A low functioning, nonverbal student who is hearing impaired as well as visually impaired presents special problems in designing instructional activities. Activities which have been used successfully with this type of student to develop attending to visual stimuli, tracking visual stimuli, and discriminating color and shape are described. (Author)

Focuses on two issues pertaining to the regular-random numerosity illusion (RRNI): its occurrence in young children and the existence of a developmental trend. Subjects were children from grades two, five and eight. (CM)

Twelve integration techniques, such as tracing shapes on paper, are described and suggestions for five activities (including materials needed, activity directions, implications, positioning, cautions, and adaptations) are provided. (For related material, see EJ 216 140 and EJ 216 239.) (PHR)

College students read, listened to, or viewed a presentation about the library. Some presentations included cartoons. Results suggest that the printed text without cartoons is just as effective as cartoons or audiovisual presentations. If enjoyment is a factor, cartoons or audiovisual presentations should be considered. (Author/JEG)

The effectiveness of color cuing strategies is analyzed in terms of learner aptitudes, the type of learning required, the category of color cuing employed, and the relationship between color cues and other feature cues. (Author/JEG)

Five experiments were conducted in order to determine what effect independent movement of an internal element has on the externality effect in young infants, and to consider the value of contrasting explanations of the effect itself. Subjects were 90 infants ranging in age from 28 to 49 days. (MP)

Reports a series of studies that investigated the role of parafoveal vision in reading by using the Stroop phenomenon. Supports the "peripheral search guidance" process of Hochberg's model of reading, and provides evidence of processing variations across retinal location. (RL)

Three experiments evaluated the effect of poststimulus distractor characteristics in altering recognition of random shapes. (Editor)

The concepts of iconic memory and schematic memory are used to examine two fundamental and related features of the contemporary theory of visual information processing. (Editor)

Twenty first and 20 fourth grade children were tested on perceptual tasks involving moving stimuli that did not touch. In these tables, one stimulus appeared, among adults, to cause the other to move. (MS)

Four experiments examined effects of the number of features and feature relations on learning and long-term memory in 3-month olds. Findings suggested that memory load size selectively constrained infants' long-term memory for relational information, suggesting that in infants, features and relations are psychologically distinct and that memory…

Examined whether experience correctly producing consonants plays role in developing underlying representation which mediates perception of visible speech. Tested preschoolers (divided by their making of substitution errors) and adults in auditory-only, visual-only, and audiovisual conditions. Found children overall showed less visual influence and…

Examined which of the attentional operations underlying exogenous orienting (disengaging, shifting, and/or engaging) improves with age in children from 6 to 14 years old. Found that disengaging attention alone distinguished between younger and older children's performance, regardless of whether attention alone or attention and associated sensory…

Mentally retarded and nonretarded adults (n=32) performed visual vigilance tests in which single digits were presented at either a fast or slow rate and the rate shifted without warning. Retarded observers detected fewer targets and made more false alarms than did nonretarded observers in all test conditions. (Author/JDD)