Reviewed in seven author contributed chapters are findings of experimental psychology relevant to the education of handicapped children in the areas of sensory processes, visual perception, memory, cognition and language development, sustained attention and impulse control, and personality and social development. Noted in an introductory chapter are the nature and incidences of various handicaps and the possible impact of psychological research on educational services. Stressed in the chapter on sensory processes is research on neonate and infant testing and the substitution of one sense by another. The chapter on visual perception provides information on results of impaired vision and perceptual difficulties and asks to what extent perceptual deficits depend on memory deficits. Diagnostic tools for memory deficits are focused on in the fourth chapter which also includes an evaluation of newer methods of memory research and the author's theory of memory. Described and critiqued in the fifth chapter are four main theoretical approaches to cognition: behavioral, developmental, information-processing, and linguistic approaches. Considered in the chapter on language development are the nature of language learning as a dynamic activity and the biological and social factors which determine language development. Discussed in the next chapter are the contributions of several areas of experimental psychology to help children sustain attention and control impulses. The final chapter centers on the personality and social development of the handicapped child. (DB)