The relationship between physiological learning theory and the school-aged child with minimal brain damage is explored. (Author/SBH)

A theory of the development of anomalous dominance and its biological associations is explained and the literature is reviewed in an attempt to apply this theory to the study of autism. The review supported the increased incidence of left-handedness, learning disabilities, and immune disorders postulated by the theory. (Author/DB)

Simultaneous recordings of auditory brainstem and middle latency responses were obtained in both vertex-ipsilateral and vertex-contralateral derivations in 22 children, ages 8-12. For specific recording conditions, the latencies of middle latency responses differ significantly between children with and without learning disabilities, offering…

Reviewed is research in the neurophysiology of cognitive functions as it related to dyslexia. (DB)

The article is a continuation of a detailed review of the book "The Neuropsychology of Learning Disorders," edited by R. M. Knights and D. J. Bakker. (Author/SBH)

The author, searching for possible neurological anomalies behind a learning disability, focuses on the theory that faulty lateralization is implicated in reading difficulties. (Author)

The report describes a child with central auditory dysfunction, the first reported case where brain-stem dysfunction on audiologic tests were associated with specific electrophysiologic changes in the brain-stem auditory-evoked responses. (Author/CL)

The article discusses stimulating motor development as it relates to learning difficulties with reference to the work of Dutch neurologist P. Mesker. It is concluded that disturbance in sensorimotor development is the most important cause of learning difficulties in the first years of elementary school. (SBH)

Electroencephalographic studies were done on 25 dyslexic and 25 normal reading children (all between the ages of 8 and 13 years). Results indicated that, of dyslexic Ss showing evidence of unresolved dominance in the EEG recordings, 35 percent of cases were possibly genetically determined with a further 40 percent possibly neurologically impaired.…

The article provides a detailed and critical review of the book, "The Neuropsychology of Learning Disorders" (1976), edited by R. Knights and D. Bakker. (Author/SBH)

The article discusses the arithmetic achievement deficits of learning disabled students, cites research on cognitive factors involved, reviews the neurological evidence, and describes orientations focusing on cognitive psychology and the instructional context. Recent findings of an arithmetic task force from Columbia University are summarized. (CL)