The Bender Gestalt test incorporating the Background Interference Procedure was administered to three groups of children. The BIP yielded significantly higher scores for the brain damaged group, while the scores of the controls and emotionally disturbed children did not differ. (Author)

A description of a diagnostic-therapeutic projective technique that can be employed in the classroom" to determine a student's emotional reaction to each of his subjects." (Author/AA)

Outlines the importance of motor and perceptual learning in the educational process; criticizes the de Hirsch, Jansky, Langford technique for identifying potential reading failures; and presents a diagnostic procedure for determining children with motor-perceptual handicaps. Bibliography. (MB)

The incidence of depression in 282 children (6 to 14 years old) admitted to a child and family psychiatric unit for a variety of emotional/behavioral disorders was investigated. (Author/SB)

This paper considers the insights that can be gained into the 'actual' curriculum, as compared to the 'intended' curriculum, by using an approach which probes the structure of children's understanding. This approach, known as the clinical interview, can be used by teachers and curriculum evaluators to help children understand curriculum content.…

Describes cognitive mapping, a practical, effective technique designed to help spot potential learning problems and avoid them. This method aids in matching students and courses, reduces the dropout rate, and helps improve students' learning performance. (Author)

To evaluate the effects of two different psychomotor programs on activity level and concentration, 34 children (ages 6 to 12) with educational problems were studied. Among findings were that children in both the yoga and general psychomotor programs were more efficient in their completion of criterion tasks after periods of physical activity. (PHR)

Able mathematics students had better short-term memory than mathematics disabled students; they recalled best when information was presented aurally, while poorer math students recalled better with visual presentations. (JD)

Health educators are warned not to overlook the relationships among the academic, emotional, and social problems of a learning disability. (MM)

Poses a probability problem with counterintuitive results which ultimately leads to a lesson in how mathematicians work and think. (KHR)

Responds to F. Uhlig's article on linear algebra that appeared in an earlier edition of this journal. (KHR)