A multi-session training approach attempted to teach mildly retarded adolescents to discover and utilize categorical list structure. Recall transfer with new word lists was demonstrated. Differences in use of categorization strategies by normal and retarded adolescents were interpreted in terms of the automatic controlled processing distinction.…

The keyword method of foreign language learning was adapted for young children learning Spanish. Rather than constructing visual images relating to the word pair, the children generated sentences. Both second- and fifth-grade students experienced large vocabulary gains. (Author/GDC)

Strategies to develop creativity were given to high school teachers in a graduate course, Developing Creativity in Teaching. Higher degrees of creativity emerged when the groups used the instructor's clues to write a story and when group brainstorming and writing, as opposed to individual writing, were done. (Author/SJL)

A multirate mathematical model is presented to support the hypothesis that different types of information are lost from a memory trace at different rates. The model is validated by two experiments assessing the retention of pictures and of sentences at three different delays by cued recall. (Author/CP)

Two experiments, involving 90 first-grade children, were conducted to test a retrieval-inefficiency explanation for the failure of visual imagery to facilitate young children's prose recall. (Author/MP)

Reports three experiments investigating the relationship of the suffix effect and echoic memory. Shows that echoic memory persists for at least 20 seconds. Illustrates that echoic memory can be used to establish a more effective nonechoic memory. Shows that recency recall is higher to auditory than to visual items. (PMJ)

Teachers'"inflight" decisions were investigated by recording those cues in the classroom to which teachers responded. Through stimulated recall interviews, it was found that the cues teachers noticed and based decisions upon were global and tended to adhere closely to the traditional recitation model of teaching. (Author/JKS)

Vocal cues which were inconsistent with verbal messages and their effects on teacher credibility were examined. Results suggested that teacher credibility was at least partially dependent upon the degree of verbal vocal consistency in teachers' messages. (Author/MH)

Two studies are reported involving psychology students rating silent videotapes of depressed and non-depressed patients on the basis of nonverbal cues alone. Reasonable correlations of ratings and Minnesota Multiphasic Personality Inventory (MMPI) D scale scores were found. Even without an instructional set to look for depression, valid ratings…

To test a two-phase model of interpersonal influence in counseling, used a meta-analytic review to examine antecedents or effects (or both) of perceived therapist credibility. Results conformed to the predictions of the model, with therapist credibility cues moderately related to credibility, and credibility strongly related to therapist…

This article discusses using individualized multimedia activity schedules as a technology-based instruction for young children with autism. The schedules serve as cues that can help students prepare for transitioning to between school activities. The benefits of using Microsoft PowerPoint in the classroom are described, along with implementation…

The study compared the effectiveness and efficiency of constant time delay and the system of least prompts in teaching sight words to three developmentally delayed preschoolers. Results indicated that the constant time delay procedure resulted in fewer total trials, errors, percent of errors, and minutes of direct instructional time. (Author/DB)

Examines the relative importance of verbal, nonverbal, and social normative information in judgments of honesty and deceit. Finds strong support for the nonverbal cue primacy model and no support for the social-normative model. Suggests additional research is warranted on the relative strength of these sources and the manner of combination to form…

Reports on characteristics of English-as-a-Second-Language (ESL) writing assignments in graduate business courses, and discusses the different types of writing assignments, vocabulary used to label the assignments, and the use of prompts to guide the writing assignments. Implications for ESL writing courses for nonnative speakers entering business…

Five-year-olds learned to associate three- or four-letter abbreviations, or cues, with spoken words, in which one of the letters in the cue corresponded to a phoneme that was articulated similarly or dissimilarly. Children found the phonetic cues easier to learn than control cues, suggesting that children are sensitive to the phonological and…