Total reaction time for dyslexic children was found to be longer than for normal children, suggesting that a modification of the study task might be useful for the early prediction of reading disability. (GS)

Gender schema theory proposes that sex typing derives from gender-based schematic processing, particularly from the self-concept itself being assimilated to the gender schema. In two studies sex-typed individuals were found to have a greater readiness to process information (including information about the self) in terms of the gender schema.…

A uniprocessor, unidimensional model, based on Krueger's noisy-operator theory, was fitted satisfactorily to data from four published studies of tone comparison. The model predicts faster response time on different judgments because of heterogeneity of difference. (Author/CP)

Presents data from a positron emission tomographic study in which subjects were asked to produce the past tense forms of regular, irregular and nonce stems. Findings, which support the grammar/lexicon linguistic theories, reveal different amounts and areas of cortical activation in the regular and irregular tasks, as well as significantly…

Mathematical performance by 14 first- and second-grade children with specific language impairments (SLI) indicated difficulty with mathematical tasks that required immediate response. Findings suggest that storage and/or retrieval of rote sequential material is difficult for children with SLI. (Author/PB)

A study investigated the role of speed of processing, rapid naming, and phonological awareness in reading achievement of 279 third-graders. Poor readers were proportionally slower than good readers across response time measures and on the rapid object-naming task. Processing speed, IQ, and phonological awareness explained variance in reading…

Eighty-nine children between four and nine years of age solved mazes varying in the presumed appropriateness of advance or improvisational planning. Results of the study show that children's planning strategies are adapted to circumstances and suggest that older children may be more proficient in this adaptation than are younger children. (RH)

Points out that children have difficulty learning time concepts. Presents instructional activities for concepts associated with clocks, calendars, and chronology. Outlines Jerome Bruner's three different stages of representation for each concept: enactive, iconic, and symbolic. (DB)

Attaining the insight needed to solve the Mutilated Checkerboard problem, which requires discovery of an effective problem representation (EPR), is described. Performance on insight problems can be predicted from the availability of generators and constraints in the search for an EPR. Data for 23 undergraduates were analyzed. (TJH)

Fourteen teenage or young adult males disabled in print acquisition were studied to determine their patterns of verbal and spatial processing. It was found that, at retest a mean of 5.4 years later, the Similarities score significantly increased while the Vocabulary scores and Acquired Knowledge category actually decreased. (Author/DB)