Children 3 1/2 and 5 years of age were tested for their intuitive knowledge of the psychological fact that one mental event may trigger or cue another related mental event. (JMB)

Siblings of three moderately retarded children were taught to use a prompt sequence and social praise to train siblings in domestic tasks. The training skills of the nonhandicapped children generalized to teaching new skills and the independent skill performance of handicapped siblings increased as a result of the training. (Author/DB)

The system of least prompts, an instructional strategy used with moderately and severely handicapped students, is described. A literature review analyzes the populations for which the procedure has been used, the type of skills that have been taught, the results obtained, and describes specific system parameters used by each author. (Author/VW)

Results of a "loose training" prompting tactic to teach an autistic 11-year-old boy to initiate interactions with his peers resulted in increased spontaneous interactions (1) with training peers in nontraining, generalization sessions and (2) with nontraining peers in generalization sessions. (Author/DB)

Three autistic boys (ages 9-13) were trained to select a card containing a stimulus array comprised of three visual cues. Decreased distance between cues resulted in responses to more cues, increased distance to fewer cues. Distances did not affect the responding of children matched for mental and chronological age. (Author/JW)

Three adolescents with moderate to severe mental retardation were taught to use picture prompts to guide their performance on two vocational sequencing tasks. All students completed the training task with at least 96% accuracy with the picture prompts, and generalized their performance with equal accuracy to the untrained task. (Author/CL)

Direct instruction and practice, visual prompts, self-instruction procedures, evaluative reinforcement, and charting were used to remediate the handwriting deficiencies of a gifted, left-handed first grader. (CL)

Results confirm an earlier finding that experimentally induced rehearsal facilitates recall. (Authors/CS)

The hypothesis that thematic prompts facilitate learning by furnishing mediators was investigated in three experiments, two of which produced enhanced learning. (CK)

"The first of a 2-part article reviewing research into early reading and suggesting techniques of prompting." (Editor)

The investigation sought to teach a sequence of arrival behaviors to a severely mentally retarded 12-year-old child living in an institution. Withdrawal and reintroduction of the pacing prompts established that increases in independent arrival behavior were attributed to the pacing prompts. (Author/SB)

In a classroom setting, as distinct from other settings, a teacher asks questions in order to evaluate the correctness of the reply, not to seek information. (JD)

Four students (ages 10-14) with moderate mental retardation learned chained tasks with constant time delay and with the system of least prompts. Both strategies produced criterion-level performance; however, constant time delay was more efficient than least prompts in terms of number of sessions, percent of errors, and direct instructional time to…

Two experiments examined factors of recall in one- to two-year olds. Results suggest that the strength of organization of an event representation, rather than retention interval, is a major factor in long-term recall between one and two years old. (ETB)

Children of 8 and 11 years and college students were tested for reorientation of visual attention to a target following a cue. The first, but not the second, experiment showed an interaction between distance of target from fixation and stimulus onset asynchrony. The second experiment suggested children can orient attention through valid, neutral,…