The study was designed to assess which of several classroom conditions of learning would affect the perceptual span development of Ss in an experimental training program. Ten classrooms (N = 232) were assigned to five conditions, one control and four experimental: Film-only group, Contingency group, Attention group, and Contingency-plus Attention group. The findings favored the Contingency-plus Attention group for perceptual span training and the Attention group for transfer to a standard reading situation. Related theory and research findings were discussed.
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