The study compared the effectiveness and efficiency of constant time delay and system of least prompts in teaching two eight-year-old students with autism to name numerals. Results indicated that both procedures were effective but the constant time-delay procedure was more efficient with these two subjects. (Author/DB)

Proposes a new taxonomy for classifying the graphic cues commonly used in visually informative text. Subsumes spatial and mark cueing (lines such as dividers, guidelines, network links, and visual tags) under a new concept called diagraphic cueing. Surveys various forms of graphic cues. (RS)

Examined whether false belief recall in three-year olds is inaccessible without cues, and whether cue-aided recall is accompanied by insight. Six experiments varied a core procedure involving cues and child reports of and about their beliefs. Found that the ability to recall one's own false belief was attained around 3.5 years of age. (BC)

A theoretical framework of working memory is proposed in which cognitive processes are viewed as a sequence of stable states representing end products of processing. In skilled activities, acquired memory skills allow these end products to be stored in long-term memory and kept accessible through short-term memory retrieval cues. (SLD)

Investigates the influence of vocal intonation on five- and seven-year-old children's processing of explicit and implicit text concepts. Assesses comprehension of narratives through cued recall, recognition, and free recall tasks. Concludes that young children assign more weight to vocal information in making assessments of story outcome than do…

Examined the contribution of specific contextual attributes to six-month-old infants' recognition of a well-learned cue. Infants did not encode contextual information in a holistic manner. The perceptual identification of contextual cues that were represented in the memory of an event was requisite for the retrieval of the memory. (GLR)

Wayfinding abilities of 6- and 12-year-old children were compared with those of young adults. Six-year-old children's wayfinding performance was poorest. Twelve-year-old children and adults had similar performances. (GLR)

This study examined effects of cue control and behavioral relaxation training (BRT) with five subjects having severe mental retardation. BRT produced reductions in rated anxiety and improvements in concentration for all subjects. Cue control words were effective only after they had been linked with BRT. (DB)

Eighty-eight pairs of children were interviewed about a contrived interaction with an adult under one of four conditions: no cues, context cues, relevant cues, and irrelevant cues. Although relevant cues facilitated recall, accuracy did not differ across cue conditions. Younger children were less likely to report an accident they were asked to…

Three- and five-year olds were tested for recall with anatomically detailed dolls and regular dolls. Subjects were tested with and without visual cues. Anatomically detailed dolls did not foster false reports of abuse. Findings have implications for children's testimony in child abuse cases. (BC)

In this study of the distinction between temporal distance and location, children were asked to judge the relative recency and time of target events that occurred one and seven weeks before testing. All judged recency and localized time of day correctly. Six- and eight- but not four-year olds localized longer time scales. (BC)

Explored the role of motion versus shape in children's categorization of animal and non-animal kinds. Found that 4-year olds significantly used motion cues over shape cues to categorize objects. Seven-year olds and adults tended to use motion more than shape to categorize animals but not geometric figures. Findings support view that children are…

Recommends that teachers use constructed response questions for an easy way to improve teaching. Discusses potential problems that prevent teachers from using these questions and focusing on cueing. Provides sample constructed response questions from chemistry. Explains how assessment should be used in cueing constructed responses. (YDS)

Two experiments examined effects of content and rhetorical prompts on undergraduates' writing processes and the quality of their writing. Found that content prompts extended time spent writing and related to improved text quality. Rhetorical prompts demonstrated some influence on planning and global text quality only when presented during domain…

Three experiments tested 21- and 27-month olds' ability to construct a path to a mentally re-presented goal. After seeing the goal-state configuration of problems, both age groups evinced planning. Demonstration of initial solution step was less effective than goal-state exposure. Even with specification of a greater proportion of the goal path,…