Is it necessary to posit separate, explicit distinctions between representations in order to account for dissociations between consonant and vowel processing? We argue that a cognitive model of speech production based on cumulative lower-level properties is not only sufficient but more parsimonious in accounting for aphasic and dysgraphic patient…

The bibliography contains a variety of subject matter focusing on, but not necessarily limited to, the topic of learning disabilities. Included are 351 articles dating from 1959 to 1968, 148 books ranging from 1926 to 1968, 60 booklets from 1956 to 1968, 37 testing materials dating from 1955 to 1967, 42 catalogs from 1967 to 1968, 36 video tapes,…

Acknowledging the importance of sight to the writing process, the paper elucidates the processes of vision related to the composing process. In the opening section the physics of light and vision, optic neuroanatomy, and cortical responses to visual stimuli are explained. Next, theories of vision and data mapping are examined and their…

Addressing itself to factors leading to the misdiagnosis of the brain damaged child and the aphasic child, the Pathway School's Second Annual Institute considered the differences between the following: the aphasic and the aphasoid child; the sensory aphasic and the deaf child; the psychotic and the psychotic aphasic child; childhood brain damage…

The product of a professional workshop, 10 papers discuss brain damage. An introduction to clinical neuropsychology is presented by H. Carl Haywood. A section on neurological foundations includes papers on the organization of the central nervous system by Jack T. Tapp and Lance L. Simpson, on epilepsy by Angela T. Folsom, and on organic language…