Eight, ten, and twelve year old children were tested on a novel procedure involving the successive presentation of standard and comparision stimuli. Two hypotheses were evaluated: one dealing with memory effects, and the other with children's pretesting of choice responses in spatial information processing. (Editor/RK)

35 undergraduates segmented one of two videotapes of an actor methodically assembling 20 five-page questionnaires. Tests the hypothesis that behavior that differs systematically in the availability of action-defining changes will be segmented into perceived actions in a systematically different way. (Author/RK)

The effects of visual paradigmatic organization on verbal recall among language/learning disabled children was studied with 20 such children (age: 8-13 years), who were screened to eliminate visual memory deficits. (Author)

Three word-identification experiments suggest that a model derived from experiments with pseudowords can be applied successfully to word identification. The data derived from the experiments confirm the role of higher order verbal units in word identification and suggest the structural components of a verbal-mediation theory of reading. (Editor/RK)

The aim of this study was to examine pattern difficulty as a general factor influencing orientation errors, and to explore psychological differentiation and task perception as variables accounting for cross-cultural differences. Samples of 30 boys and 30 girls in Ghana and Scotland were tested. (Editor)

A visual search task was used to assess developmental changes in elementary school children's selective attention to specified portions of a visual display. (Author/SB)

Presents findings of a study on the visual perceptual dimension of cognitive structure as it relates to achievement in college biology. Results indicate a possibility of using visual recall probes for the early detection of learning differences related to achievement. (SL)

Training in perspective-taking skills (the ability to imagine how objects look relative to one another from another person's point of view) resulted in considerable transfer of learning to other tasks and continued subject superiority over controls seven months later, indicating an inter-stage change in cognition. (MJB)

Meyer, Schvaneveldt, and Ruddy report that semantic context has a larger effect on visually degraded words than on undegraded words. Degrading stimuli takes place by superimposing a dot pattern over letters thereby slowing information processing. Four experiments explore alternative explanations of this research finding. (Editor/RK)

This research assesses whether the presence of noise elements in a visual display affects the detection of target letters at the perceptual or feature extraction level of information processing and whether (a) input or processing channels operate in an independent or interactive fashion and (b) how the spatial relation between signal and noise…

Attempts to determine how the ability of African secondary students to understand pictures three-dimensionally changes, as the number of different types of depth cue increases in carefully stages. Also investigates the existence of interactions involving the different types of picture and differences in amount of formal training which people have…

The intent of this study was to determine whether the Minnesota Percepto-Diagnostic Test (Fuller, 1969; Fuller & Laird, 1963) is more effective than the Bender-Gestalt (Bender, 1937) with respect to identifying achievement-related errors in visual-motor perception. (Author/RK)

Three experiments examined the role of various sources of feedback in the development and maintenance of a complex ballistic skill, dart throwing, using extended practice. (Editor)

Results of a study of the pictorial preferences of seven-, nine-, and eleven-year-old children of two cultures indicated that "soft contours were generally preferred in both cultures, as were natural images--with the exception that older American girls prefer geometric elements. (JM)

Describes a study to determine the effects of visual perception training on beginning first-grade reading achievement with children diagnosed as being deficient in visual perceptual skills and potential reading problems. (JM)