Effects of time on notetaking and immediate retention, the relative effectiveness of spoken and written cues, and cuing schedules were studied with 160 students. Retention from lecture portions with more or fewer notes was similar, written-cued statements were better retained, and cuing schedules had subtle effects. (SLD)

Thirty-six Australian students (grades 5-7) with reading difficulties were trained to cue themselves to the purpose of reading or to cue themselves in addition to underlining key words and phrases as they read. The combination of awareness of purpose and the employment of a self-regulated underlining strategy generated better reading…

Argues that the Reading Recovery Program presents a model that allows children to interact with the semantic, syntactic, and visual cues of text based on the language they already possess. Suggests that the result is a fusion of horizons between the child and the text which brings forth an understanding of the reading process. (RS)

Mildly retarded adolescents (N=33) were assessed on the nature of the memory representation that underlies ability to remember single sentences. The cued recall procedure reflected a difference in the degree to which mentally retarded and nonretarded individuals construct sentence representations that more precisely specify sentence meaning…

Investigates three types of cues [semantic, syntactic (intensional), and adjacency] to subjects of verbs in English sentences. Finds that, when the adjacency strategy does not apply, even highly literate native speakers have great difficulty in correctly comprehending subject-verb correspondences. Discusses findings in context of the relationship…

Reviews and reinterprets current developmental directed-forgetting literature within an inhibition framework. Argues that item-by-item cued directed-forgetting tasks manipulate selective rehearsal to produce greater recall of to-be-remembered than to-be-forgotten items, producing directed-forgetting effects by second grade. Blocked and…

Students with mild-to-moderate mental retardation (N=3) were taught four independent tasks (making a bagged lunch, playing a matching game, ordering food, and social conversation) in order to analyze the effects of matching the prompting procedure used in training to the specific behavior chain to be taught. Discusses results of prompting methods.…

Investigated whether children age 2; age 0-2; and 2 years used grammatical and caregiver cues in sentence comprehension and how different types of cues interacted. Children listened to sentences and identified pictures. Results indicated that children used caregiver cues (e.g., short length and position of key words) in sentence comprehension.…

A study explored the ability of 20 6-year olds with specific language impairments (SLI) to use cues to interpret novel verbs and the role of cues for novel verb interpretation and retention. Subjects demonstrated an ability to use cues to interpret verb meaning; however, they had lower scores on verb retention. (Author/CR)

Describes the method of using prompts to allow students to have more "voice" in a large class. The prompt assignment requires students to respond anonymously to a statement that concerns the chapter being discussed in the class. Discusses how the Internet has allowed more freedom with the prompts. Puts forth some student responses to the…

The efficacy of teaching a 6-year-old with autism to make successful transitions in daily routines in three different school settings through the use of a photographic cue package was examined. Results indicated that providing advance notice of an activity change using combined verbal and photographic cues helped reduce the child's tantrums while…

The escape-maintained destructive behavior of an 8-year-old girl with mental retardation persisted during hygiene routines with directive prompting, differential reinforcement for compliance, and extinction as treatment. Using nondirective prompting and noncontingent reinforcement, destructive behavior was reduced to near-zero levels during the…

Used shift-rate recovery method in three experiments to examine extent to which 6-month-olds find perceptual cues such as density and length useful in discrimination of linearly arranged sets of large numbers of objects. Found that infants can discriminate between large number sets by relying on absolute cues such as density and on relative cues…

Examined children's and adults' ability to decode emotions in dance forms of expressive body movements and detect intensity differences in anger and happiness. Found that decoding ability exceeded chance for sadness by 4-year olds; sadness, fear, and happiness by 5-year olds; and all emotions by 8-year olds and adults. Children as young as 5…

Examined effects of spatial precues on rapid execution of aim in 7-, 9-, and 11-year-olds, providing kinematic support to the role of precues in aiming tasks performed under temporal constraints. Found that precuing spatial dimensions of movement shortened reaction times as a function of the number of precued parameters. Spatial precues modified…