Worksheets to be used for practice on addition and multiplication are provided. (SD)

Experiment 1 compared 6- and 8-year-old boys in inter- and intramodal matching of fast or slow spatiotemporal patterns with long or short interpattern intervals. Experiment 2 made the same comparisons for 7- and 9-year-old boys using temporal patterns. (Author/JMB)

Measured the pattern goodness effect at visual encoding stages and short term memory stages in observers aged 6 to 22 years using a speeded sequential same-different paradigm. Found goodness effects were larger in short term memory for all subjects, memory effects decreased with age, and encoding effects remained constant. (SKC)

Activities on estimation and mental computation are presented. Patterns on a hundred chart, an amazing fact, teaching and testing tips, and other references are included. (MNS)

An activity project is described which encourages students to question and experiment. Appendices provide examples of student results. (MNS)

Three theorems for Pythagorean triples are presented, with discussion of how students can amend their ideas about such numbers. (MNS)

Some activities are provided to help students develop a conceptual understanding of perimeter, area, and volume, as well as developing skills in spatial visualization and formulating generalizations. (MNS)

Deriving all Pythagorean triples from simple patterns within an addition table is presented, with formulas included. (MNS)

Several varieties of perceptual independence are investigated, including sampling independence, dimensional orthogonality, stimulus separability and integrality, and performance parity. A general multivariate perceptual theory is developed, and a precise definition of perceptual independence is offered. (Author/LMO)

Discusses instructional strategies and activities designed to help students learn to recognize patterns and to create models to explain patterns. These include laboratory investigations and an exercise in which students are challenged to find the model used for the classroom seating arrangement. (JN)

A recall paradigm tested twenty-four 5-year-olds and twenty-four adults on short-term recognition memory for briefly presented visual information. Results indicate that processes other than verbal labeling are probably more responsible for age differences in immediate memory performance than labeling. (JH)

Number sequence patterns for counting boundaries of familiar figures are extended to higher dimensions. (JP)