Adolescents defined as educable retarded who have demonstrated their ability to profit from experiences (highscorers and gainers) were hypothesized to perform more adequately than nongainers on the Stroop Color-Word interference task. The tasks were administered on three successive days to each subject in the following order: color, word,…

Twenty-four psychotic children (5-15 years old) were required to represent absent objects (e.g. toothbrush) via pantomime after receiving verbal instructions or instructions accompanied by a model demonstrating the pantomime. (Author/CL)

Evaluated were the effects of symbol versus speech training instruction on the behavior of four autistic children (8-9 years old). Following observation of their classroom and free play behavior, Ss participated in a training sequence involving Peabody Rebus Reading symbols and more traditional speech training procedures. Ss' inappropriate…

Twenty-eight moderately and profoundly retarded children (9 to 17 years old) on one unit of a center for the developmentally disabled were taught a nonvocal symbol system based on that developed by D. Premack. Children varied in speech level from totally nonverbal to some who had simple language skills. The symbol system used a behavioral approach…

The relative ease of learning with Bliss symbols or words was investigated using four moderately retarded and four severely retarded children (ages 6 to 9 and 14 to 17, respectively) as Ss. It was found that Bliss symbols were the more easily learned and this was most evident among the severely retarded Ss. (Author/PHR)

The study undertook to teach and fix the reading of meaningful symbols (hiragana, the Japanese syllabary alphabet, and kanji, Chinese characters) to a mildly retarded 7 year old Japanese boy. The phonological method was used to teach hiragana and pictures were used to teach kanji. Behavior modification using reinforcement and time out was…

Research on central processing dysfunctions in children is reviewed in three major areas. The first, dysfunctions in the analysis of sensory information, includes auditory, visual, and haptic processing. The second, dysfunction in the synthesis of sensory information, covers multiple stimulus integration and short-term memory. The third area of…