Classroom Reality Orientation was investigated with a sample of dements drawn from a psychogeriatric hospital and an old people's home. Treatment effects were examined on a range of cognitive and behavioural measures, and compared with the effects of a specific behaviourally directed orientation training in the ward. Class RO improved cognitive functioning but not behaviour, irrespective of degree of dementia. Highly significant behavioural change was demonstrated for ward behaviour orientation training and this technique is not only cheaper but has potential in managing dements.

Current methods employed for the diagnosis of PE are inadequate. Risk stratification using the MWS may allow safe exclusion of PE before resorting to CTPA. To the best of our knowledge this is the first study to have used the MWS in a pregnant patient group.

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Interspersing questions in prose passages increases posttest recall. Does repeating questions at different points improve recall even more? How do questions influence attention and retention? A total of 220 college subjects were included in an 11 X 2 X 2 analysis of variance design. Two questions did lead to better results than with one question. Results suggested that the effect of questions combined additively. Questions that come before the relevant material seem to affect attention only, and questions that come after the relevant material seem to affect retention or rehearsal only.