Children viewed televised messages with identical content that were presented in either child or adult program forms and at three levels of difficulty. Visual attention was significantly greater for messages in child forms, but showed minor variation according to content difficulty. Recall scores were higher for child forms and for easy versions.…

Examined developmental changes in children's recognition that help is needed. Four- and 9-year-olds were shown a series of videotaped vignettes of two child actors, one of whom experienced a problem because he lacked a necessary skill or was physically unable to complete a task. (Author/BE)

Briefly summarizes history of neurolinguistic programing, which set out to model elements and processes of effective communication and to reduce these to formulas that can be taught to others. Potential areas of inquiry for neurolinguistic programers which should be of concern to visual literacists are discussed. (MBR)

The inclusion of "purpose questions" before passages in reading comprehension tests is evaluated in light of recent research related to schema theory and adjunct questions. While research supports the use of purpose questions, gaps and weaknesses in the available data exist. Suggestions for further study are provided. (Author/LMO)

The encoding specificity principle asserts that a retrieval cue will be effective if, and only if, the to-be-remembered item was specifically encoded with respect to that cue during input. Describes a classroom experiment that provides an opportunity to demonstrate the encoding specificity phenomenon, note its limitations, and discuss its cause…

Page prompts and beginning handwriting legibility were examined in a study of handwriting and teacher ratings of writing legibility. The relation of letter prompting to legibility was found to be dependent on the measure of legibility used. (Author/DF)

No differences in immediate recognition performance were found for 30 undergraduate students who reorganized notes into an instructor-generated matrix versus subjects who reviewed in their typical manner. Reorganization during review resulted in relatively higher achievement on a free recall test, while unstructured review produced higher…

When subjects learned paired associates that, on the study trials, consisted of a stimulus (cue) and its correct (target) response plus two other (distractor) responses from within the list, the presence of the distractor items interfered with learning, especially when overtly pronounced as opposed to silently studied. (Editor)

The rationale and development of an interview method for the study of personal values is described. (Author)

This videotape demonstrates environments and several teaching strategies in the area of child-focused practices recommended by the Council for Exceptional Children's Division for Early Childhood. The strategies were selected based on a literature review and input from focus groups of parents and teachers on what promotes learning for young…

In a nonmetric multiple-cue probability learning task involving 2 binary cue dimensions, it was found that Ss can learn to use configural or pattern information (a) when only the configural information is relevant, and in addition to the configural information, one or both of the cue dimensions are relevant. (Author/RK)

This experiment was designed to investigate retroactive inhibition in free recall of categorized work lists with categories defined as sets of rhymes. (Editor)

Sixty prereaders were trained to discriminate the graphemes within words by having them assemble the words using only those graphemes that corresponded to the phonemic structure of the words. (Author)

The present experiment attempted to restrict processing by requiring Ss to process the material either orthographically or taxonomically in a reaction time situation, which should place constraints upon additional processing. (Author)

Study suggested that a new research orientation be followed, that is, in addition to studying to learn the investigator of memory should start to establish the empirical laws of learning to forget. (Editor/RK)