This paper presents a study designed to clarify the role of perceptual-attentional factors in the development of conservation, and relates the results to procedures for assessing conservation. Subjects were 192 first and second graders. The number and type of perceptual cues in the conservation of liquid quantity task were systematically varied.…

Whether additional cues in visualized materials add to their instructional value is a question answered differently by various educational theorists. In the eight studies reviewed, experiments were designed to answer this question and other questions related to it. In three media studies using the same four treatments (oral presentation without…

This study was designed to investigate the effectiveness of an instruction-simulation video tape in training counselor candidates to use counselor-tacting response leads (CTRL). A CTRL is a counselor response which is intended to help the client to be more specific about what he is saying. Subjects were four post-master's degree students enrolled…

In experiments where hypnotized subjects learned one word list while happy or sad, retention proved to be surprisingly independent of the congruence of learning and testing moods. Learning mood provided a helpful retrieval cue and differentiating context only where subjects learned two word lists, one while happy, one while sad. (EJS)

Fifth-grade learning disabled and skilled readers (N=32) were compared on verbal dichotic listening tasks for free recall and cued recall of word lists organized by semantic, phonemic, and structural features. Results indicated that disabled readers were comparable on free recall but were inferior to skilled readers on cued recall. (Author/JW)

A cues-pause-point procedure was used to train two severely retarded females to remain quiet before, during, and briefly after the presentation of questions and then to verbalize on the basis of environmental cues whose labels represented the correct responses. Echolalia was rapidly replaced by correct responding on the trained stimuli. (Author/JW)

A self-monitoring treatment (via taped cues) was used to increase time-on-task behavior of two emotionally disturbed and three mentally retarded elementary grade children, all of whom were easily distracted from class activities. In general, the program resulted in improved attention to task and academic productivity. (CB)

Describes a study which investigated the effect of training in nonverbal and verbal cue identification on notetaking and listening comprehension by 100 Chinese graduate students. The paper also provides a model for future materials development, teaching methodology, testing, and research in this area. (Author/SED)

This study investigates the relative effectiveness with which varied rehearsal strategies facilitate student achievement when instruction is received via visualized prose instruction. Results indicate that different rehearsal strategies, used to complement visualized instruction, are not equally effective in improving student achievement of…

Discusses cognitive processes readers engage in when comprehending instructional text and identifies familiar devices utilized by authors of instructional materials to support each of these processes. Included are appropriate vocabulary and sentence syntax use for intended audience; listing instructional objectives; and use of hierarchical…

Nonverbal communication skill, decoding and encoding nonverbal cues effectively, is an important part of social competence. Merely experience in receiving and sending nonverbal cues, however, is not sufficient to improve nonverbal skill. Consequently, a training program was designed to develop nonverbal sensitivity of school administrators and…

Authors infer from the findings that it may be possible to improve the storage and/or retrieval abilities of retarded children through the development of specific pedagogical cueing procedures. (Authors/MB)

Four groups of kindergarten children were involved in a pretest-posttest experiment comparing verbal cued, visual cued, verbal rule sulpplemented instruction on conservation tasks. Both language level and analytic sorting behavior were reliable predictions of number conservation performance in individual children. (Author/WY)

The recall effectiveness of semantic and phonemic cues was compared to uncover the pattern of deep and elaborate processing in relation to age and experimental treatment. It was concluded that aging results in poor elaboration, especially in inefficient integration of word events with the context of presentation. (Author/CP)