Brain-injured (N=24), cultural-familially retarded (N=24), and nonretarded (N=28) adolescents and young adults were compared on a letter priming task requiring recognition of matched pairs. Response time in both retarded groups was considerably slower than in the nonretarded group, and effortful processing was also slower to develop. (JW)

For this study, computer technology was used to teach attentional skills to six young children. Prior reinforcement histories of individual stimuli were manipulated to examine whether they are the variable that controls the features of compound cues to which young children attend. (RWB)

Theoretical implications of individual differences among infants in responsiveness to visual novelty being predictive of later intelligence differences are discussed. Issues discussed include: continuity of intelligence over development, relation of aspects of information processing to intelligence, role of hereditary and environmental influences…

An experiment was designed to compare the speed with which normal and disabled readers in two age groups retrieved semantic information from memory. Results indicate that disabled readers need more time to retrieve categorical information from memory than normal readers. (Author/LMO)

Contains a summary of the prevailing concerns about the impact of television on the formation of values in youth and some resultant implications for curriculum and instruction. The article examines preemption of active daily play, spectatorship, deemphasis of the complexity of life, lack of creativity, speedy conflict resolution, and violence. (CT)

Using kindergarten subjects, a study examined whether prereaders learned better with visual cues while novice readers learned better with phonetic cues. (HOD)

First, third and fifth graders performed semantic acoustic and orthographic orienting activities to different words in a list. Their free recall of the words was tested after the orienting activity. The semantic task yielded better results than the other two which did not differ. (Author/MS)

Younger students live in a media-centric world. Researchers have shown that youth today spend more time watching television and movies than most any other leisure-time activity (Pearl, 1982). In addition, the presentation speed of passages on commercial television has increased significantly in the past 50 years (Stephens, 1996). Researchers have…

The present research is concerned with an analysis of the relationship between stimulus learning and retention on the one hand, and concept learning on the other. (Author)

The purpose of this study is to examine the relationships between creative behavior and visual-motor perceptual development of disadvantaged children. (Author)

Results revealed that (1) relevant verbal experience facilitated learning only for preschoolers, (2) irrelevant verbal experience did not interfere with learning, and (3) visual highlighting exerted no significant effects. (Author/MB)

Vigilance performance of twenty fourth-grade retarded readers was compared with that of twenty normal readers matched for age, sex, grade, and intelligence. (Authors)

Examined is the effectiveness of three imagery learning strategies (copy, relational, and hierarchical) for acquiring different outcomes when individuals received visual instructional information varying in visual stimulus complexity. The hierarchical strategy was generally more effective in processing the different levels of information than the…