An overview of the literature on developmental dyslexia is offered, and two approaches to the subtyping problem are illustrated and briefly discussed. Potential implications of some aspects of the interactive reading theories for the study of reading dysfunction are explored. (Author/CL)

Cognitive performance asymmetries in favor of functions attributed to the right cerebral hemisphere are reported for 105 out of 108 children to a clinic for reading difficulties. Results suggest that reading disabled children are homogeneous with at least the right/left asymmetry aspect of their cognitive profile. (Author/CL)

The paper describes the linguistic/cognitive challenge of answering yes/no questions appropriately. The coping strategies of normally developing children are used as the basis for tutorial suggestions for intervention with the developmentally delayed. (Author/CL)

The basic assumptions of information processing theories in cognitive psychology are reviewed, and the application of this approach to problem solving in gifted education is considered. Specific implications are cited on problem selection and instruction giving. (CL)

A review of research on how cognition relates to language in children with language impairments discusses terminology and analyzes the basic mapping problem. Evidence for a variety of hypotheses related to the issue are examined. (CL)

Investigated developmental differences in males' (ages 3-20) descriptions of video scenes in which various interpersonal situations were depicted. Alternative paradigms for study besides egocentrism-decentering approaches are discussed. (DP)

The potential of chemistry to improve one's learning capacity is discussed. (CK)

This study was supported by a grant from the Carnegie Corporation to Educational Testing Service. (MH)

The girls understood competition better than cooperation and interactions which only involved children better than those involving adults or adults and children. Comprehension improved with age and related to Piaget's concept of decentering. (MH)

A book that has as its main thesis that cognitive orientation, a system of beliefs, opinions, thought contents, and judgments, influences behavior and psychological developmental processes is reviewed. (DB)

Comments on Lane and Pearson's analysis, pointing out that the majority of developmental accounts of attention and other conceptual processes provide no theoretical basis for establishing criteria about information and its use in assessments of conceptual abilities. Consequences and implications are discussed. (Author/RH)

Comments on Van Kleeck's proposal that a link exists between cognitive development as viewed by Piaget and metalinguistic development (Merrill-Palmer Quarterly; v28 n2 p237-65 Apr 1982). Suggests that information-processing theories of cognitive development provide an attractive alternative to Piaget's theory, particularly in their account of task…

Research on Piaget's four stages of cognitive development has shown that although nearly everyone passes through sensorimotor, preoperational, and concrete operational stages, most do not reach the stage of formal operations. Those people who do attain formal operations seem to have a curiosity factor not operative in those who don't. (Author/BRR)