/00221325.1955.10532930

Cited by 28 publications

(11 citation statements)

References 3 publications

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“…Phillip's attending behavior appeared to be task-specific (Moyer and von Haller Gilmer, 1955) in that it seemed to vary with the given assignment. He appeared to work well in a programmed reading text (Sullivan Series) but seemed to produce very little from teacherassigned work such as math problems.…”

Section: Subject and Settingmentioning

confidence: 98%

THE USE OF POSITIVE REINFORCEMENT IN CONDITIONING ATTENDING BEHAVIOR¹

Walker¹,

Buckley²

1968

J of App Behav Analysis

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Individual conditioning techniques were applied in a controlled setting to increase attending behavior of an underachieving 9-yr-old male subject. The procedure involved: (1) determining a stable response pattern, (2) introducing a treatment variable to establish a high rate of task-attending behavior, (3) measuring the effect of withdrawal of the treatment variable after attaining criterion performance, and (4) transferring control to the classroom. The interval of attending behavior required for reinforcement was systematically increased from 30 sec to 600 sec as the behavior came under experimental control. Manipulating the reinforcing contingencies measurably changed the proportion of attending behavior and the frequency and duration of non-attending events. Once the behaviors were under experimental control, procedures were established to program generalization and to maintain the behavior outside the experimental setting.

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Section: Subject and Settingmentioning

confidence: 98%

THE USE OF POSITIVE REINFORCEMENT IN CONDITIONING ATTENDING BEHAVIOR¹

Walker¹,

Buckley²

1968

J of App Behav Analysis

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“…The most easily measured, universally applicable aspect of play is the duration of play episodes, but this is very variable within both age-groups and individual children, depending on such factors as the type of play material being used, the social setting, and the frequency of distractions (cf. Bott, 1928;Herring and Koch, 1930;Gutteridge, 1935;Moyer and Gilmer, 1955;Lunzer, 1958). Barker etal.…”

Section: Measures Of Playmentioning

confidence: 99%

Play in Pre‐school Centres–i. Play Measures and Their Relation to Age. Sex and I.Q.

Tizard

Philps

Plewis

1976

Child Psychology Psychiatry

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SUMMARY The free play of 109 children aged 3–4 was observed in 12 pre‐school centres, and assessed mi a number of scales. Most of the play measures were found to be age‐related; the major sex differences in play were in the choice of play material and fantasy theme. There were correlations between some of the play measures and the children's unstandardised verbal and non‐verbal test scores. The findings are discussed in relation to pre‐school educational practice.

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“…Similarly the work of Gutteridge (11), Hildreth (12), and Moyer and Gilmer (13), throws much light on the question of attention in children aged six years and under, but tells us little about older children and the school situation. 28 EDUCATIONAL REVIEW…”

Section: Introductionmentioning

confidence: 94%

The Effect of Distractions on the Work of Primary School Children

Lilburn¹

1962

Educational Review

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Attention Spans of Children for Experimentally Designed Toys

Cited by 28 publications

References 3 publications

THE USE OF POSITIVE REINFORCEMENT IN CONDITIONING ATTENDING BEHAVIOR¹

THE USE OF POSITIVE REINFORCEMENT IN CONDITIONING ATTENDING BEHAVIOR¹

Play in Pre‐school Centres–i. Play Measures and Their Relation to Age. Sex and I.Q.

The Effect of Distractions on the Work of Primary School Children

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Attention Spans of Children for Experimentally Designed Toys

Cited by 28 publications

References 3 publications

THE USE OF POSITIVE REINFORCEMENT IN CONDITIONING ATTENDING BEHAVIOR1

THE USE OF POSITIVE REINFORCEMENT IN CONDITIONING ATTENDING BEHAVIOR1

Play in Pre‐school Centres–i. Play Measures and Their Relation to Age. Sex and I.Q.

The Effect of Distractions on the Work of Primary School Children

Contact Info

Product

Resources

About

THE USE OF POSITIVE REINFORCEMENT IN CONDITIONING ATTENDING BEHAVIOR¹

THE USE OF POSITIVE REINFORCEMENT IN CONDITIONING ATTENDING BEHAVIOR¹