8 college observers using interval recording procedures to record classroom behaviors of preschool children produced substantially higher interobserver reliabilities when the intervals were cued by pretaped voice than by a clock-scanning method. The superiority of vocal announcements obtained both for 4 observers initially trained with the vocal method and for 4 other observers later transferred to this method following the use of the clock method. Conversely, the high reliabilities produced by the 4 observers, trained with the vocal method, fell when they were shifted to the clock method.
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