Abstract
Twenty children from the Lufkin State School, diagnosed as brain damaged and having severe reading and perceptual impairments, were randomly divided evenly into 2 groups: an experimental group, EG, and a control group, CG. Each S in the EG was given 10 stimulus cards (learning task) under the attention-scatter reduction conditions using a black light apparatus and then immediately given a matching test of retention. The CG subjects were treated in exactly the same manner except they did not receive the stimulus under the attention-scatter reduction conditions. A t-test for difference between the two independent means (EG and CG) was applied, and a significant difference (p <.001) was shown between the test performances of the EG Ss and CG Ss. These findings lead to the interpretation that the EG Ss who received the learning task under attention-scatter reduction conditions retained more than the CG Ss who received the stimulus under ordinary classroom conditions.
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