Children may perform computational operations readily when dealing with physical materials, but may have difficulty dealing with representational stimuli (pictures of objects) or symbolic stimuli. Describes and illustrates the function of mediators in moving from physical to representational or symbolic stimuli. (PR)

Reprints from: T.A. Tutko, Department of Psychology, San Jose State College, San Jose, California 95114.

Describes investigation of factors influencing learning with understanding, including effectiveness of decision making by learners, determination to unlearn misconceptions, and awareness of the deficiencies generating inappropriate attitudes. Major implication relates to promoting self-control of learning by understanding the learning process and…

Examines the relationship between (a) the Peabody Picture Vocabulary Test (PPVT), (b) the Slosson Intelligence Test (SIT), (c) Quick Test (QT) forms 1 and 3, and (d) the Wechsler Intelligence Scale for Children-Revised (WISC-R). Subjects were 93 students in grades 1 through 11 with suspected learning problems. (CM)

A case study approach is taken to the development and operation of an inservice training program designed to help teachers work more effectively with children who have learning problems. The program's strengths and weaknesses are discussed, and possible modifications to the program are suggested. (JN)

Items from mathematics tests developed for Concepts in Secondary School Mathematics and Science (CSMS) program are examined for general dimensions to explain differences and similarities in facility within and across tests. (MP)

The insufficiency of the standard psychological concepts of instrumental and relational understanding to interpret learning in an educational context is indicated. (MP)

Presented are vignettes about six special children and how they were helped by their teachers. The children's problems included physical handicaps, learning disabilities, and interpersonal/emotional difficulties. (SJL)

Looks at the shortcomings of the Arabic writing system and reviews some suggestions for changing it. (JT)

Discusses ways of developing individuals' abilities to assess their own learning needs. Includes a case study involving working with the tenants of a housing project, a discussion of needs assessment as a continuing process, and a definition of success. (CT)

Results confirm previous findings that the revised State University of New York at Stony Brook observation code is a valid instrument for quantifying and discriminating the classroom behavior of children referred because of hyperactive behavior. (Author)

Findings indicate minimal differences, on diagnostic tests, between children who exhibited torque and those who did not. Torque is defined as the circling of any X in a clockwise direction. Torque is not associated with learning problems in school. Diagnostic utility of torque should be carefully considered. (Author)

Results of mathematics education research in problem solving activities of third-grade children are covered. The assumption that the horizontal number sentence is a useful tool for solving verbal problems is questioned. (MP)

The relationship of bilingualism to learning disabilities and the incidence of bilingual children referred for medical evaluation of developmental problems is discussed. (JMF)