Presents a checklist which can be used in the development of materials and activities to develop visual abilities; and includes a visual preference survey designed to provide data needed in responding to some of the checklist items, especially those related to learner abilities and preferences. (CMV)

The author presents findings from brain hemisphere research indicating a complex dual memory process which separately and simultaneously processes input through visual and verbal encoding strategies. He draws implications from this for educational goals, instructional methods, and student evaluation procedures. (SJL)

Demonstrates that a representation of a figure through object reconstruction is prerequisite to recognizing the object figure from a collection of figures, which in turn is prerequisite to representing the object figure using a pencil-and-paper reproduction. (RL)

An argument is given for providing children with visual images for number concepts that they can internalize and which can aid understanding of numbers and their relations. (MP)

By using the concept of modalities (learning processes involving the auditory and/or visual realms) systematically, a teacher may be sure that all modality tasks are covered and that reading weaknesses and strengths are discovered. (MB)

Evaluated with a total of 60 primary-grade children was the effectiveness in improving ocular motor control of three training programs: the Bender proprioceptive facilitative feedback exercises, the Marsden ball program, and perceptual exercises. (DB)

Effects of acute alcohol intoxication on the storage phase of memory were evaluated with two tasks that minimized response retrieval: unpaced paired-associate learning with highly available responses and forced-choice picture recognition. It was concluded that storage processes are sensitive to disruption by alcohol. (CHK)

Visual information is not yet in common usage among librarians. It is hoped that the term will be adopted by the information profession at large as new areas of research develop which depend largely on nonverbal documents. A decision must be made as to which forms of visual information will be needed for--scholarly and scientific use. (Author/AP)

Compares the visual and auditory processing factors of the Woodcock Johnson Tests of Cognitive Ability, Revised (WJR COG) and the visual and auditory memory factors of the Learning Efficiency Test, II (LET-II) among 120 college students. Results indicate two significant performance differences between the WJR COG and LET-II. (RJM)

Examines the possibility that at times imagery might be a disadvantage in certain tasks. For example, the notion of a persistent image may be so vivid as to actually block other creative thought. Describes one calculus student's images supporting high levels of mathematical functioning which occasionally became so powerful as to obscure more than…

Explains how digital technology can be used as a tool for teaching students the skills of observation, questioning, information gathering, classifying, predicting, and hypothesis testing. (Author/SOE)

Compared multimodal instruction with text and pictures with unimodal text-only instruction as 44 college students used a visual or textual manual to learn a complex software application. Results initially support dual coding theory and indicate that multimodal instruction led to better performance than unimodal instruction. (SLD)

The article proposes helping visually handicapped clients make optimal use of remaining vision for travel in unmodified environments. Structured discovery learning exercises covering pattern recognition, depth perception, central acuity, and central field vision with peripheral field loss are offered. (Author/DB)

Examines the use of pictures by different learners in different ways, and presents guidelines for using pictures in teaching culturally diverse children. The degree of complexity versus simplicity is discussed, the need for effective directional cues is emphasized, and depth and motion cues are described. (LRW)

Research with gifted children has identified certain clusters of traits which are directly related to a visual/spatial orientation in learning. This article presents common traits of visual/spatial learners, including introversion and behavior problems, and offers adaptive techniques that have been found effective in teaching "nonsequential"…