Two experiments investigated the effects of color coding sounds in Thai syllables on the acquisition of pronunciation responses and on transfer to syllables which are not color coded. (Author/DEP)

Attempts to replicate Gogel's (1972) observations with points of light and examines in addition whether the same results would be obtained if the binocularly nearer object was made visually more massive than the farther object and if the residual oculomotor cues were varied to produce different values of the reference distance. (Author/RK)

Cuing, organization, and reduction constraints were systematically manipulated in a descriptive passage presented to 120 undergraduate students. Results showed strong effects for cuing on written summary qualities. Performance across treatment combinations on all four outcome measures was far below ceiling level. (Author/BS)

A group of 20 abusive mothers and a group of 20 matched, nonabusive mothers were shown slides depicting infants in seven different emotional states. Abusive mothers were more likely to incorrectly identify specific signals of emotion and to label negative affect as positive. (Author/RH)

Five experiments investigated whether the cued recall of children and adults differed for classified events featuring different category and relation types. Recall for events differed strongly for children and adults. Differences were attributed to properties of the internal structure of event representation in memory. (SKC)

Aphasic adults (N=16) with severe auditory comprehension impairment were evaluated for comprehension of redundant and nonredundant spoken and/or gestured messages. Results indicated redundancy was not reliably superior to spoken messages alone. (Author/DB)

Behavioral procedures were used to modify the food choices of eight preschoolers (ages 3 to 6) during a snack period at school (training setting) and at home (generalization setting). Results showed an increase in healthy snack choices in the training setting. Generalization to home was achieved only with specific implementation procedures.…

Learning disabled elementary school children can learn subtraction skills with the aid of "hide and seek" number concept cards and a five-step sequence: (1) find a way to work it out, (2) add to check, (3) look for subtraction "partners," (4) group facts into "families," and (5) practice. (CB)

Finds that seven-month-old infants are sensitive to pictorial interposition whereas five-month-old infants are not. Suggests that sensitivity to pictorial depth information first appears between five and seven months of age. (Author)

Both male and female 15- to 21-year-olds (N=466) with trainable mental retardation were taught to view assembly drawings as the instructional cue to assemble a complex industrial item. The IPEV drawings were an alternative to task-by-task role training. (CL)

Compares sentence interpretation in American and Italian children between the ages of two and five. Results indicated that Italian children relied primarily on semantic cues, whereas American children relied on word order. (Author/CI)

In Study 1 the aggressive behavior of a deaf/blind adolescent was eliminated through a differential reinforcement of other behavior (DRO) procedure combined with a reinforcer cueing technique and brief time-out. In Study 2 DRO reduced stereotypic eye-pressing by a young blind hearing-impaired child. (Author/CL)

Anthropomorphism as a cue in word learning was investigated in relation to illustration and no-picture cue conditions in trials to criterion and word memory tasks with kindergarten children. Results are discussed. (Author/DF)

Response blocking, differential reinforcement for the omission of behavior (DRO), and a cuing technique were used with a profoundly retarded deaf/blind boy to reduce his stereotypic behaviors. Treatment was used for three high rate stereotypic behaviors and was found to be effective with each. (Author/CL)