The final report consists of three studies on aspects of a common theme, that a hearing impaired (HI) person's performance on information processing tasks depends on interactions of that person's cognitive structure and strategies with properties of materials to be processed and task demands. The first study, "Recall of Temporal/Spatial Incongruent Letter Strings by Deaf and Hearing Children: A Test of Structural Determinants of Memory Performance," by J. Belmont et al., reports that comparison of 16 deaf and 16 hearing children, 11 years old, on a computerized memory test, yielded such results as that deaf children at age 11 years are better adapted to the spatial than to the temporal memory orientation. J. Bourg reports on the study, "American Sign Language and Stroop Interference," such results as that deaf Ss experienced more color-sign interference than hearing Ss and hearing Ss more color-word interference than deaf Ss. The last study, by T. Allen, "Test Response Variations between Hearing Impaired and Hearing Students," reports that nine language arts test items from a Rasch based item bank were administered to 1,542 HI students, aged 7 to 18, in 39 programs in six states with results such as finding discrepancies in the ordering of item difficulty between the hearing impaired and hearing Ss. (MC)