Spin tests of a low-wing monoplane to investigate scale effect in the model test range, May 1941

Concurrent tests were performed on a 1/16 and a 1/20 scale model (wing spans of 2.64 and 2.11 ft. respectively) of a modern low wing monoplane in the NACA 15 foot free-spinning wind tunnel. Results are presented in the form of charts that afford a direct comparison between the spins of the two models for a number of different conditions. Qualitatively, the same characteristic effects of control disposition, mass distribution, and dimensional modifications were indicated by both models. Quantitatively, the number of turns for recover and the steady spin parameters, with the exception of the inclination of the wing to the horizontal, were usually in good agreement

An approximate spin design criterion for monoplanes, 1 May 1939

An approximate empirical criterion, based on the projected side area and the mass distribution of the airplane, was formulated. The British results were analyzed and applied to American designs. A simpler design criterion, based solely on the type and the dimensions of the tail, was developed; it is useful in a rapid estimation of whether a new design is likely to comply with the minimum requirements for safety in spinning

The role of procedural memory in grammar and numeracy skills

The objective of this study was to examine the contribution of procedural memory to grammar and numeracy skills, which both involve the manipulation of abstract patterns. Seventy-six typically developing children between 5 and 7 years of age were assessed on grammar with a past tense production task and a sentence comprehension task, on numeracy with a counting task and a calculation task, and on procedural memory with a serial reaction time task. Moderate correlations were found between the measures of grammar and numeracy. Moreover, 4 hierarchical linear regressions indicated that procedural memory was associated with calculation but not with counting or grammar skills when age and working memory were taken into account. These novel findings suggest that procedural memory may have a role to play in the development of some numeracy skills. Several possible explanations for the absence of contribution to grammar are considered

The role of language in mathematical development; Evidence from children with specific language impairments.

A sample (n = 48) of eight-year-olds with specific language impairments is compared with age-matched (n = 55) and language matched controls (n = 55) on a range of tasks designed to test the interdependence of language and mathematical development. Performance across tasks varies substantially in the SLI group, showing profound deficits in production of the count word sequence and basic calculation and significant deficits in understanding of the place-value principle in Hindu-Arabic notation. Only in understanding of arithmetic principles does SLI performance approximate that of age-matched-controls, indicating that principled understanding can develop even where number sequence production and other aspects of number processing are severely compromised

Project Mercury: the Program and Its Objectives

Project Mercury is reviewed in the light of experience gained thus far in the technical implementation of this Nation's initial program for manned orbital flight. Initial guidelines formulated for the Mercury program are reviewed, together with some of the technical considerations that have influenced the design of the capsule and the operational plan for the booster-capsule vehicle. The role of the astronaut in the Mercury program is discussed, and some observations are made concerning the impact of the Mercury program on future manned space ventures

Number skills and knowledge in children with specific language impairment.

The number skills of groups of 7- to 9-year-old children with specific language impairment (SLI) attending mainstream or special schools were compared with an age and nonverbal reasoning matched group (age control [AC]) and with a younger group matched on oral language comprehension. The SLI groups performed below the AC group on every skill. They also showed lower working memory functioning and had received lower levels of instruction. Nonverbal reasoning, working memory functioning, language comprehension, and instruction accounted for individual variation in number skills to differing extents depending on the skill. These factors did not explain the differences between SLI and AC groups on most skill

Number development and children with Specific Language Impairment.

The aims of this chapter is to investigate whether the number skills of children with specific language impairment (SLI) differ from those of their typically developing peers, matched in nonverbal reasoning, and a group of younger typically developing children matched on language comprehension. It assesses whether small number quantification accuracy accounts for additional variation in number tasks beyond the other influences. How children develop competence with numbers and why they differ so much in their progress are important questions whether one is concerned with numeracy, the skills and knowledge for dealing with numerical information in everyday life, or mathematics, the sciences dealing with the logic of quantity, shape, and arrangement. The study of number development in children with SLI has the potential to contribute both to the understanding of the factors that influence children's progress generally and to the knowledge base for professionals working with these children. Previous work on number in children with SLI had indicated selective impairments: children with SLI showed impaired procedural skills, particularly in counting, from an early age but less impaired understanding of number, for example counting principles. An investigation of children with SLI provided ample evidence of the continuing deficit in counting and calculation