The first of two experiments conducted in Detroit investigated the relationship between class and ethnic membership and identification of class and ethnicity; the role age and sex of respondent play in accuracy of speaker identification; and attitudes toward various socioethnic speech patterns. The second study was concerned with the attitudes of…

Three experiments compared cognitive processes in Caucasian nursery school children from different socioeconomic backgrounds who were equated for performance on the Peabody Picture Vocabulary Test. The first demonstrated that children from lower socioeconomic backgrounds experience more difficulty in solving a series of extradimensional and…

An activity is presented which provides an opportunity for students to discover numerical patterns with the aid of a calculator. (MN)

Described are: how teachers can use the computer language Logo, along with noncomputer activities, for teaching about linear and two-dimensional patterns and about combining shapes to create more complex shapes. Three computer program listings are included. (MNS)

Suggestions are given on how to introduce calculators in the primary grades plus activities to teach number concepts and number patterns. (MNS)

Provided are follow-up activities for having students explore the concept of line symmetry. Using a mirror to move a pattern; finding patterns with one, two, or four lines of symmetry; finding asymmetrical patterns; deciding if patterns are different; and solving the problem of finding all patterns possible are discussed. (MNS)

Two quasiexperimental designs--nonequivalent dependent variable and reversed treatment designs--illustrate pattern matching logic as a basis for evaluation, examining college health services. Three pattern matches are significant: (1) program pattern match indicates implementation; (2) measurement match assesses test validity; and (3) effect…

The problem-solving skills of logical thinking, critical thinking, visualization, and communication skills are linked with some activities for students. Sample activities with logic, strategies and patterns, breaking fixed notions, open-minded problems, spatial visualization, and communication are described. (MNS)

A total of 72 children, 36 each from first and sixth grades, were given a 70-item study list followed by a recognition test list of equal length. To indicate the relative dominance of features encoded at both ages, labels, pictures, and referents were recombined to form visual, semantic and acoustic distractors. (MS)

In an investigation of how different types of topic reinstatements affected second language learners' recognition and recall of sentence topics in lectures, it was learned that repeated structures were more easily recalled and recognized than simple ones, and low English proficiency learners have poorer recall of complex structures. (MSE)

Presents a problem suggested for students in grades one through six concerning the concepts of grouping, reasoning, and pattern finding. Discusses the student problem-solving process. (ASK)

Presents three sets of polygons marked so that visually appealing designs emerge when the polygons are assembled into tessellations that cover the plane. Provides ideas for using the different sets of tiles in the classroom and reactions of the students who assembled the patterns. (AIM)

Examines Japanese and American children's styles of processing computerized geometric matrices. Hypothesizes cultural differences for response latencies. Finds no difference in accuracy between the two groups but significant differences in response times for second- and fifth-graders. (MW)

Study results indicate that it is feasible to develop automatic name recognition algorithms to distinguish character strings representing names from other character strings occurring in English language titles. This finding offers cautious promise for alleviating some of the labor intensive work of cataloging. (16 references) (Author/SD)

Investigated whether 3- to 6-year-olds in a Montessori school created more symmetrical than asymmetrical designs when working with building materials. Found that symmetry occurred in designs of children as young as age 3, with the tendency increasing with age. Examined the need for increased use of building materials for teaching symmetry in the…