The goal of this study was to determine some of the factors that contribute to developmental differences children and adults display when they use cues to retrieve specific memories. (PCB)

The study investigated relationships between type of prompt and type of task by teaching 32 mentally retarded adults two tasks (visual discrimination and a motoric assembly task) using two types of prompts (gestural and physical guidance). Results failed to support either the traditional response prompts hierarchy or the existence of a prompt-task…

Early developmental changes in children's understanding of causality were examined in two studies of three and five year olds' causal judgments. In both studies, children were asked to judge which of two stimuli caused an observed event across a series of problems providing a variety of alternative cues. (Author)

A study determined the effects of signalling and note taking on recall of information and top level structure of text under immediate and delayed conditions. The subjects (180 undergraduate education students) were randomly assigned to one of four treatment conditions--signals/notes, signals/no notes, no signals/notes, or no signals/no notes.…

In an investigation of comprehension monitoring skills of learning disabled and average seventh-grade students, average students spontaneously activated comprehension monitoring strategies thereby noting the text inconsistencies regardless of the condition. Learning disabled students, however, activated these strategies only when cued to do so.…

Tested three explanations for the differential impact of verbal and nonverbal cues on perceptions of counselor expertness, attractiveness, and trustworthiness: cue availability, vividness, and salience-vividness. Results suggest cue availability is not a compelling explanation for the power of nonverbal communications, vividness accounts for…

Investigates developmental change in the use of strategies to eliminate interference from irrelevant information in memory. Two developmental transitions were found: (1) from ineffective to effective selective remembering (between ages 7 and 11), and (2) from the use of a selective retrieval strategy to a more sophisticated rehearsal strategy…

Determines some of the reasons for developmental differences in retrieval variability. The critical manipulation involved the use of semantic orienting questions at both acquisition and retrieval; elementary school children (7 and 10 years of age) and adults participated. (Author/CI)

A decision model is presented to help teachers intervene when severely disabled students fail to respond to relevant cues in the community. Five phases are addressed, including identifying those errors and deciding whether to allow a natural correction to occur. (CL)

Thirteen preschool and first-grade hyperactive boys performed worse on communication tasks providing detailed cues only and responded more impulsively on tasks requiring additional cues than did 13 controls. Problems with detailed cues were not attributable to overall differences between groups in motivation, information requesting, processing…

A prompt sequence beginning with a verbal prompt and physical assistance resulted in a significantly higher rate of self-initiated responses by 12 moderately/mildly retarded adults than two other sequences (giving verbal prompts while providing lessening amounts of physical assistance and giving lessening amounts of physical assistance. (Author/CL)

Article focused on numerous examples of mimic/model confusion experienced by animal and man. (Author/RK)

Performance on the last few items of a 12-word list was impaired when a spoken "Recall" was used as the cue for recall, relative to performance with a nonverbal cue. This suffix effect occured with four types of recall instructions after auditory presentation, including instructions for conventional serial and after free recall. (Editor)

Forty retarded children, a Low Mental Age (MA) Group (mean MA 3-3 years) and a High MA Group (mean MA 5-7 years) were trained on 120 different two-choice visual discrimination problems. Initial performance differences were interpreted as a differential preference for novel and familiar stimuli. (JH)

This paper was envisioned as largely a literature review, but surprisingly, there was very little to find besides a comprehensive body of information pertaining to nonverbal aspects of pedagogy almost exclusively dealing with management of the instructor's nonverbal behavior. The paper, therefore, presents what seems to be the most salient cues…