cliff study conducted by Vaish and Striano where infants were left on the shallow end of a plexy glass cliff and mothers were on the other end. The mothers used either facial and vocal cues, facial cues only, or vocal cues only to beckon their child forward. The study showed that infants crossed over faster in response to vocal-only cues than facial-only cues. It is believed that the reason infants do this is because they are accustomed to vocal-only cues from their parents. In past studies, it has been found that infants use social cues to help them learn new words, especially when there are multiple objects present. Most studies have used two or more objects simultaneously to test if infants could learn if they paid attention to the cues presented. At 14 months old, infants followed an adult's gaze to an object, indicating that they believe that the eyes are important for looking. Head turning and gaze are other gazes that infants view as referential cues. At around 18 months old, social cues become beneficial to infants, though they are not always useful. Young infants rely on attentional cues while older infants rely more on social cues to help them learn things. However, it was found that 12-month-old infants could not use cues such as eye gaze, touching, and handling to learn labels. Research shows that 15-month-old infants are sensitive to gaze direction directed by adults and are able to correctly use these cues to help with referent novel words. Even as toddlers, we gain social cues from others and determine how we should behave based upon these cues we receive from adults. Smith and LaFreniere mention recursive awareness of intentionality (RAI), which is the understanding of how the cues one provides will influence the beliefs and actions of those receiving them. RAI is absent in children under the age of 5, but develops during middle childhood. They tested to see if children of ages 4, 6, and 8 were able to read the intentions of their partner in a game through both nonverbal hints and facial expressions. They found that 8-year-olds were better able to read their partner's cues and based their decisions off of those cues. In school In the classroom there is a development of cues between the teacher and student. It seems that classrooms develop their own ways of talking and communicating information. Once a