Attempts to discover whether direct gaze is seen as facilitating social comparison and if the relationship between direct gaze and liking is reversed when the subject is motivated to avoid social comparison. (Author/RK)

Data obtained from testing fifth- and sixth-grade students under four conditions comparing the presence or absence of informational and/or motivational cues indicated that the informational component of a model's demonstration is the primary element affecting motor performance. (MJB)

Two experiments were concerned with exploring the relative accessibility and availability of category information in retarded adolescents in comparison with CA equivalent nonretarded subjects. (Author/SB)

Explores the effects of field independence (FI) and dogmatism (D) on a programmed learning task with and without strong prompts in an aptitude-treatment interaction (ATI) framework. These two cognitive styles have been demonstrated to affect performance on various cognitive tasks and reflect characteristic, self-consistent ways of functioning in…

A series of stimuli designed to assess the dependence of children's cardinal number judgments on relative length and relative density cues was administered to 4- and 6-year-old children. (SB)

A study which defines some easily measurable syntactic and semantic cues within student essays that predict and perhaps determine readers' responses. (DD)

This study examined the effects of provided and generated questions during reading on recall of facts and concepts from descriptive passage for students in grades 5, 8, and 11. Provided conceptual postquestions significantly increased recall of main ideas and factual details. (LMO)

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)

A simulation model of episodic memory, MINERVA Z, is applied to the learning of concepts, as represented by the schema-abstraction task. The model successfully predicts basic findings from the scheme-abstraction literature, including some that have been cited as evidence against exemplary theories of concepts. (Author/LMO)

A framework for studying teachers' informal expectations in the context of reading education is presented. Social Judgement Theory (SJT) entails an idiographic analysis of various aspects of cues used to form policies and make judgments. (Author/LMO)

Results of four studies involving 30 mildly mentally retarded students (9-19 years old) suggested that focal color coding was attention-attracting and effective in training in an initial, basic assembly task. Findings also suggested limitations to the usefulness of focal color coding stemming possibly from loss of effectiveness from repeated…

Findings suggest that (1) the effects of rehearsal on deceptive success vary depending upon certain characteristics of the communicator/deceiver and (2) a relationship exists between certain behavior correlates of deceptive communication and observer accuracy in detecting deception. (PD)

The absentee-cuing system investigated in this study refers to the use of a wireless microphone by a counselor trainer to transmit messages to a counselor-in-training while she or he is actually engaged in the act of counseling. The system is a rich source for improving counselor training in every regard. (Author)

Considers two successive stages of processing dichotic lists of items. (Author/RK)

A study was conducted which indicates that the Rothkopf adjunct question paradigm might be effectively employed in a remedial reading setting. (Author/ER)