Issues of mental representation are central to cognitive psychology and indeed to psychology in general. This article synthesizes recent theoretical and empirical research concerning cognitive representations in one specific domain, that of numbers. First, several forms of cognitive numerical representation are defined, and the roles the various forms may play in numerical processing are considered. Then, two current representational issues that have generated some controversy are examined: In what form are arithmetic table facts (e.g., 4 x 7 = 28) stored in memory, and what forms of representation are involved in converting numerals from one form to another (as in reading 604 aloud as "six hundred four")? In the course of the discussion the major current theories of numerical cognition are described, with emphasis on how they differ in their assumptions about numerical representations and how these differences are reflected in the positions taken on various specific issues.

Children with specific reading disability fail to understand some complex spoken sentences as well as good readers. This investigation sought to identify the source of poor readers' comprehension difficulties. Second-grade good and poor readers were tested on spoken sentences with restrictive relative clauses in two experiments designed to minimize demands on working memory. The methodological innovations resulted in a high level of performance by both reader groups, demonstrating knowledge of relative clause structure. The poor readers' performance closely paralleled that of the good readers both in pattern of errors and in awareness of the pragmatic aspects of relative clauses. The findings suggest that limitations in processing account for comprehension difficulties displayed by some poor readers in previous investigations.

We explored the effects of Fast ForWord (FFW) training on reading and spoken language skills in children with difficulties in phonemic awareness and word identification. Gains were examined both immediately after treatment and over a period of two years. In the short term, children who received FFW training were compared to children who received Orton Gillingham (OG) training. The FFW group was also compared to a matched longitudinal control group (LC); all participants in the FFW and LC groups received similar multisensory structured language instruction over two academic years. The FFW and OG groups made similar gains in phonemic awareness. However, the children who received FFW training did not show significant