Skin conductance, reaction time, and observational ratings in learning-disabled children

Rugel, Robert P.; Rosenthal, Ronald H.

doi:10.1007/bf00918886

Cited by 15 publications

(6 citation statements)

References 6 publications

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“…Two studies (Boydstun et al, 1968;Spring et al, 1974) reported that hyperkinetic subjects required fewer trials to reach a criterion of complete habituation than did controls, and a third (Cohen & Douglas, 1972) found a nonsignificant trend in the same direction. Furthermore, Rugel and Rosenthal (1974) obtained a significant Group X Trial interaction that indicated a more rapid rate of SCR habituation in their learning-disabled group than in controls. They also found that learning-disabled subjects rapidly declined in basal SCL during nontask periods but that controls exhibited no similar "tonic habituation.…”

Section: Autonomic Arousalmentioning

confidence: 92%

“…A number of studies have compared tonic skin conductance levels (SCLs) of subjects classified as hyperkinetic, minimally brain dysfunctional, and learning disabled with groups of matched controls. Only one study (Satterfield & Dawson, 1971) found that hyperkinetic subjects have significantly lower SCLs than controls, and five studies failed to find SCL differences between controls and children with MBD (Boydstun, Ackerman, Stevens, Clements, Peters, & Dykman, 1968;Zahn, Abate, Little, & Wender, 197S), children with learning disabilities (Rugel & Rosenthal, 1974), hyperkinetics (Cohen & Douglas, 1972), or hyperkinetics who respond positively to methylphenidate (Spring, Greenberg, Scott, & Hopwood, 1974). Similarly, two studies reported that hyperkinetic children have significantly lower base rates (Conners, 1975;Forges, Walker, Korb, & Sprague, 1975), and two studies reported no heart rate differences between hy-perkinetic subjects and controls (Boydstun et al, 1968;Zahn et al, 1975).…”

Section: Autonomic Arousalmentioning

confidence: 99%

“…Thus, the number of trials to a habituation criterion is confounded by the initial level of response. In contrast, Rugel and Rosenthal (1974) used an interaction effect to indicate more rapid SCR habituation in the learning-disabled group. This slope difference was found for a reaction time task but not for a habituation paradigm.…”

Section: Autonomic Arousalmentioning

confidence: 99%

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An examination of attention, arousal, and learning dysfunctions of hyperkinetic children.

Rosenthal¹,

Allen²

1978

Psychological Bulletin

207

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Empirical studies are reviewed that have supported viewing the hyperkinetic syndrome and the related diagnoses of minimal brain dysfunction and learning disability as dysfunctions of information processing. Measures of arousal, attention, learning, and performance were examined in undrugged hyperkinetics, hyperkinetics given stimulant medication, and nonhyperkinetic children. Although support is found for the hypotheses that hyperkinetics exhibit low physiological arousal and poor attention, several findings indicate the need for modifying these hypotheses. Little evidence is found for the hypothesis that hyperkinetics have reduced sensitivity to reinforcement. The authors propose some theoretical clarifications of the arousal and attention hypotheses and suggest some directions for future empirical work.Hyperactivity is denned as an excessive amount of gross motor activity and/or an excessive amount of inappropriate activity (Werry & Sprague, 1970). It is one of the most prevalent symptoms exhibited by children referred to mental health clinics (Patterson, Jones, Whittier, & Wright, 1965). Hyperactivity may occur as a symptom in neurotic, schizophrenic, or prepsychopathic disorders, or it may occur in the behavior disorder known as the hyperkinetic syndrome. The hyperkinetic syndrome is characterized by the long-standing presence of hyperactivity as a chief complaint in children who exhibit normal intelligence, and it is usually accompanied by short attention span, low frustration tolerance, and impulsive behavior. Hyperkinetic children often perform poorly in school, are aggressive, and have poor relationships with their peers. These symptoms create problems for these children

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Section: Autonomic Arousalmentioning

confidence: 92%

Section: Autonomic Arousalmentioning

confidence: 99%

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An examination of attention, arousal, and learning dysfunctions of hyperkinetic children.

Rosenthal¹,

Allen²

1978

Psychological Bulletin

207

View full text Add to dashboard Cite

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“…The presence or absence of attention deficits cannot be used as a basis for differentiation between these disorders. Poorer selective attention (Ross, 1976), greater distractibility (Hebben et al 1981), slower reaction times (Dykman, Walls, Suzuki, Ackerman & Peters, 1970;Rugel & Rosenthal, 1974), and poorer sustained attention (Doyle et al, 1976;Dykman et al, 1979) have all been documented in learning disabled children. Sanson (1984) attempted to identify differences between purely LD, hyperactive LD and hyperactive non-LD children on a range of tasks including auditory and visual attention.…”

Section: Differentiation Between Disordersmentioning

confidence: 99%

Attention Deficit Disorder With Hyperactivity: A Critique

Prior

Sanson

1986

Child Psychology Psychiatry

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The DSM III category of Attention Deficit Disorder with Hyperactivity is considered within a framework of Rutter's (1977) outline of criteria for adequacy of psychiatry classification. Discussion of problems with the operationalization and definition of 'attention deficit' and the difficulty of using this rubric in distinguishing between ADDH and other related childhood disorders, along with the consequent failure to meet other important criteria, leads to the conclusion that the concept needs re-appraisal.

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“…The attention characteristics of LD and ADD-H children have also been investigated using a habituation task. Studies that have compared the performances of LD, ADD-H and control children on this task have reported that LD and ADD-H children exhibit a more rapid rate of response reduction than normal children (e.g., Rugel & Rosenthal, 1974;Spring, Greenberg, Scott, & Hopwood, 1974).…”

mentioning

confidence: 98%

Styles of Exploration in Control, Attention Deficit Disorder with Hyperactivity and Learning Disabled Children

Allen

1986

J Learn Disabil

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Previous research has reported that learning disabled (LD) and attention deficit disorder with hyperactivity (ADD-H) children habituate more rapidly to a stimulus than do control children. The information that was encoded in the habituation task was assessed in the present study. Although the results indicated that LD and ADD-H children habituate more rapidly, they also encode fewer aspects of the stimulus field. The limited encoding skills of these children were attributed to the attention difficulties associated with these disorders.

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Skin conductance, reaction time, and observational ratings in learning-disabled children

Cited by 15 publications

References 6 publications

An examination of attention, arousal, and learning dysfunctions of hyperkinetic children.

An examination of attention, arousal, and learning dysfunctions of hyperkinetic children.

Attention Deficit Disorder With Hyperactivity: A Critique

Styles of Exploration in Control, Attention Deficit Disorder with Hyperactivity and Learning Disabled Children

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