The effect of reinforcement and verbal rehearsal on selective attention in learning-disabled children

A central-incidental task of selective attention was administered to 100 learning-disabled boys — 48 younger children (81/2–101/2 years) and 52 older children (101/2–121/2 years). Subjects at both age levels were assigned to one of four conditions: (a) a standard condition; (b) a rehearsal condition, in which subjects were taught a verbal rehearsal strategy; (c) a reinforcement condition, in which correct responses were rewarded; and (d) a combined rehearsal-reinforcement condition. Older subjects recalled more central task but not more incidental task information than younger subjects. A measure of selective attention efficiency was also greater for older than for younger subjects. Central recall in the rehearsal-reinforcement condition was greater than in any other condition. Central recall was greater in the rehearsal condition than in the standard and reinforcement conditions. Selective attention efficiency was greater for both rehearsal conditions than for both nonrehearsal conditions. Incidental recall was higher for reinforcement subjects than for rehearsal subjects. Results suggest that induced verbal rehearsal improves central recall and selective attention in learning-disabled children. Reinforcement alone does not improve central recall but may when paired with rehearsal.This article is based on a Ph.D. dissertation completed by the senior author at the University of Virginia. Preparation of this article was supported in part by a contract (300-77-0495) from the Bureau of Education for the Handicapped, Office of Education, for the University of Virginia Learning Disabilities Research Institute.