Discusses the bombardment of the visual sense with new technological forms of communication. (MF)

Although a student may not be able to verbalize a concept, he may very well have a good grasp of it. Nevertheless, in order to achieve this understanding, he most likely was exposed to some type of verbalization. (CK)

Attempts to determine whether the stimulus dimension to which infants respond is different in fixed-trial and infant-control methodologies. Infants 10 weeks of age were shown four facelike patterns differing along two dimensions: number of elements and extent to which elements were organized to resemble the human face. (Author/RH)

A patterns task consisting of six stimuli, three presented in two-dimensional form and three presented in three-dimensional form, was administered to 47 preschoolers. Findings demonstrate the importance of developing measures of original thinking that are specifically appropriate for use with preschool children. (Author/RH)

The first study examined preschool children's looks directed toward male and female adults. More than one adult of each sex participated, and measures were taken of eye contact as well as of exploratory behavior. The second study examined children's looks toward adults in relation to their interpretation of an adult's gaze. (RH)

Infants five- and seven-months-old were sequentially shown three stimulus arrays of visual elements, only one of which was capable of producing subjective contours. An infant habituation control procedure was used to test infants' abilities to discriminate the arrays. (Author/RH)

Accuracy of pattern copying was studied in male and female 10-year-olds. Contrary to expectations, independent of the stimulus size, males benefited from spatial response cues whereas females did not. (Author/DB)

Results suggest that when the internal element of a compound stimulus is a highly preferred or salient stimulus, young infants will process information about its characteristics. (Author/DB)

The visible in dance encompasses two possible worlds: a world of "doingness" and a world of quality. Each of these worlds in turn engenders two possibilities: accomplishing, or making something happen, on the one hand; qualitative presence or qualitative flow on the other. (Author)

Task specific attending behavior of a mentally retarded adult engaged in a chain-cutting task was substantially increased by using a differential reinforcement procedure with a feedback stimulus for appropriate visual orientation. (Author/DLS)

Suggests that in tasks requiring the spatial coding of visual information children's performance depends on the degree of congruence between alternative spatial reference axes. (Author/MP)

Two studies used a visual expectation paradigm to determine whether five-month-old infants spontaneously use the number of pictures appearing in one location (left) to predict when a stimulus will appear in a second location (right). Neither stimulus timing nor stimulus identity predicted future stimulus location. (Author/DR)

Infants were familiarized with geometric forms and were then tested with a novel form paired with the familiar one. Compared to infants who had longer looks at the display, those who had shorter looks demonstrated more broadly distributed looks, showed more looks and shifts, and inspected more stimulus areas; and their shifts included more…