In a replication of an earlier study, the spellings produced by 47 learning disabled (LD) students (ages 7 to 11 years) were classified in terms of a hierarchy of spelling strategies presumed to result in conventional spelling. The developmental trends for the spelling strategies used by the LD Ss were compared to the trends previously observed…

This study investigates a negative component (N220) of visual evoked potential (VEP) which increases as certain cognitive processes are activated. Nine experimental conditions were designed by combining three stimulus and three task conditions. Letters were used as verbal stimuli, matrix patterns were used as nonverbal stimuli, and white light was…

The study was designed to determine if there exists a significant difference in the right-left labeling ability of 15 learning disabled students as compared to 15 regular classroom students at the fourth grade level. Ss were tested for lateral awareness and directionality. Results supported the hypothesis that there exists a significant difference…

Inductive teaching (leading learners to see a generalization for themselves) has the advantages of being effective in that students retain the knowledge longer than when it has been gained in other ways, of being fun because students are actively involved in the process, and of being a way to learn about language through generalizing principles.…

Research reports have indicated that children's memories for pictures or events improved between early and later recall sessions in conjunction with operative growth. This study attempted to determine (1) if any intervening operative training task would increase memory improvements, and (2) if exposure to the memory stimulus per se would enhance…

The social cognitive performance of aggressive and nonaggressive children was assessed under conditions of relaxation and threat. Aspects assessed included skillfulness, bias, and process. Subjects were 65 aggressive and nonaggressive boys 8- to 10-years-old. Findings were interpreted as consistent with theories of preemptive processing and…

Concludes that poor readers are equally able to generate phonological information from nonwords as their reading age controls, and that there is no evidence to suggest that the poor readers suffer from a phonological dysfunction. (RS)

Two studies were conducted to assess the effects of teacher training in analogical reasoning on students' performance of analogy tasks. Participants were 25 fourth-grade teachers and their students, and 23 three to eight year old children in special summer enrichment classes. Results and implications for educational practice are discussed.…

The study compared ten hyperactive learning disabled (HLD) children and 10 nonhyperactive learning disabled (NHLD) children with normal children. Results indicated that both HLD and NHLD third and fourth grade children process information significantly less efficiently than nonLD children. HLD children could be differentiated from NHLD children on…

Verbal and nonverbal measures of higher cognitive functions were used to examine the degree of difference between the thought processes of culturally deprived and learning disabled children. Four groups of 20 subjects (ages 8-10) were studied. Results of both traditional and qualitative scoring differentiated between the two populations. (JW)

The article, while focusing on mathematics and problem-solving characteristics, reexamines the definition of "mathematically gifted," and discusses current practices and some areas of concern related to the identification of the mathematically gifted. It also calls for an identification procedure which includes information about qualities of the…

Argues that meaningful learning in mathematics occurs when children link their understanding with the symbols and procedures they are taught. Identifies three areas in which such connections are made: centering on symbols in the problem, procedures used to solve the problem, and final response to the problem. (RH)

Twenty-eight profoundly deaf students, aged eight to 11, did not recall spatial order of viewed pictures better than temporal order, were not less competent in probed recognition than 66 age-equivalent hearing students, and made fewer recognitions in temporal-probe than in spatial-probe conditions. Other results were found. (Author/MC)

A total of 96 binary statements were administered to 120 children randomly selected from 3 academic levels. The Constituent Comparison Model accounts for the results obtained in this study. (HS)