Explains how digital technology can be used as a tool for teaching students the skills of observation, questioning, information gathering, classifying, predicting, and hypothesis testing. (Author/SOE)

The article proposes helping visually handicapped clients make optimal use of remaining vision for travel in unmodified environments. Structured discovery learning exercises covering pattern recognition, depth perception, central acuity, and central field vision with peripheral field loss are offered. (Author/DB)

Visual learning, the capacity to construe meaning from visual images and to create meaningful visual forms, distills complex information and presents information directly. It plays an important role in development of the ability to abstract and decode. (SK)

Argues for a mathematics education that interprets the word "theorem" in a sense that is wide enough to include the visual aspects of mathematical intuition and reasoning. Defines the term "visual theorems" and illustrates the concept using the Marigold of Theodorus. (Author/MDH)

Two experiments were conducted to test the hypothesis that visual information related to segmental versus prosodic aspects of speech is distributed differently on the face of the talker. Results indicate that information in the upper part of the talker's face is more critical for intonation pattern decisions than for decisions about word segments…

Using the Luck and Vogel change detection paradigm, we sought to investigate the capacity of visual working memory in 5-, 7-, and 10-year-olds. We found that performance on the task improved significantly with age and also obtained evidence that the capacity of visual working memory approximately doubles between 5 and 10 years of age, where it…

Cited is research which indicates that ocular motor abnormalities in children with reading difficulties are factors in the processing of visual information. (CL)

Describes preschool children's ability to simultaneously perceive multiple aspects of an object in two experiments during which three- to five-year-olds were asked to describe part/whole pictures. (HOD)

Analysis of the data showed no significant correlation between scores from the two modalities, indicating that knowledge of a person's ability to understand speech in one system provides little information about the same person's ability to understand speech in the other. (Author/CL)

Reaction time and accuracy do not always reflect the same perceptual processes; therefore, the convergence of reaction time with accuracy within the context of a specific information processing model should be demonstrated empirically rather than assumed a priori. (Author/PN)

Twenty-two third-grade good and poor readers were tested for their ability to name pictures while trying to ignore words or nonword strings of letters printed inside the pictures. Both groups experienced more interference from intracategory than extracategory words, indicating that they processed the words automatically. Only the good readers…

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)