The article describes studies of effectiveness of a secondary task as a measure of the blind mobility information processing workload. Secondary task performance is shown to be a useful index of effects of preview and route difficulty, as well as perceptual and cognitive demands of different mobility aids. (Author/CL)

A method of analyzing textual learning materials is described. Using data from student questionnaires, the method reveals the underlying structure of concepts in the materials and can pinpoint the location and cause of student difficulties.

This extensive annotated bibliography lists sources related to Supplemental Instruction (SI) and Video-Based Supplemental Instruction (VSI). The SI model of academic assistance helps students in historically difficult classes master content while they develop and integrate learning and study strategies. SI was created at the University of…

Errors made by 5- and 8-year-old children asked to draw a model were investigated in two studies. Results from both indicated that 5-year-old children are more likely to produce visually accurate drawings than had previously been supposed; for both ages difficulty in producing accurate drawings occurred when drawing rules and conventions…

Children ages 6 to 13 and college students were asked to remember length relationships for three pairs of sticks. For six- and seven-year-olds, relationships between interlinked pairs were much more difficult to retain than were relationships between unrelated pairs. (Author/MP)

Both between- and within-group differences in children ages nine to eleven identified as having reflective or impulsive cognitive tempos. Cognitive tempo was first assessed using Kagan's Matching Familiar Figures test, and children were later tested on the Raven's Standard Progressive Matrices. (Author/RH)

Investigates age differences in the impact of play on subsequent tool-use, the influences of task characteristics on the impact of play on tool-use, the ways play aids tool-use, and the effect of play richness on tool-use among 30 children in each of three age groups (from four to five, six to seven, and eight to ten years of age). (RH)

Assesses the range of reading difficulty in three sets of encyclopedias by correlating readability with grade levels. (AEA)

Comprehension was compared for speeded reading and listening to compressed speech. No difference between reading and listening comprehension was found at any of the speeds or difficulty levels, contrary to previous suggestions of a listening disadvantage. (Author/GK)