An awareness of negative effects of mind set is promoted, and ways to minimize harmful sets are suggested. Visual perception, Eistelung effect, and functional fixedness are discussed as categories of potentially negative mind sets, with several examples given of each. Fixation combinations are noted as well. (MP)

A revised concept of multimodality, multisensory instruction which minimizes the visual modality is suggested to deal primarily with the severe spelling difficulties of the dyslexic and of others with a similar language problem. (Author/SW)

Employs the metaphor of verbal language to explore the elements which make up the alphabet, grammar, and vocabulary of visual language, with special emphasis on medical illustrations. Form, line, mass, the role of light, perspective, and visual perception are discussed; nine figures and five references are included. (JL)

The author reviews aspects of visual integration which should be assessed in students with suspected learning problems: visually directed and monitored movements, visual tactual integrations, visual auditory language integrations, and visual systems integrations. (CL)

Discusses the effects on oculomotor behavior of variations of the physical attributes of text and similar effects from physical word cues processed in the reader's parafoveal vision. (HOD)

Developmental color perception of 278 four- and eight-year-old Black and White children in three societies was examined in relation to the theories that proximity to the equator and that fundus pigmentation (as measured by skin color) reduce shortwave (blue-green) in comparison to long-wave perception. (Author/MP)

Preponderant reliance on vision may distort one's conception of reality. Brain research indicates that complete integration of the two hemispheres, combining spatialization and language, has the greatest potential for representing external reality. It is therefore suggested that clinical techniques be developed to stimulate utilization of the…

In the impress method, the teacher sits behind the student, reads a selection of material, and points to each word as s/he reads it. The student repeats what the teacher says and follows the teacher's finger. The objective is to cover as much material as possible at a normal pace. Comprehension is not required. Research studies are reviewed. (JN)

When groups of children were given a test of visual performance designed to measure their dark interval threshold, differences were found between boys and girls and differences were found indicating that those children who had a moderate threshold showed superior reading ability. (MKM)

Reports conversations with children attending a New Zealand reading clinic that indicate that the maximum brightness contrast of black-on-white print was a strong contributing factor in the children's reading disabilities. (Author/GT)

A eulogy to art educator and researcher Henry Schaefer-Simmern, explaining his theory of gestalt visual conceiving and artistic cognition. (SJL)

Elderly subjects demonstrated significantly greater levels of persistence. Contrast relationship of the target stimulus and its background did not interact with age. Although the data were consistent with a hypothesis of increased persistence of stimuli in the senescent nervous system, problems in the direct measurement technique are evident.…

Tests of intelligence, music audiation, auditory conservation, and visual conservation were administered to two first-grade classes. Data revealed that auditory conservation isn't significantly related to visual conservation but is significantly related to music aptitude, to IQ, and to the interaction of music aptitude and IQ. Instructional…

Infants ranging from 6 to 12 months were randomly assigned to one of three conditions: (1) allowed to look at a specified object, (2) allowed to look at and manipulate it, or (3) allowed to look at the object and to manipulate the transparent box in which it was encased. (JMB)