Noting that unilateral definitions of motor learning as separate from ideational learning are inadequate, this book identifies and explores certain branches of specific aspects of motor learning. The book is divided into three parts, dealing with curricular motor learning, compensatory motor learning, and cognitive motor learning. Part I is…

A non-verbal 12-year-old boy with low functioning autism was tested on an auditory word-to-picture selection task. Picture foils were chosen to have visual features, semantic features, both, or neither in common with the correct answer. Errors were made more often to semantically than to visually related items. (Contains references.) (Author/CR)

Primacy and recency aspects of short term memory (STM) were investigated with 30 learning disabled (LD) and 30 normal children, all with a mean age of 113 months. The pretest experiment compared the serial position curve performance of LD and normal children when seven-digit series were presented visually or auditorially. The second experiment…

Kaufman Assessment Battery for Children scores obtained by 20 Down's syndrome children (ages 8-12) were compared with scores of 20 younger siblings and 20 nonretarded children matched for mental age. Among results were that Down's syndrome children performed significantly better on subtests employing visual as opposed to auditory channels of…

The limitation of stimuli which occurs in visually impaired children can be partially ameliorated by strengthening other sense modalities. (JH)

The effects of visual and auditory process training on reading achievement were explored with 24 learning disabled elementary age students assigned to three treatment groups (auditory training and reading group, visual training and reading group, and reading only group). (Author/PHR)

This end-of-project report disucsses the procedures that the Dubuque Community School District followed in conducting research on learning the styles and conditions under which elementary school-aged children learn best. The testing program that was developed consisted of administering the Tests of Modality Aptitudes in Reading (TOMAR), the…

This guidebook is based on research on the human brain and the way it processes information. It is noted that research on the learning process has studied the differing functions of the left and right hemispheres of the brain. This research supports the theory that students are inclined to learn through different modalities (tactual/kinesthetic,…

Three experiments were conducted to determine the effectiveness of verbal and imaginal rehearsal strategies in children's discrimination learning. With verbal materials, imaging the referent of the correct item was more facilitative than vocalizing the correct item, as long as the former strategy was defined in a manner conducive to effective…

Three experiments demonstrated (1) habituation and long-term retention of habituation to a tone stimulus in third-grade children, (2) specificity of habituation to an auditory stimulus in first- but not fifth-grade children, and (3) specificity of habituation in fifth-grade children in response suppression when a cross-modality stimulus change was…

This issue of the bi-yearly publication contains 11 articles grouped under three headings: Developmental Cognitive/ Perceptual Studies, Development of Assessment Tools Studies, and Effective Learning Studies. The research was carried out at the Lida Lee Tall Learning Resources Center on the campus of Towson (Md.) State University. This is a…

In this document, the author: (1) describes a two-year study of cross-age teaching; (2) identifies six stages that children go through in learning to teach; (3) applies those stages to case studies of two tutors--one failure and one success; and (4) discusses the implications of the stages for the role of the supervisor in helping children to…

Examines one aspect of communicative competence: the recognition of linguistic correlates of sex roles. Acquisition occurred according to 2 patterns: (1) increasing approximation to adult norms, and (2) rule learning and rule differentiation. Timing of these developmental sequences is discussed. (GO)

Second and fifth graders were presented with a discrimination learning task in which each of four displays were to be paired with a response button. For one group two of the displays shared a common feature and were paired with the other response button. This common feature condition required a subject to learn only two associations if he…