A systematic sequence of prompt and probe trials was used to teach picture names to three severely retarded children (aged 4). For all children the fixed ratio schedule for correct responses to prompts, combined with the every correct response reinforced schedule for correct responses to probes, generated the best results. (Author/PHR)

Presents evidence that nonverbal cues by newscasters are interpreted by the viewer as a sign of bias. Using two cues, raised eyebrows and a smile, the study produced data that suggest that the audience is aware of this influence. (JMF)

This study consisted of two repeated measures experiments which explored the relationship between punctuation and grammatical expectations. (HOD)

ESL (English as a Second Language) teachers should aim at teaching communicative competence. Inviting native speakers is a way to stimulate conversation. Cue cards and rubber stamp pictures are useful overhead projector is a versatile and dynamic aid. (CFM)

A study assessed the efficacy of a written script/cue card program to teach conversational speech skills to three verbal, literate boys (ages 8-10) with autism. Initially boys demonstrated low frequencies of conversational speech. Following intervention, all three quickly met the training criteria and maintained correct responding without cue…

Demonstrates that cues play a significant role in second language listening comprehension and provides additional empirical support for their beneficial effect. Found that the absence of cues appeared to contribute significantly to the miscomprehension of information in a lecture. (Author/VWL)

Investigated linkage between delay-of-gratification dimension of impulsivity and social information processing in 80 second-graders and 80 fifth-graders. Found that low-delay ability and younger participants made less use of social cues than did older and high-delay ability participants; however, these findings were qualified by grade and gender…

Covert visual orienting was measured in 13 twelve-year-old and 11 fifteen-year-old hockey players and in 13 college students with no hockey training. Found that high-skill 15-year-olds were better able than all other groups to take advantage of the general alerting effect produced by the sudden onset of a cue. (MDM)

Used hypothetical vignettes to examine 384 preadolescents' understanding of gossip in varying circumstances. Found that children correctly labeled talk about nonpresent others as gossip and considered it inappropriate. Skepticism was higher for gossip than for firsthand information and was greatest with cues suggesting that speakers were…

A 9-year-old with learning disabilities exhibiting speech and language delay was taught to illustrate his own picture prompt materials for learning basic sight words. Illustrating word meaning was first modeled for the participant. Subsequently, he illustrated the remaining target words. Rapid acquisition and retention of the target words…

Clarifies features of Smith et al.'s attentional learning account of object naming, arguing that Booth and Waxman's findings address tenets not in the attentional learning account while not addressing one of the central tenets of the attentional learning account. Suggests that the debate about the nature of children's language and cognition would…

Responds to Smith et al.'s work on relations between perceptual, conceptual, and linguistic knowledge in early word learning and discusses treatment of evidence. Asserts that Smith et al.'s commentary fails to engage data presented and their implications. Asserts that learners seamlessly integrate perceptual, linguistic, and conceptual information…

Three mentally handicapped students (aged 13, 36, and 40) with maladaptive speech received training to answer questions with verbal labels. The results of their cues-pause-point training showed that the students replaced their maladaptive speech with correct labels (answers) to questions in the training setting and three generalization settings.…

Two experiments examined visual cues as a means for four severely mentally retarded secondary-age students to order in fast-food restaurants. The experiments involved training in school-based simulated environments or in community restaurants. Use of the visual cues was quite effective and easily generalized. Previous experiments with similar…