Findings suggest that semantic knowledge for concrete objects is represented and organized in similar ways in autistic, retarded, and normal children. Previous findings on cognitive deficits in autistic children are more likely related to their inability to use cognitive representations in an appropriate and flexible manner. (Author/RH)

Three classes of conceptual bugs presenting obstacles to all novice programmers and not related to any specific program--parallelism, intentionality, and egocentrism--are identified and exemplified through student errors. It is suggested these bugs are rooted in students' intuitive feeling that programming languages, like humans, have intelligent,…

The purpose of this study is to contribute to an understanding of how errors could be employed in mathematics instruction so that the students use them constructively in support of their learning of mathematics. A teaching experiment was designed to create an ideal context in which the pedagogical approach to errors as springboards could be…

This study of 38 right-handed children (age range 90 to 201 months) with dyslexia found characteristic patterns of organization of intellectual functions, of hemispheric specialization, and of reading errors in the subtypes, identified as linguistic dyslexia, perceptual dyslexia, and mixed dyslexia. (DB)

Argues that a computer-based programming tutor for novice programmers needs to take into account not only the types and frequency of bugs found in the programs, but the intentions and knowledge state of the programmer. A first version of such a program was developed on the basis of the bug types found in a number of pencil-and-paper studies with…