Questions noted differential effects of left-hemisphere as compared to right-hemisphere brain damage on the Wechsler Vocabulary and Block Design subtests. (MB)

Concludes that perceptual-motor activities are not likely to improve reading skills directly but suggests that there are a number of reasons for including such activities as an addition to the curriculum. Tables and bibliography. (RW)

Points out that many students with reading problems are categorized as dyslexic" or minimally brain damaged," while little attention is paid to techniques needed to remediate the difficulty, and stresses the need for operational definitions. (RW)

Paper is based on the author's doctoral dissertation. (JM)

Brain damage remains a medical diagnosis; it does not provide a useful practical framework within which the psychologist and educator can operate. The school psychologist should abandon the concept of brain damage and turn to problems which will benefit more from his attention. (Author)

Three conditions of behavioral disturbances and impaired school performance (learning disability, attentional disorder, and childhood major depression) are suggested as being associated with dysfunction of the right cerebral hemisphere. (Author/PN)

Replicating previous findings that the inability to "shift" conceptual attitude on the Weigl is consistent with indices associated with cortical dysfunction, the Weigl is shown to possibly serve as a nonverbal instrument to assess cortical dysfunction where inability to "shift" appears to tap a dysfunction in symbolic rather…

A total population study of 4,797 six-year-old children attending the public preschools in the city of Gothenburg, Sweden was conducted in order to investigate the problematic area of perceptual, motor and attentional deficits in preschool children. A questionnaire with 34 questions about minimal brain dysfunction-related problems was distributed…