THE EFFECTS OF INSTRUCTIONS, TYPE OF LABEL, TYPE OF CONCEPT, AND SEQUENCE OF CONCEPTS BY TYPE UPON CONCEPT IDENTIFICATION WERE INVESTIGATED IN THIS STUDY. PERFORMANCE WAS ANALYZED IN TERMS OF FOUR TYPES OF TEST ITEMS. INSTRUCTION, FOCUSING ON THE CONCEPT TO BE ATTAINED AND THE CONCEPT NATURE, WAS FOUND TO FACILITATE CONCEPT IDENTIFICATION…

No difference was found in recall of nonverbal stimuli between normal and learning disabled readers, suggesting that primary reading deficits in learning disabled children are related to verbal encoding deficiencies (visual-verbal integration) and not to deficiencies of visual memory, as suggested by the perceptual deficit hypothesis. (Author/GDC)

Visual perseveration was investigated within educable mentally retarded and second, fifth, and eighth grade normal children (N = 12 each group). (Author)

Twenty-eight kindergarten children (5-6 years old) were tested in order to identify children with learning disabilities and to compare tests results. (Author)

A number of linguistic problems identified through analysis of primary mathematics texts are discussed. These include vocabulary, readability and perception. (MP)

Three experiments assessed the effect of visual familiarity of words on "same-different" reaction times (RTs) in a simultaneous-matching task. All three studies showed visual familiarity to be responsible for differences in slope over sequence length between words and nonwords. (Editor/RK)

Early acquisition of right and left as absolute concepts does not seem to be related to early mastery of right and left as relative concepts among the Hausa. (Author)

The physical identity reaction time task used in this study was designed to further test the effect of processing mode uncertainty on visual field asymmetries that Swanson et al. (1974) reported, and to determine the effects of location uncertainty in a cognitive task. (Author/KC)

Analysis of recent literature covering visual experiments with infants and young children documented a progression of visual functions in early development. (Author)

Presents a study of perspective taking ability among children aged 3 to 7. The first task involved a classic block appearance task. In the second task, the child and/or the experimenter each wore different colored glasses and the child was asked to describe how a white card appeared to each of them. (BD)

A report and discussion is given of some of the results of testing students at the Papua New Guinea University of Technology on diagrams which involved the use of visual conventions. (MN)

Reports on a series of four experiments designed to determine more precisely the characteristics of the stage of visual feature analysis of word identification and to examine response competition factors in this interference task. (SB)

Examines the implications of image analysis and discusses two different strategies, one relating to content and one relating to form. (MH)