Tested three explanations for the differential impact of verbal and nonverbal cues on perceptions of counselor expertness, attractiveness, and trustworthiness: cue availability, vividness, and salience-vividness. Results suggest cue availability is not a compelling explanation for the power of nonverbal communications, vividness accounts for…

Investigates developmental change in the use of strategies to eliminate interference from irrelevant information in memory. Two developmental transitions were found: (1) from ineffective to effective selective remembering (between ages 7 and 11), and (2) from the use of a selective retrieval strategy to a more sophisticated rehearsal strategy…

Determines some of the reasons for developmental differences in retrieval variability. The critical manipulation involved the use of semantic orienting questions at both acquisition and retrieval; elementary school children (7 and 10 years of age) and adults participated. (Author/CI)

A decision model is presented to help teachers intervene when severely disabled students fail to respond to relevant cues in the community. Five phases are addressed, including identifying those errors and deciding whether to allow a natural correction to occur. (CL)

Thirteen preschool and first-grade hyperactive boys performed worse on communication tasks providing detailed cues only and responded more impulsively on tasks requiring additional cues than did 13 controls. Problems with detailed cues were not attributable to overall differences between groups in motivation, information requesting, processing…

A prompt sequence beginning with a verbal prompt and physical assistance resulted in a significantly higher rate of self-initiated responses by 12 moderately/mildly retarded adults than two other sequences (giving verbal prompts while providing lessening amounts of physical assistance and giving lessening amounts of physical assistance. (Author/CL)

Article focused on numerous examples of mimic/model confusion experienced by animal and man. (Author/RK)

Performance on the last few items of a 12-word list was impaired when a spoken "Recall" was used as the cue for recall, relative to performance with a nonverbal cue. This suffix effect occured with four types of recall instructions after auditory presentation, including instructions for conventional serial and after free recall. (Editor)

Forty retarded children, a Low Mental Age (MA) Group (mean MA 3-3 years) and a High MA Group (mean MA 5-7 years) were trained on 120 different two-choice visual discrimination problems. Initial performance differences were interpreted as a differential preference for novel and familiar stimuli. (JH)

This paper was envisioned as largely a literature review, but surprisingly, there was very little to find besides a comprehensive body of information pertaining to nonverbal aspects of pedagogy almost exclusively dealing with management of the instructor's nonverbal behavior. The paper, therefore, presents what seems to be the most salient cues…

The present investigation examines the effects of three different quadratic cue-criterion function forms upon single-cue learning. (Author)

The major purpose of the present study was to investigate the effects of non-cueing immediate knowledge upon answering academic questions constructed so as to minimize intrinsic knowledge of ongoing accuracy. (Author)

These results provide a more precise attentional interpretation of both preference and pretraining effects. (Authors)

Study is a systematic attempt to discover the relative extent to which several types of covert'' cues carry emotive communicative information. (Authors)