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The Performance on a Computerized Attention Assessment System between Children with and without Learning Disabilities

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Procedia - Social and Behavioral Sciences 64 ( 2012 ) 202 – 208

1877-0428 © 2012 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of The Association Science Education and Technology doi: 10.1016/j.sbspro.2012.11.024

INTERNATIONAL EDUCATIONAL TECHNOLOGY CONFERENCE

IETC2012

The Performance on a Computerized Attention Assessment

System between Children with and without Learning

Disabilities

Tsui-Ying Wang

a

, Ho-Chuan Huang

b,*

aDepartment of Occupational Therapy, National Cheng Kung University, Tainan 710, Taiwan, ROC

bDepartment of Information Management, National Kaohsiung University of Applied Sciences, Kaohsiung 807, Taiwan, ROC

Abstract

Attention is an essential function for children's learning. Cancellation tasks are one of most popular tools used for the assessment of visuospatial attention. A computerized cancellation test system was developed to investigate whether the children with or without learning disabilities (LD) would have different performances on cancellation tasks. The result showed that group differences regarding task performance are all significant and independent from types of stimulus and layout. Post hoc analysis of between-group effects showed that the control group had more correct responses (F = 28.177, p < .001), and spent less time (F = 5.592, p = .021) than the LD group.

© 2012 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of The Association Science Education and Technology

Keywords: Computerized assessment; cancellation test; learning disabilities; visuospatial attention; selective attention.

1. Introduction

Various classification schemes have been used to define learning disabilities (LD), and they are mostly referred to have difficulties in the acquisition and use of academic skills resulted from central nervous system dysfunction (Semrud-Clikeman, 2005). Previous studies supported that comprehensive neurocognitive assessments can help determine the brain functions that are effective or with deficits for an individual's academic and daily life performance (Silver et al., 2008), and can make teachers and

* Corresponding author. Tel.: +886-7-381-4526 ext. 7569 ; fax: +886-7-383-1332. E-mail address: hchuang@kuas.edu.tw.

Available online at www.sciencedirect.com

© 2012 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of The Association Science Education and Technology

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207

Tsui-Ying Wang and Ho-Chuan Huang / Procedia - Social and Behavioral Sciences 64 ( 2012 ) 202 – 208

correct scores than the NLD group. The LD group also showed larger within-group variation than the NLD group, and it may indicate the LD group had a bigger discrepancy in visual selective attention among LD children.

With respect to the completion time of cancellation tasks, both groups spent more time in Chinese cancellation with random layout, and symbol random form and Chinese structured form were easier to complete in terms of time. The reason for that may be cognitive habit involved in search strategy. That is, stimulus types which are related to the cognitive habit will affect attention processing capacity (i.e., processing speed). When the target is a Chinese-radical stimulus, the participants (both LD and NLD groups) will recognize the stimulus as verbal words, which are usually read in a structured layout (a vertical or horizontal layout). Therefore, the participants will spend more time in Chinese-radical with the random layout than that with the structured layout. In contrast, when the participants search for a symbol stimulus, they may see symbol stimulus as a general graph, which did not involve any verbal context. The participants will employ another strategy (i.e., search for the closer target) to do target searching. As a result, participants spent less time on the target searching on the task with the random layout. This finding suggested that the processing of selective attention can be fast and efficient on a cancellation task when the participants combine their reading habits (cognitive encoding) as their visual search strategies even though different types of stimuli given in the task.

5. Conclusions

In this paper, a computer-assisted testing tool, called CACTS, was used to investigate whether children with or without LD had different task performances on cancellation task. The results showed that children with LD had poorer task correctness and their performance patterns generally were similar to the NLD group regardless of form structures. The results indicated a deficit in selective attention rather than verbal selection in the LD group.

Acknowledgements

This work was partially supported by the National Science Council under the Grants NSC100-2511-S-006-005-MY2.

References

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Byrd, D. A., Touradji, P., Tang, M. X., & Manly, J. J. (2004). Cancellation test performance in African American, Hispanic, and White elderly. Journal of the International Neuropsychological Society, 10(3), 401-411.

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Casco, C., Tressoldi, P. E., & Dellantonio, A. (1998). Visual selective attention and reading efficiency are related in children. Cortex, 34(4), 531-546.

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