This article discusses the increasing incidence of cortical visual impairments, resulting from medical advancements making possible the survival of critically ill children with severe brain damage. Discussed are the prevalence of multiple handicaps, formation of visual concepts, foreground/background distinction, potential for mainstreaming, use…

Matching-to-sample skills are involved in language acquisition and reading and counting abilities. The rapid, even errorless, induction of matching performances in young children and 28 individuals with mental retardation (ages 11-20) was demonstrated through the structuring of a visual array that promoted detection of the relevant stimulus.…

Discusses the relationship between aesthetic value and the improvement of perception of visual artwork. Recent experiments have attempted to improve visual perception of school children, and to study their developmental preferences in art. But art has moral dimensions, and aesthetic education must also facilitate the appreciation of aesthetic…

The booklet outlines ways to help children with learning disabilities in specific subject areas. Characteristic behavior and remedial exercises are listed for seven areas of auditory problems: auditory reception, auditory association, auditory discrimination, auditory figure ground, auditory closure and sound blending, auditory memory, and grammar…

An update and modification of "Vision-Visual Discrimination" published in 1973, this annotated bibliography contains entries from the annual summaries of research in reading published by the International Reading Association (IRA) since then. The first large section, "Vision," is divided into two subgroups: (1) "Visually…

The inclusion of critical thinking and viewing skills across the curriculum is one way to approach the development of problem solving, which could help develop the kind of students prepared to accept the challenges they face. Using popular media in teaching such skills links critical thinking to life in a way that keeps critical thinking from…

Nineteen moderately/severely retarded students (ages 9-22) completed ten 15-minute computer-assisted instruction sessions and seven basic cognitive tasks measuring simple learning, choice reaction time, relearning, probed recall, stimulus discrimination, tachictoscopic threshold, and recognition memory. Stimulus discrimination, probed recall, and…