ارزیابی توجه بصری در کودکان و نوجوانان مبتلا به عقب ماندگی ذهنی شدید با استفاده از وظایف مشروط تبعیض و روش های آزمایش های متعدد
|کد مقاله||سال انتشار||مقاله انگلیسی||ترجمه فارسی||تعداد کلمات|
|73927||2004||27 صفحه PDF||سفارش دهید||محاسبه نشده|
Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)
Journal : Research in Developmental Disabilities, Volume 25, Issue 2, March–April 2004, Pages 155–181
To effectively reduce overselective attention, a fine-grained analysis of the control exhibited by compound training cues is first needed. Computer software was developed in this study to administer two different stimulus control-testing procedures to assess how three young children of normal development and three adolescents with severe mental retardation attended to stimulus compounds when conditional-discrimination tasks were provided. One test assessed stimulus control by determining response accuracy for each component of the S+ compounds. The other testing procedure measured the response topographies of the compound stimuli using a touch screen attached to a computer monitor screen. After pretraining each stimulus component, all three children attended simultaneously to two elements in a conditional-discrimination task with few errors occurring. The adolescents with mental retardation eventually attended to both elements simultaneously but required more pretraining and exposure to the conditional-discrimination tasks before simultaneous attention occurred. Since the adolescents with severe mental retardation learned to simultaneously attend to multiple cues in the conditional-discrimination tasks, this demonstrated that restricted attention is not an unmodifiable perceptual characteristic among individuals with developmental disabilities. Recording response topographies with a touch screen was also discovered to be a sensitive measure of stimulus preferences for both groups. Utilizing touch-screen technology may prove to be critical for accurately identifying stimulus preferences and contribute to the understanding and treatment of overselective attention in students with attentional deficits.