Observes 75 first- and third-grade children in their classroom mathematics seatwork to test assumptions drawn from Vygotsky's theory about the development of private speech and its relationship to task performance, attention, and motor behaviors accompanying task orientation. (HOD)

Three- to ten-year-olds responded to a three-dimensional object by drawing it and/or verbally describing it. Two days later, they reconstructed the object in drawn or verbal form. Descriptive abilities increased with age. The children displayed differences in verbal and graphic description only when recalling the object from memory. (Author/RM)

The way a particular clinician judges, from data, the degree to which a child is in the category "learning disabled" was modeled on the basis of clinician's statement of the traits that comprise the handicap. The model illustrates the use of fuzzy set theory. (Author/RL)