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Children's use of a verbal-nonverbal consistency principle to infer truth and lying was investigated in 2 experiments. In Experiment 1, kindergarten (5-year-olds), second- (7-year-olds), and fourth-grade (9-year-olds) children judged the truthfulness of stimulus persons whose verbal communication and nonverbal communication varied in valence (positive, neutral, and negative). In Experiment 2, children from the same 3 grades were presented part of the verbal communications on audiotape and a similar set of general verbal communications. They were asked to predict what facial expression the speaker would show if he or she was telling the truth or lying. The findings yielded by both experiments indicated that the use of the verbal-nonverbal consistency principle increased with age. Use of that principle was demonstrated by fourth grade children who judged that telling the truth, as opposed to lying, was shown by a consistency between the affective valence of the verbal and the nonverbal communications.

This paper discusses the information competency (information literacy) program at the Glendale Community College (California) Library, and the findings of a longitudinal study which indicate that information competency instruction has significant impact on student success (defined as retention and grades). The Glendale Community College Library’s information competency program consists of on‐demand instruction sessions, a series of standardized workshops repeated weekly, two transferable credit courses (one of which is being experimentally paired with English composition), and infusion of discipline‐related research skills into major courses. Quantitative data from the research study are included, as are anecdotal data regarding the paired Library‐English courses and the infusion into the nursing curriculum.