Describes the procedures used in a study designed to examine differences in nonstandard grammatical usage among and between Negro and white working-class informants in the community of Alexandria, Virginia. (Author/FB)

Research supported by the Cooperative Research Branch of the U.S. Office of Education (8418, S.U. and O.S.U.), and by the National Institute of Mental Health (MH-08382).

This study compared 36 learning disabled school-grade children with 17 controls matched for mental age on the ability to inhibit hand movement. Using a "Move A Ball Slowly" game-like apparatus, responses suggested older rather than younger disabled children had more difficulty. (Author)

Older students (N=38) responded to a questionnaire examining whether students changed careers as a result of their coursework, students' methods of obtaining new jobs, success of students in their new positions, and effects of age differences. Findings indicated that the on-campus interview is appropriate for nontraditional students. (RC)

Cognitive styles characterize individuals' personalities as well as their social and cognitive functioning. An assessment of cognitive style can present another dimension of individual differences in children as the basis for planning and evaluating early childhood programs. (Author/LC)

Examined the validity of a parallel form of the Primary Mental Abilities test for use with adults aged 50 to 90 years. Significant intraindividual performance gains on the parallel form were observed on the verbal and number subtests, while the effect on space and reasoning subtests was less substantial. (Author/JAC)

Two experiments were conducted to investigate how children remember distance and location of landmarks in a large-scale environment. The effects of cueing and suggesting a step-counting strategy on four- and nine-year-old children's ability to recall events on a jogging course were explored. (Author/PP)