Two-year old white boys from Low and High social class (SES) groups were presented with identical learning tasks under nonverbal and verbal conditions. Under the nonverbal condition there were no SES differences, but under the verbal condition the High SES group significantly improved their performance, and were superior to the Low SES group.…

Teacher perceptions of the social-behavioral characteristics of 99 boys (aged 7-14) identified by their nonverbal learning abilities found that low nonverbal subjects showed good left-brain functioning, good reading, poor right-brain functioning, poor arithmetic skills, low motivation, poor work habits, disorganization, and poor relationship with…

Tests the developmental memory lag hypothesis with 22 learning disabled boys on two- and three-dimensional nonverbal tasks. Finds age-equivalent recall patterns similar to those of normal children and consistent age-related differences in nonverbal recall, thereby negating the developmental lag hypothesis. (RL)

This study addressed the extent to which performance on selected verbal and nonverbal measures contributed to the prediction of inflection learning with 20 normal boys (ages 4 to 5). Results suggested that inflection learning may be tied more to other language abilities than to nonverbal cognitive skills in normally developing boys. (DB)