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Introversion, extraversion, distract...

Hudson, Melinda Marie.

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Introversion, extraversion, distractors and young children's ability to remain on-task.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Introversion, extraversion, distractors and young children's ability to remain on-task./
Author:	Hudson, Melinda Marie.
Description:	56 p.
Notes:	Source: Masters Abstracts International, Volume: 37-02, page: 0698.
Contained By:	Masters Abstracts International37-02.
Subject:	Education, Early Childhood. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1392120
ISBN:	0599065176

Introversion, extraversion, distractors and young children's ability to remain on-task.
Hudson, Melinda Marie.

Introversion, extraversion, distractors and young children's ability to remain on-task. - 56 p.

Source: Masters Abstracts International, Volume: 37-02, page: 0698.

Thesis (M.S.)--Angelo State University, 1998.

This study investigated differences in introverted and extraverted children's ability to remain on-task in two different stimulus conditions. There were 22 participants: 7 male and 15 female, M age = 5 years, 2 months. Children's ability to remain on-task was measured by the number of times they looked and/or talked off-task. Introverts looked off-task more often in the high stimulus condition than in the low stimulus condition. Introverts also looked off-task more often than extraverts in the high stimulus condition. Surprisingly, introverts looked off-task more often than extraverts in the low stimulus environment. No differences were found between introverts and extraverts in stimulus conditions when talking was used as a dependent measure. This study lends support to the common thought that introverts may be more distracted than extraverts in noisier, more distracting environments. Therefore, educators may want to construct different classroom environments when teaching to accommodate children's varying personalities.

ISBN: 0599065176Subjects--Topical Terms:

1017530
Education, Early Childhood.

Introversion, extraversion, distractors and young children's ability to remain on-task.
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100 1 $a Hudson, Melinda Marie. $3 1261886
245 1 0 $a Introversion, extraversion, distractors and young children's ability to remain on-task.
300 $a 56 p.
500 $a Source: Masters Abstracts International, Volume: 37-02, page: 0698.
502 $a Thesis (M.S.)--Angelo State University, 1998.
520 $a This study investigated differences in introverted and extraverted children's ability to remain on-task in two different stimulus conditions. There were 22 participants: 7 male and 15 female, M age = 5 years, 2 months. Children's ability to remain on-task was measured by the number of times they looked and/or talked off-task. Introverts looked off-task more often in the high stimulus condition than in the low stimulus condition. Introverts also looked off-task more often than extraverts in the high stimulus condition. Surprisingly, introverts looked off-task more often than extraverts in the low stimulus environment. No differences were found between introverts and extraverts in stimulus conditions when talking was used as a dependent measure. This study lends support to the common thought that introverts may be more distracted than extraverts in noisier, more distracting environments. Therefore, educators may want to construct different classroom environments when teaching to accommodate children's varying personalities.
590 $a School code: 1291.
650 4 $a Education, Early Childhood. $3 1017530
650 4 $a Psychology, Developmental. $3 1017557
650 4 $a Psychology, Personality. $3 1017585
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710 2 0 $a Angelo State University. $3 1022135
773 0 $t Masters Abstracts International $g 37-02.
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792 $a 1998
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1392120