Modes of information processing were examined for 91 subjects aged between 5 years 7 months and 6 years 3 months, using A.R. Luria's model of brain function as the theoretical basis of the study. A factor analysis of the results of six psychometric tests administered to all subjects indicated the presence of two distinct factors. These were hypothesised to represent the separate contributions of simultaneous and successive synthesis. Further separate factor analyses, of the six psychometric tests and tests of M-Space (derived from the work of R. Case) and tests of standard school assessment tasks (that were also administered to the subjects), were performed. The results indicated that although both modes of synthesis are available to children of this age, simultaneous synthesis is not a potent factor in school learning. A further exploratory study was carried out using the same 91 subjects. Subjects were given a series of verbal subtraction problems requiring understanding of mathematical relationships, and randomly assigned to two presentation groups. One group received pictorial information in addition to the verbal presentation. The other group received concrete materials. A multiple regression analysis was performed on the whole group using factor scores for simultaneous and successive syntheses (derived from the factor analysis of the six psychometric tests) as independent variables and criterion test scores for the verbal subtraction problems as the dependent variable. The analysis indicated that although neither aptitude for successive synthesis nor aptitude for simultaneous synthesis had predictive value for this kind of probelm solving, simultaneous synthesis was possibly the predominant mode of information processing. Further multiple regression analyses performed on each of the presentation groups indicated an interaction between successive synthesis and the modes of presentation of information. Due to the small numbers of subjects in each presentation group this result was inconclusive.

This study addresses the criticism leveled at A.C.T. Mathematics teachers with regard to their failure to use any other method of teaching than chalk-and-talk. By considering the changed needs of society for mathematics and the changed perceptions by society of education, the criticism is placed in context. The importance of spatial ability for mathematics is examined in the context of theories of cognitive abilities and its current under utilization within the classroom. On the basis of the increased need to utilize more talent the study was designed to operationalise in the classroom the constructs of simultaneous and successive synthesis, derived from Luria's model of brain functioning. The question of gender differences in mathematics achievment and spatial ability is addressed. The possible role of the maturation of language in determining differences in the acquistion of ability to form simultaneous synthesis is briefly discussed. The study was designed to utilize and enhance simultaneous synthesis. By demonstrating an Aptitude-Treatment Interaction it was intended to confirm that students, who function at a high level in simultaneous synthesis but at a low level in successive synthesis, would achieve more with experience with spatial activates than in a more traditional chalk-and-talk classroom. Gender differences in achievement were not found. Gender differences in successive/simultaneous profiles were found in accordance with theory predictions. The need for the duration of longer treatment periods is briefly discussed in the context of funding and the appearance of greater efficiency of traditional teaching methods when the students are functioning at the highest level of symbolic thought.