Investigated developmental trends in part-whole perception. The effects of the whole on the perception of small parts was greater at the kindergarten level than at the 4th grade; and there was a change in the perception of the parts so that they came to look like the whole in shape. (DP)

To demonstrate a relationship between rate of habituation and complexity levels, 11-week-old infants (N=51) were each given a rate-of-habituation and complexity-level test. Rapid habituators looked longer at complex patterns. Irregular habituators responded randomly to tests or resembled slow habituators in terms of complexity preferred. (ST)

Regression analysis revealed that a reliable estimate of the field-analytic disposition could be derived from a composition of scores on the Gottscaldt, Space Relations, Street Gestalt, and Perceptual Acuity tests. (Author)

Thirty 7-year-old and 26 10-year-old boys were presented with temporal sequences of meaningful and meaningless figures to determine the differences in perception and retention of above- and below-average readers. (Author/AJ)

Portions of this paper were read at the Eastern Psychological Association meeting, April 1968, Washington, D.C. (DR)

Two experiments investigated whether poor readers eventually establish a dichotic right ear advantage as predicted by a maturational lag theory. The first studied developmental differences in dichotic listening for normal and poor readers when the order of reporting simultaneously presented items was unconstrained; the second controlled for order…

The hypothesis that perceptual development proceeds from less to greater dimensional separability was tested by giving a speeded classification task to first and fourth graders. Results supported the hypothesis that development proceeds toward greater flexibility of attention rather than simply toward increasing separability. (Author/DB)

Reflects on the importance of observation and documentation of detail in producing critical thinking and accurate writing. (AEA)

This paper describes the mechanism of conceptual development by characterizing it as a cartooning process, which is a neurological mechanism which records a perceptual kind of sketch of the world in our brains. Its unique character, its biological basis, and its consequences for education are discussed. (Author/KC)

Defines visual literacy and considers a number of elements of wordless picture books that contribute to the development of visual literacy in students. (FL)

Neurologist Richard M. Restak discusses empirical research that demonstrates significant brain-sex differences between males and females. He asserts that the typical primary classroom is geared to skills that come naturally to girls but develop slowly in boys, while the reverse is true in higher level science classes. (Author/WD)