English-speaking and Dutch-speaking children were asked to pick the big, tall, or long members of pairs of bricks. Comprehension improved with age but older children in both groups were prone to choose the taller (but smaller) of two objects when asked to point to the bigger one. (SED)

The study explored the relationship of eye-hand coordination differentiated by three levels and two answer marking formats (test booklet and answer sheet). Simple effects tests indicated significant differences in favor of the booklet format for low and middle range eye-hand groups but not for the high group. (DWH)

Techniques that teachers can use to help art students to make an educated guess or to estimate an approximate solution while solving a visual problem that has no single correct answer are discussed. (RM)

Determines whether early hemispheric differences exist in tactual processing by testing infants and preschoolers on six cross-modal tasks. Results are the first to demonstrate a left-hand superiority for information processing in children as young as two years. (Author/AS)

Discussed are the goals of a unified national art curriculum: (1) developing visual perception, (2) developing visual literacy, (3) helping students discover and use their creativity, (4) teaching students to respond to personal experiences and their environments, and (5) refining skills in used art media. (RM)

Two experiments were conducted on the influence of language mode (print or sign) and syntax (English or American Sign Language) on recall, preference, and comprehension. Prelingual deaf individuals' visual orientation produced a sign-based encoding system that responded to American Sign Language as a familiar language. (Author/BS)

Presents six diagrams that describe what happens when a text is read. (HOD)

Discusses field-dependent and field-independent perception, their link to learning characteristics, Herman A. Witkin's work on individual perception, and how this is instrumental in determining teaching style. A chart displays characteristics of field-dependent and field-independent students and teachers, motivation tips, and what teachers in each…

To explore relationships between success in school and infectious childhood disease, 25 children in regular primary grades who had survived laboratory confirmed acute bacterial meningitis prior to 4 years of age without observable sequelae were matched with 25 non-meningitic controls and subjected to intensive multidisciplinary examinations.…

Tasks selected as being representative in three government offices are studies to determine the illumination required to provide maximum practical speed and accuracy. (Author/MF)

Intellectual functioning, visual perception, and academic achievement were investigated in two samples (25 in each) of children (mean IQ 94.20 and 95.32, and mean age 8.24 years and 8.13 years, respectively) with significant reading disorders. (Author/MC)

The data indicated that disadvantaged children required more time to process visual information than did middle-class children, but the processing speed for the 2 groups tended to become more similar as grade level was increased. (Author)

The results fail to support the hypothesis that intersensory integration is the sole or even the primary developmental skill accounting for matching task improvement with increasing age. The hypothesis that retarded readers fail to develop skills in intersensory integration is also not supported. (Authors)