The usefulness of intact (topic outline format) and embedded (positioned within text) headings as processing aids to facilitate recall was examined, using a 2,500-word passage from introductory science textbooks. Prior studies were subject to criticisms which this study attempted to correct, specifically: (1) use of non-optimal dependent measures;…

A study was conducted to determine which of three major cue systems (linguistic, cognitive, or extralinguistic) 146 subjects at the kindergarten, first grade and second grade levels used to reconstruct meaning when confronted with a reading task. Cue system utilization was related to four factors: modality (listening versus reading), reading…

Two studies, both part of a research program based on a theory of clinical problem solving behavior, used a computer to simulate a clinician interacting with a child having reading difficulties. The impact of routine cue collection on a clinician's performance is the focus of the first study; the process of hypothesis generation as it is affected…

Several different issues in the temporal coding of words were subjected to experimental analysis. Two experiments evaluated three response measures (recency judgments, position judgments, lag judgments) used to index temporal coding. Lag judgments were found to be of little use; subjects could make valid position and recency judgments without…

Twenty-two subjects were asked to generate fifty numbers from 0 to 100 at ten second intervals. These subjects were then taught to imagine a pleasant scene or an aversive scene on cue from the experimenter. After practice imagining these scenes, subjects were again requested to give fifty numbers between 0 and 100. Group I was cued to imagine the…

The mnemonic consequences of semantic, acoustic, and orthographic encoding and the relationships between encoding and retrieval cues were investigated in an incidental-learning experiment involving 24 first-, third-, and fifth-grade pupils. Each child was asked one orienting question for each of 18 words; the questions differed in the type of…

Preschool children were presented with conflicting cues in order to assess the importance of pointing, verbalizing, and looking by adults in directing the attention of children. The study involved two procedures: first, the experimenter indicated by pointing, verbalizing, or looking whether a big or little bead was to be put on a string by the…

Experiment I was designed to demonstrate that young children fail to abstract the positive cue as the relevant stimulus event in a restricted concept-learning task. Sixteen kindergarten and 16 fourth grade subjects were trained to criterion on a Kendler-type task, whereupon each subject was presented a pair of new instances which contrasted only…

Nursery school children (N=64) received seven tests of conservation of number which varied in the type and number of perceptual supports for conservation. Most of the tests with these supports facilitated performance in comparison to the standard conservation test. Conservation appeared earlier than usual. There were significant effects of…

The combined theories of cue summation and stimulus generalization provide the theoretical model for this study. First, the study attempted to determine if supplementing a theoretical presentation of rhetorical principles with printed, audio, and audiovisual speech models would contribute to a significant increase in learning as evidence by…

A study was conducted to investigate a series of hypothesized cues used in recognizing aural stimuli (Nonsense syllable trigrams) by adapting to the oral mode an experimental technique used successfully in visual word recognition studies. Three classes of cues were studied: (1) a cue for position, (2) a cur for the of cues were studied: (1) a cue…

The purposes of this study were to assess the effect of phoneme-grapheme consistency (PGC) and cue emphasis (CE) on the development of decoding skills in first graders and to determine the relationship of consistency of original lists to the recognition of new words. Subjects were 162 first graders, mean age 6.11 years and scoring above 30 on the…

Different forms of a vocabulary test were administered to college students. Results indicated that as the frequency of specific determiners increased, they formed increasingly strong but differential guessing response sets in high and low scoring groups; however, the magnitude of the effect was much stronger for position specific determiners.…

In both cued and noncued conditions, young adult and middle aged females were presented with immediate and delayed free recall tasks using historical prose passages. Results indicated there were no significant age differences and that having lived through an era helped slightly recall of that era's events. (Author/RD)

Children learned two linear function rules under varying conditions: presence vs. absence of pointing; visual cues (context vs. weight vs. both pictured); and a verbal-only baseline condition. A complex rule was learned as a transfer task. Visual cues aided both learning and transfer; pointing helped initial learning, but retarded transfer.…