Replies to criticism of work at Minnesota Institute for learning disabilities. Suggests that the work (what is known) in LD reflects the state of practice (what is done). Suggests the LD population is not clearly defined, and research does not indicate that LD children require interventions unique to their category. (Author/CL)

The author suggests that it is a myth of gifted education that a school must identify a certain percentage of students as gifted, which forces an adjustment in criteria and definition until just the right number of students have been identified. (CL)

Discusses various definitions of computer literacy, including those from the Minnesota Educational Computing Consortium and LOGO codeveloper Daniel Watt. Notes a disagreement over whether computer literacy includes programing knowledge. Mentions the problem of "information literacy" (involving data banks) and lists books, magazines, and…

Researchers, policymakers, and teacher trainers, identified as being on the "cutting edge" of research and programing in learning disabilities, responded to surveys in 1975 and 1981. The "experts" generally endorsed learning disabilities as viable classifications and asserted that they are identifiable by specific symptoms or syndrome of symptoms.…

The author reviews the controversy over definitions of learning disabilities and posits two "givens" in any defintion of the condition: that all learning is neurological, and that learning is conditioning. He proposes a definition based on neuropsychological dysfunction which can be translated into an educational regimen. (CL)

Results suggested that potential inclusion within the functional developmental disabilities definition of P.L. 95-602, the Developmental Disabilities Amendments of 1978, varies as a function of categorical disability, age, and level of intellectual functioning. (Author)

Definitions and factors of motor development are considered, and research on motor development in the mentally retarded child is discussed. (SB)

The word "black" in its Indo-European origin means fire, shining white, or flashing in various bright colors. An examination of the word's semantic history through European literary usage reveals that "black" picked up many variations through the course of time and has now metaphorically returned to its original definition.…

The author cites issues involved in defining learning disabilities and suggests that it is a subcategory of underachievement. He summarizes his ongoing attempt to identify underachievers in kindergarten through a regression-referenced approach. (CL)

Analysis of 113 studies revealed that researchers most often selected their learning disabled sample on the bases of academic, age and sex, and intelligence components. Less than half used the process or exclusion components or included a description of grade placement. (CL)

A survey of state departments of education revealed wide variations in mental retardation terminology, definition, and classification variables. Demographic characteristics based on summary data for states on variables such as per capita income, educational level, and rate of illiteracy were highly related to school system prevalence. (Author)

The article discusses the advantages of the term "Attention Deficit Disorder" (ADD) as a diagnostic category for some children not labeled learning disabled. (DB)

Argues for a definition of information based on the facts and data contained within scientific documents, and which are consistent with their conceptual interrelationships. The scope and limitations of the definition are discussed, and analyses of the information content of a scientific paper and an abstract are appended. References are provided.…

The author argues against the arbitrary distinction made between those objects which stimulate, delight, or interest the eyes and ears and those which are savored through taste or smell. He asserts that food and drink are as capable of being art forms as are painting, drama, literature, or music. (Author/SJL)

The study sought to provide empirical support for multidimensional definitions of talent through the examination of traditional and nontraditional talent distributions among 1,141 sophomore young women representing public, private, and parochial high schools. Clusters defined by the analysis revealed the existence of talents independent of…