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In addition, the study assessed the effects of two attentional responses (general\u2014looking at the target stimuli, or specific\u2014repeating the teacher's question) on students' acquisition of other students' facts and of related nontarget information. Two types of feedback for correct responses were presented: praise plus additional information, and general praise only. Results of various measures indicate that (a) the constant time delay procedure was reliable and effective; (b) students not only acquired targeted facts with few errors, but also acquired some other nontargeted facts, such as information presented along with feedback; and (c) specific attentional responses facilitated acquisition of observational and incidental facts and maintenance of learning.<\/jats:p>","DOI":"10.1177\/001440299105700509","type":"journal-article","created":{"date-parts":[[2017,1,19]],"date-time":"2017-01-19T00:11:43Z","timestamp":1484784703000},"page":"462-474","source":"Crossref","is-referenced-by-count":37,"title":["Use of Constant Time Delay and Attentional Responses with Adolescents"],"prefix":"10.1177","volume":"57","author":[{"given":"Mark","family":"Wolery","sequence":"first","affiliation":[{"name":"Allegheny-Singer Research Institute"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Catherine A.","family":"Cybriwsky","sequence":"additional","affiliation":[{"name":"University of Kentucky (formerly)"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"David L.","family":"Gast","sequence":"additional","affiliation":[{"name":"University of Georgia"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Kathy","family":"Boyle-Gast","sequence":"additional","affiliation":[{"name":"Clarke County Public Schools"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"179","published-online":{"date-parts":[[1991,3,1]]},"reference":[{"key":"bibr1-001440299105700509","first-page":"44","volume":"93","author":"Ault M. 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