Measures the phenomenal and the functional durations of visual stimuli differing in informational value. (Author/RK)

Examined with 48 first graders was the effect of initial instruction in cursive writing on reading, spelling, and perceptual skills and the validity of suggestions that learning disabled children should be taught cursive writing. (DB)

Multidimensional scaling configurations were obtained for the same set of 11 stimuli using data from two different judgmental tasks completed by the same group of subjects. The procedure was felt to be a way of obtaining useful information regarding environmental perception. (RH)

Suggests a connection between the perceptual world taken as a system of signs and the system of signs we normally think of as visible language and defends this thesis. (TO)

Children between 4 and 10 years participated in a study of their ability to discriminate pictorially represented depth. Stimuli comprised pictures in which depth cues were systematically manipulated.

In a study which required college students to learn to recognize four flexible plastic shapes photographed on different backgrounds from different angles, the importance of a context-rich environment for the learning and recognition of visual patterns was illustrated. (Author)

Article related the language and concept of art, the dialogue of aesthetic experience with mental images. (RK)

Reports an investigation of the incidence of and relationships among word and letter reversals in writing and Bender-Gestalt rotation errors in matched samples of normal and retarded readers. No significant diffenences were found in the two groups. (TO)

Results of this study suggest that 3-year-olds have a good deal of sensitivity to static depth information. (Authors)

A study of developmental aspects of selective attention and task-related strategies of attention in 2nd and 6th graders. Age differences were found and interpreted as reflecting the development of flexible as well as selective attention strategies. (DP)

Results are discussed in terms of cognitive growth, the psychoanalytic notion of ambivalence, the role of stimulus context in eliciting laughter or fear, and a possible adaptive, stimulus-maintaining function of laughter. (Authors)

There is evidence that when spatial orientation and spatial visualization are measured with either the French or Guilford-Zimmerman tests that the variance due to authorship is greater than that due to trait. (Authors)

Results reveal a relationship between two previously explored areas of inquiry: orientation errors in copying and preferences for the orientation of nonrealistic shapes. (Author)