This study examined associations between broad cognitive abilities (Fluid Reasoning [Gf], Short-Term Working Memory [Gwm], Long-Term Storage and Retrieval [Glr], Processing Speed [Gs], Comprehension-Knowledge [Gc], Visual Processing [Gv], and Auditory Processing [Ga]) and reading achievement (Basic Reading Skills, Reading Rate, Reading Fluency,…

Ninety university undergraduate students were tested on a number of tasks assessing their recognition of possible and impossible figures, mental rotation, ideational fluency, and self-report artistic and creative characteristics. Scores on the Impossible Figures Task (IFT-14) and the Mental Rotation Test, and self-ratings on the Artistic…

Visual scanning patterns of 17 students with mental retardation and control groups matched for chronological or mental age were recorded during visuomotor tasks. Results suggested that subjects paid more attention to penpoints than to the succeeding or passed points of a model line, indicating that they have a poorer ability to process more than…

This study assessed visual selective attention in children with attention difficulties compared to typically achieving children using the flanker task and the feature and conjunction visual search task. Results suggest that children with attention difficulties have a characteristic inability to restrict visual attention to a limited spatial area…

Discusses the value of making students visually literate. Stresses the technique of visual rehearsal and offers suggestions for incorporating visual rehearsal activities into the classroom. (FL)

An awareness of negative effects of mind set is promoted, and ways to minimize harmful sets are suggested. Visual perception, Eistelung effect, and functional fixedness are discussed as categories of potentially negative mind sets, with several examples given of each. Fixation combinations are noted as well. (MP)

The role of visual-spatial operations in nonroutine mathematical problem solving in schoolchildren is investigated through a search of related literature. It is suggested that certain visual-spatial operations are concomitant with the mental processes necessary in problem solving. The following topics are discussed: (1) the importance of problem…

Defines visualization as the product and the process of creation, interpretation, and reflection upon pictures and images. Analyzes, exemplifies, and reflects upon the many different and rich roles that it can and should play in the learning and doing of mathematics. Discusses limitations and possible sources of difficulties visualization may pose…

This paper discusses studies of visual dyslexia, the nature of visual processes involved in word recognition, and the contribution of visual memory to word recognition. The paper concludes that, though defects in the physiological aspects of visual processing can lead to reading difficulties, evidence does not indicate the existence of visual…

In a visual recognition masking experiment, a target stimulus to be identified is either preceded or followed by a second stimulus called a masking stimulus. The experiments described here provide estimates of both developmental and aging differences in visual backward masking under conditions which maximize interference in the central visual…

Because visual short-term memory deficits are common in children with reading problems, a series of experiments were reviewed which examined the role of phonological processes in short-term memory. Results suggest that both developmental and individual differences in verbal memory span are related to efficient phonological processes. (Author/DB)

The study with 989 learning-disabled students supported the cognitive-based arithmetic problem-solving model of Dinnel et al. under continuous visual stimulus conditions but suggested a more complex neuropsychological underpinning to arithmetic performance in both visual and aural stimulus conditions. (Author/DB)

A major focus in reading difficulty is lack of automaticity in decoding, which overloads the attentional system, leads to the use of small, meaningless visual processing units such as the individual letter, places heavy demands on short-term memory, and interferes with comprehension. Techniques for diagnosis and remediation are noted. (Author/JW)

This monograph, first in a series of six, provides the theoretical background and premises underlying the efforts of the research team and two collaborating California school districts to explore ways in which the computer and related technologies can be more fully and effectively used in the instruction of learning disabled students. Contents…

To determine the developmental level at which letter processing skills become automatic, an experiment was conducted using a variant of the visual search task. Subjects in grades one, two, and three and in college searched for target letters displayed on a cathode ray tube along with either visually confusable letters, acoustically confusable…