In this article, the authors share concerns and considerations for researchers conducting cross-cultural research in gifted education. They contend that researchers should be mindful of the need to consider their own humanness--their beliefs, assumptions, attitudes, values, paradigms--and the limitations of their humanness when working with…

Children may recruit their teachers' attention at undesirably high rates or at inconvenient times. Tiger and Hanley (2004) described a multiple-schedule procedure to reduce ill-timed requests, which involved providing children with two distinct continuous signals that were correlated with periods in which teacher attention was either available or…

We describe an evidence-based continuing professional development programme on knowledge integration (KI) for high-school physics teachers. Sixteen teachers participated in the year-long programme (about 40 face-to-face lessons and in-between computerised interactions). The teachers experienced the KI activities as learners and then engaged in an…

Caregivers of 608 (331 boys and 277 girls) children in Shanghai, China reported on their children's language development and on the language teaching practices used in the home. The children were between 24 and 47 months old. The relation of age-corrected language level to paternal education, child gender, and teaching practice use was examined.…

Generalization refers to the extension of learned behaviours to novel conditions, and it is one of the criteria by which the effectiveness and efficiency of a remediation programme may be judged. This article extracts principles of generalization from the treatment literature, and provides examples of how this information may be used to help guide…

This study examines the possibility that the relational stimulus arising from being imitated serves a reinforcing function. A total of 48 preschool children performed a task in which some neutral stimuli were repeatedly associated either with an adult's matching the subject's behavior or the adult's mismatching the subject's behavior. (Author/GO)

The theory that language acquisition is guided and constrained by inborn linguistic knowledge is assessed. Specifically, the "no negative evidence" view, the belief that linguistic theory should be restricted in such a way that the grammars it allows can be learned by children on the basis of positive evidence only, is explored. Child language…

The multivariate technique OVERALS is introduced as a non-linear generalization of canonical correlation analysis (CCA). First, two sets CCA is introduced. Two sets CCA is a technique that computes linear combinations of sets of variables that correlate in an optimal way. Two sets CCA is then expanded to generalized (or k sets) CCA. The…

Valid reasoning is a difficult task and vice and virtue are not always clearly distinguishable in human reasoning. Discusses different ways of analyzing and presenting viewpoints in arguments with the intention of clarifying proper generalization and scholarly detail. (Author/RK)

The study found that simulation instruction on two representative teaching examples for each of two job task sequences resulted in concurrent generalized performance by four severely retarded adults. (Author/DB)

Stokes, Osnes, and Guevremont's (1987) implicit definition of correspondence classes is fundamentally procedural. A contingency-space analysis, on the other hand, is independent of specific procedures and focuses attention on problems inherent in some procedural definitions. It addresses the issue of distinguishing specific instances from classes.…

The acquisition of productive intraverbal behavior involving the emission of thematically related responses was evaluated with three mentally retarded children (13-16 years old). Training was conducted using an errorless discrimination procedure (prompt delay) and a variation to transfer vocal responses from control of visual stimuli (tact…

An alternative descriptive approach to selecting good examples of a category for generalization learning was compared to the standard system (a seven-point rating scale). Results revealed that the descriptive procedure is a viable alternative for teachers. Suggestions are offered for instruction of generalized object categories. (CL)

Interventions were employed to program maintenance following correspondence training with two nonhandicapped 4-year-olds. Results indicated that target behaviors were maintained under less intrusive interventions and in the absence of programmed contingencies during extended follow-up conditions. (Author/CL)

Results of a study involving an autistic adolescent revealed that spontaneous interactions with and initiations to nonhandicapped peers increased with the introduction of the second training peer. Across-peer generalization was more evident after training with the third peer and continued after cessation of training tactics. (Author/CL)