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40 healthy, normal newborn infants were evaluated with reference to their ability to discriminate among visual stimulus arrays consisting of 2 versus 3 or 4 versus 6 black dots. Infants made this discrimination within a habituation/dishabituation paradigm for the small number sets (2 to 3 and 3 to 2) but not for the larger sets (4 to 6 and 6 to 4). We argue(More)
The relationship between current reading ability and the achievement of early language and motor developmental milestones was evaluated in 240 children, aged 7 1/2 years, whose language and motor achievement had been charted at each well baby visit during the first 2 years of life. Those children whose composite reading score was 6 months behind their(More)
To determine whether formula-based definitions of specific reading disability (SRD) were related to the actual classroom performance of children aged 7 1/2, the authors applied five definitions of SRD to a cohort of 243 children. The children were followed from birth and not selected on the basis of cognitive, reading, or academic performance criteria. The(More)
A cohort of 200 children, who were followed from birth and periodically evaluated as part of a longitudinal study of child development, was used to determine the ability of the Bayley Scales of Infant Development (BSID) to predict children who would be considered intellectually gifted at 7.5 years. The cohort was predominantly white (91%), upper middle(More)
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