Musical experiences can be used to sharpen young children's auditory, visual and oral skills.

Two studies are described in which match-to-sample tasks were presented to a total of 50 children (seven to eight years old), both poor readers and good readers. (Author/BD)

Twenty-eight kindergarten children (5-6 years old) were tested in order to identify children with learning disabilities and to compare tests results. (Author)

Early acquisition of right and left as absolute concepts does not seem to be related to early mastery of right and left as relative concepts among the Hausa. (Author)

A report and discussion is given of some of the results of testing students at the Papua New Guinea University of Technology on diagrams which involved the use of visual conventions. (MN)

The experiments reported here are aimed at exploring in more detail the possibility that context can improve perception itself. In particular, they are concerned with clarifying the conditions under which context might aid perception and with localizing the stage of processing at which context would have its effects. (Author)

Verbal self-instruction was employed in training impulsive first-grade children to perform visual discrimination matching tasks. Posttests, following the four training conditions, showed that while strategy training increased latency, self verbalization both increased latency and reduced errors. (Author/DEP)

Fifty-one severely retarded adults were taught a difficult visual discrimination in an assembly task by one of three training techniques: (a) adding and reducing large cue differences on the relevant-shape dimension; (b) adding and fading a redundant-color dimension; or (c) a combination of the two techniques. (Author)

Subjects from kindergarten-age to adult participated in four experiments. In order to view the stimuli, subjects in three experiments activated lights in viewing boxes; in the fourth experiment, stimulus fixations were measured using a corneal reflection technique. Results supported the view that visual observing is controlled by cognitive…

Urges teachers to resist common adolescent desires to copy or trace figures rather than draw them freehand. Cites evidence supporting the need for drawing instruction in the middle school. (JDH)

Appraises current explanations of how visual processing occurs. Highlights the basics of simultaneous and serial levels of processing. Discusses the results of a series of experiments on visual-search tasks and also on the role of prior knowledge in processing. (ML)

Describes experiments which focus on the perception of three dimensions. Discusses the cues about distance and depth and the role they have in perceptions of three dimensions. Evaluates the effect of color on the illusion on depth. (ML)

Examines 3-month-old infants' perception of "camouflaged" forms that were only visible when moving. Shows infants effectively use kinetic information to organize visual input in higher-order structures. (HOD)

Determined which form of kinetic structure (high or low) and/or micrograph content (unified or varied) was most effective on introductory college biology students' (N=100) achievement of reading micrograph skills. Findings, among others, suggest that high kinetic structure instruction does not affect actual reading micrograph skills, but…

Examines the effectiveness of Frostig-Horne and Kephart-Getman techniques and materials in developing the perceptual and motor skills of young children. (TO)