In a longitudinal study, auditory and visual temporal order thresholds (TOTs) were investigated in primary school children (N = 236; mean age at first data point = 6;7) at the beginning of Grade 1 and the end of Grade 2 to test whether rapid temporal processing abilities predict reading and spelling at the end of Grades 1 and 2. Auditory and…

Measures of visual information processing in dyslexic and normal children were compared. Significant differences were found between dyslexics and normals at early stages of visual information processing. (ST)

Studied the effects of the relative and absolute salience of three dimensions (form, color and position) on the ability of four- and six-year-olds to employ multiplicative classification. (CW)

First, third, and fifth graders made judgments of the geographical slant of surfaces depicted in photographs while optical slant and postural orientation were manipulated. The results indicated the existence of a linear mechanism which compensates for the effect of postural inclination. (JMB)

This study investigated the hypothesis that specific reading disability is caused by visual-spatial disorder. Poor and normal readers in the second and sixth grades were presented both verbal and nonverbal stimuli and asked to identify and/or reproduce them orally and graphically. Results are discussed. (CS)

Two experiments investigated the process by which children encode briefly presented spatial positions. First, third, and fifth graders were asked to judge whether a test dot occupied the same position on a card as any one of a number of dots which had been presented tachistoscopically. (JMB)

Although Ss underestimated the size of the illusion in the predicted direction, no significant correlations between size of illusion and either age or IQ were found. (Authors)

After learning to discriminate tactually between a convexity and a concavity, 101 children aged three to eight years were presented a photograph of the convexity and the concavity. The relevance of egocentric, environmental, and lighting-specified frames of reference was manipulated by changing the position of the subject's head, rotating the…

Tested two hypotheses to account for results of an earlier study in which preschoolers failed to display differential behavior when instructed to memorize itmes or merely to examine them perceptually. Subjects included second and fifth graders as well as preschoolers. (CW)

Groups of eight- and ten-year-olds and adults visually searched for the presence of a target letter or number in fields of items that were either of the same or a different category (letter or number) than the target. (JMB)

The relation between type of label and perception of faces was assessed in second- and sixth-grade children. Labels associated with color increased color perception, whereas labels based on expressiveness increased differentiation of expression variations, but not color perception. (ST)

Results are discussed in terms of variables which may lead to the activation of cognitive structures during the transitional period. (Authors)

Results as a whole did not support the hypothesis that poor readers show deficits in selective attention relative to age-matched normal readers. (RH)