@article{ref1,
title="Sustained attention and grade retention",
journal="Perceptual and motor skills",
year="1994",
author="Gordon, Morris and Mettelman, B. B. and Irwin, M.",
volume="78",
number="2",
pages="555-560",
abstract="Two studies are reported which explore the possible relationship between academic failure, as measured by grade retention, and the capacity to sustain attention on a computerized continuous performance task. In a nonreferred sample, 89 children who had been retained at some point in their academic careers showed a higher frequency of abnormal scores on an index of sustained attention than did 93 children who had never repeated a grade. In a sample of children who had been referred for an evaluation of Attention-Deficit Hyperactivity Disorder, children with a history of grade retention had significantly lower scores on the same measure of sustained attention. Results are discussed in terms of the possible contribution of attention deficits to over-all academic achievement, even for children who have not necessarily been referred for a clinical evaluation.<p /><p>Language: en</p>",
language="en",
issn="0031-5125",
doi="",
url="http://dx.doi.org/"
}