This retrospective, exploratory investigation examined the types of target words that 30 children with word-finding difficulties (aged 8 to 12 years) had difficulty naming and the types of errors they made on these words. Words were studied with reference to lexical factors that might influence naming performance: word frequency, age of…

Psycholinguistic research has shown that the influence of abstract syntactic knowledge on performance is shaped by particular sentences that have been experienced. To explore this idea, the authors applied a connectionist model of sentence production to the development and use of abstract syntax. The model makes use of (a) error-based learning to…

In the early stages of working with dynamical geometry environments, students make many more mistakes than if they thought out and implemented the same constructions on paper. Most Czech teachers have very little experience of doing geometry using computers. A methodology which could help them to teach students to avoid mistakes dependent on the…

Objective/Method: The Conner's Continuous Performance Test (CPT) was administered to four groups of adult college students who self-referred for comprehensive psychoeducational evaluation and received either no diagnosis (n = 30) or a diagnosis of ADHD (n = 26), a psychiatric disorder (n = 17), or various cognitive deficits (n = 22). Results: The…

This study examined irrelevant/incorrect answers produced by children with Asperger syndrome or high-functioning autism (7-9-year-olds and 10-12-year-olds) and normally developing children (7-9-year-olds). The errors produced were divided into three types: in Type 1, the child answered the original question incorrectly, in Type 2, the child gave a…

In this article we examine language processing and development in Catalan or Spanish-speaking children with SLI, focusing on the study of the verb. We analyse the key initial phase of its process of acquisition and aim to define common features of the SLI group that distinguish them from children with normal language development. We intend to…

The authors studied the acquisition of nine #sC clusters in 30 Croatian-speaking phonologically disordered children, aged between 3;8-7;0 years, by analysing their renditions of target words elicited in response to visual stimuli presented on a computer screen. Results did not support the idea that a greater jump in sonority from C1 to C2 would…

Intended to provide a knowledge base for intervention and remediation, this report summarizes what is currently known about patterns of children's reading and spelling substitution errors, with an emphasis on specific examples of the kinds of mistakes actually made by students. Following an introduction, preface, and preparatory quotes, the report…

This article discusses three types of errors made in early childhood education: intuitive psychology, homogenization, and an easy conscience. (PD)

Two studies were conducted, the first to determine reader response to newspaper front pages with modular format and color, and the second to examine source perception and reporter response to errors in news stories. Results of the first study revealed that respondents in three cities preferred modular front pages to other modern format pages and…

Errors, or "bugs", in addition and subtraction problems of signed numbers are driven by misconceptions or incomplete knowledge at various components of procedural tasks, and result in erroneous rules of operation for carrying out computational problems. These rules, including the right one, are represented by the responses to a…

The ability of language impaired children to remember and retell two stories within their lexical and syntactic grasp was investigated with 12 language handicapped and 12 normal children (7 to 9 years old). An audiotape of the child's retelling of the stories was analyzed in terms of accurate recall, plausible information added during recall,…

Evidence is given to indicate that Lawley's formulas for the standard errors of maximum likelihood loading estimates do not produce exact asymptotic results. A small modification is derived which appears to eliminate this difficulty. (Author)

This paper discusses three randomized response techniques (the dichotomized question, the unrelated question, and the single question/random answer), the simple probability theory that makes the techniques work, and some questions about the practical application of these techniques by the educator. (Editor)

Teacher planning procedures employing percentage-based measurement summaries and subsequent implementation of the results of planning with and without error analysis resulted in moderate increases in correct mathematics computation of learning disabled 10-13 year olds. No significant differences were found for presence or absence of error…