A study explored the nature of representational thought in 10 congenitally blind three- to nine-year-olds through interviews during which the subjects defined and described objects and later identified similar objects. Results suggested that blind children should be taught appropriate or systematic methods for tactually obtaining information. (CB)

Two studies involving 16 and 20 mildly mentally retarded young adults supported a two-stage model for the relatively simple discrimination tasks employed, with initial sensory registration preceding and independent from subsequent central processing. (CL)

Many people erroneously believe that an object carried by another moving object will, if dropped, fall in a straight vertical line. This belief may stem from a perceptual illusion in which objects dropped from a moving carrier are perceived as falling straight down or even backward. (Author/RD)

This paper describes a theoretical framework for the investigation of some specific types of visual learning difficulties commonly experienced by biology undergraduates. The framework was developed based on the findings of three simple qualitative pilot studies. A variety of neurological, cognitive and cultural mechanisms can influence what humans…

This article presents a clinical discussion of parent-child relations viewed as transactions tending toward the reduction of cognitive inconsistency. The heuristic value of consistency theory is illustrated through application of the balance model to the mother-father-child triad. (Author)

The purpose of this study was to investigate, both empirically and theoretically, the manner in which human Ss (might) learn to estimate relative frequencies of nine different outcomes of an uncertain event on the basis of a random sequence of event occurences. (Author)

Studies support the hypothesis that images aroused by discreet verbal stimuli can be integrated into complex images with the result that: (a) storage capacity requirements are reduced, and (b) recall of one component of the image leads to effective redintegration of the rest. (JB)

Preschool, first-grade, and fifth-grade children served as Ss in 2 experiments designed to test the developmental hypothesis that memorizing and perceiving are functionally undifferentiated for the young child, with deliberate memorization only gradually emerging as a separate and distinctive form of cognitive encounter with external data.…

The similarity match took longer than the identity match, and the difference in latency increased as the number of lines in the pattern increased. (Author)

Summarizes the problems with the title The Journal of Typographic Research and the reasons for its change to Visible Language. Reviews the role of writing, including vision, as the area of communication between the linguistic and graphic realms. (MB)