Studied age differences in children's understanding of (1) changes in emotional reactions to situations; and (2) the possibility that emotion might be controlled by situational or cognitive strategies. Children aged 4 to 15 years were more likely to suggest situational strategies than cognitive strategies for controlling emotion. (Author/GH)

Thirty young and 10 elderly adults were assessed on orienting auditory attention, in a mixed-modal condition in which stimuli were either auditory or visual. Findings suggest that the mechanisms involved in orienting attention operate in audition and that individuals may allocate their processing resources among multiple sensory pools. (Author/JDD)

A study of children's acquisition of synonymy as a sense-property during the second childhood period (as defined by Piaget) suggests that, contrary to psychologists' claims, nominal realism is a linguistic phenomenon that should be studied as such. (75 references) (Author/CB)

Discusses the selection of multimedia technology for training applications. Highlights include differences between media; information flow and pace; the concept of interaction; a comparison of media attributes; visual attributes, including text, graphics, pictures, moving images, and sound capability; and planning for the use of multimedia. (10…

In contrast with younger children of the same reading age, reading-disabled (RD) children performed poorly when they were required to independently abstract grapheme-phoneme (g-p) rules and use them to pronounce pseudowords. Results suggest a phonologically based productive deficit which interferes with the learning of g-p rules. (RH)

Tested a normally developing child several times between 16 and 27 months of age for his ability to derive the relations between stimuli. Found that the child derived "mutual entailment" relations and showed "nonverbal exclusion" as early as 17 months. "Combinatorial entailment" relations and "verbal…

Multimedia learners (n=146 college students) were able to integrate words and computer-presented pictures more easily when the words were presented aurally rather than visually. This split-attention effect is consistent with a dual-processing model of working memory. (SLD)

Eight males with autism were required to shift attention between rapidly flashed targets alternating between left and right visual hemifields. When targets were separated by less than 700 ms, steady-state brain electrical response in both hemispheres was augmented and background EEG decreased for rightward shifts as compared with leftward shifts.…

A comparison of the performance of children (ages 6-12) with visual impairments (n=15) and sighted children (n=15) on two tasks involving inferences found some differences between the two groups when the information was visual, but not when it was nonvisual. Visual impairment affected some aspects of a word association task. (Contains references.)…

Although English for Academic Purposes researchers have devoted considerable attention to written texts, they have paid less attention to the use of visual representation in the disciplines. This article describes strategies of a first-year university student as she privileges visual texts in both her macroeconomics and reading/writing classes.…

To examine how four methods of symbolizing data affect learning from thematic maps of familiar regions, two experiments were conducted with college students. In both experiments, map-related text information was recalled more than map-unrelated text information. Choropleth maps and proportional symbol maps were associated with higher reported use…

This article discusses integrating communication skills and the use of real object "props" with the teaching of literature to students with severe and profound and multiple learning difficulties. The novel "Oliver Twist" is used to illustrate how objects of reference can be used to teach literature and promote communication skills. (Contains…

Examines arguments that language comes from innate, abstract knowledge of universal grammar that signers use to create new grammatical features. (12 references) (CK)

A potential problem for connectionist accounts of inflectional morphology is the need to learn a "default" inflection. This article demonstrates that given appropriate architectural assumptions, connectionist models are capable of learning a default category and generalizing as required, even in the absence of superior type frequency.…

In two experiments, poor and normal Dutch readers, matched for reading age, were presented with visual matching tasks on a computer screen. In the first experiment, word and pseudoword letter strings were used. Poor readers needed more time to decode uppercase/lowercase pairs, especially when the pairs consisted of pseudowords. Experiment 2…