Three experiments examined the memory-preserving effects of reactivation and reinstatement reminders following 6-month-olds' learning and forgetting of an operant task. Findings indicated that a single reactivation reminder extended infants' memory of an operant mobile task for 2 weeks, a single reinstatement extended it for 4 weeks. A single…

A study found that 4 boys (age 11) with mild disabilities were able to acquire the behaviors for instructive feedback stimuli when the stimuli were presented after trials on any of a set of target behaviors and could acquire instructive feedback behaviors during acquisition of or mastery of target behaviors. (Contains references.) (Author/CR)

Presents classroom procedure involving Telling, Requesting, and Coaching (TRC) to enhance reading and writing in diverse students as an alternative to probing for information without prompts to introduce lessons, which is confusing and time consuming. Notes how TRC facilitates students' recall by telling them the needed information, requesting…

This study with three adolescents with mental retardation examined whether the use of a simultaneous prompting procedure would result in improved performance when expressively identifying first aid materials. All three students learned the identifications and maintained them after training. Students also acquired and maintained some of the…

Partner sensitivity to communication behaviors of 24 presymbolic children (ages 16-35 months) with developmental disabilities was examined. Communication partners provided information regarding recognition of the children's communicative cues, and consistency of cue recognition and descriptions across partners. Results indicated wide individual…

The amount of teacher-student interaction can have an impact on student achievement. Effective questioning techniques can generate a high rate of teacher-student interaction; teacher assistance, through priming, prompting, and cueing, can be used to develop a high level of correct responses to questions; and positive feedback can promote students'…

Focuses on subject matter influences in writing assessments and the extent to which English-as-a-Second-Language graduate students' writing performance is affected by their knowledge of the subject matter of the assessment topic. Writing performance was found to be superior when the subject matter was well known. (47 references) (GLR)

Examines syntactic, semantic and grapho-phonic miscues made by early readers of varying ability. Finds that (1) passage complexity affects use of syntactic and semantic cues; (2) high and above average students' miscue quality deteriorates as text complexity increases; and (3) higher word recognition scores relate to effective use of grapho-phonic…

Describes design methods used to influence user perception of time in virtual learning environments. Examines the use of temporal cues in medical education and clinical competence testing. Finds that user perceptions of time affects user acceptance, ease of use, and the level of realism of a virtual learning environment. Contains 51 references.…

Examined three-year olds' difficulty in recalling a false belief immediately after they discover the true state of affairs. Challenges the argument that children are genuinely amnesic and their false belief is deleted and no longer available for retrieval. Suggests that three-year-olds have been much underestimated in their capacity to undertake…

Third graders produced narrative or descriptive passages in response to prompt words. Results supported the domain-specific view of production, in which content elaboration occurs across repeated productions when there is a connection between the earlier and the later production and that connection is based on semantic similarity. (ME)

Comparison of two strategies for reducing drooling in two adults with moderate mental retardation found both the use of brief cues and the use of flexible cues equally effective for Subject 1 but the use of flexible cues more reliably effective with Subject 2. Neither subject achieved independent skill without the use of cues. (DB)

Twenty learning-disabled students (grades 5 and 6) who received procedural facilitation for narrative composition, including story grammar cue cards and a metacognitive check-off procedure, produced better quality stories than a control group of 10 students. Including verbal reminders to develop characters did not affect story quality. (Author/JDD)

This study with 56 students (mean age 15 years) with mental retardation and 53 nonretarded students (matched for mental age) found that students with mental retardation were more likely to rely on all kinds of external cues (task-relevant, incidental, or misleading) in problem solving, especially when the preceding task had been difficult.…

This investigation examined whether auditory prompting tapes could influence performance fluency in three mentally retarded young people. The musical tapes with embedded, interspersed performance cues successfully increased the participants' vocational task fluency and decreased stereotypic behavior in one participant. (Author/DB)