Reviews research that demonstrates that children in the one- to two-year age range are able to remember specific events over weeks and months. Recall is influenced by what young children are asked to remember, the number of times they experience events, and the availability of cues or reminders. (SLD)

Proposes an amended timetable for the origins of joint visual attention and offers theoretical alternatives for the development of point. Includes discussions of the origins of intentionality, the emergence of joint attention, the transition to pointing comprehension, the signal cues of different joint-attention cues, pointing comprehension, the…

Examines metamemory for categorized lists of items among college students. Judgments of learning (JOLs) were obtained either immediately after study or following a brief delay. Results indicate that delayed JOLs were more accurate than immediate JOLs only when knowledge based cues were used. Indicates that the phrasing of metamemory cues can have…

This study investigated whether 9-month-olds used phonotactic cues to segment words from fluent speech. Results suggested that 9-month-olds use probabilistic phonotactics to segment speech into words, and that high- probability between-word clusters are interpreted as both word onsets and word offsets. (Author/KB)

Tests the efficacy of a cueing procedure for improving the impulse regulation of four boys with Attention Deficit Hyperactivity Disorder (ADHD) during social skills training. Behavioral data suggested that all subjects demonstrated positive changes in impulse regulation. Likewise, the treatment effects appeared to have produced positive effects on…

Examined three versions of the processing hypothesis, which explains the asymmetry of cross-language priming using masked primes. Results show that none of the processing accounts provides a satisfactory explanation for the asymmetry. (Author/VWL)

Studied the relationship between knowledge of cognition and regulation of cognition and how they interact to mediate the effects of social cues on confidence judgments using a sample of 77 Japanese undergraduates. Discusses the ways in which social cues affected confidence judgments as a function of regulatory ability. (SLD)

Uses scripted, videotaped lectures to test the effects of teacher immediacy (high vs. low), use of organizational cues (with cues vs. no cues) and student notetaking (took notes vs. no notes) on students' cognitive learning. Indicates that learning immediately after viewing a lecture is greater when the lecture contains organizational cues and…

The use of an adult as a resource for help and instruction in a problem solving situation was examined in 9, 14, and 18-month-old infants. Infants were placed in various situations ranging from a simple means-end task where a toy was placed beyond infants' prehensile space on a mat, to instances where an attractive toy was placed inside closed…

A rather consistent finding in studies of perceived (imagined) compared to actual movement in a reaching paradigm is the tendency to overestimate at midline. Explanations of such behavior have focused primarily on perceptions of postural constraints and the notion that individuals calibrate reachability in reference to multiple degrees of freedom,…

The Florida Department of Transportation used a series of changeable-message signs that functioned as freeway guide signs to divert traffic to Universal Theme Park via one of two eastbound exits based on traffic congestion at the first of the two exits. An examination of crashes along the entire route indicated a statistically significant increase…

A student who is visually impaired was trained to evaluate his social behavior and to recruit feedback from his sighted peers, who were trained by him to provide the feedback. The self-recruitment of feedback improved the student's accuracy in evaluating social skills requiring visual cues. In addition, the peers extended their feedback to other…

Four experiments examined children's ability to reason about the causal significance of the order in which 2 events occurred (the pressing of buttons on a mechanically operated box). In Study 1, 4-year-olds were unable to make the relevant inferences, whereas 5-year-olds were successful on one version of the task. In Study 2, 3-year-olds were…

Two studies investigated the ability to use contextual information in stories to infer the meanings of novel vocabulary by 9-10-year-olds with good and poor reading comprehension. Across studies, children with poor reading comprehension were impaired when the processing demands of the task were greatest. In Study 2, working memory capacity was…

Teachers involved in literacy instruction are continuously involved in decision-making about the methods of instruction and the curriculum materials to employ with their students, and how to respond to their students' efforts along the road to skilled reading. There are various cues to which they may respond, but recent research suggests that some…