Part two - 2.12 to 4.18 Presenter: "So what effect did all that have? Rachel and all the other children took part in a series of tests, set up to measure their abilities." Teacher: "(Now) what I'd like you to do first is to read what's on some of these pages. Then I will ask you some questions about what you have read." Child: "In certain Mexican Indian villages...." Presenter: "As Doctor Ward had expected, the children who'd received the baby-talk program did better in their language ability tests, but the intelligence tests came up with a surprising result." Child: "....feathers or ribbons." Teacher: "Ok, what do the Mexican Indian women do to their hair, that men do not?" Child: "Decorate it." Presenter: "The tests showed that, on average, the same children were over a year ahead in general intelligence, compared to the other group. The tests also demonstrated that nine of the children, including Rachel, had achieved IQs of over 130, placing them in the "gifted" category, which none (of) the children (in) the other group achieved. This is the first time a study has linked baby-talk with intelligence. The results are sure to spark controversy, but Dr Ward is convinced of the benefits of good baby-talk." Hope that is helpful :)

Part one - 2.12 - 3.12: Presenter: "...To find out, Doctor Ward and her colleague Dierdre Burkett set up a study in Manchester with 140 nine month old babies, and their parents. Half were given advice on how best to talk to their babies. The other half were left to their own devices. The study took place seven years ago, and the nine month old babies have now grown into eight year old children. Rachel and her mum Sheila were part of the group that used the baby-talk technique." Presenter : "What was it that you did that was different (on Sally's instructions) from the way you'd normally have talked to Rachel if you hadn't known about this project?" Mother: "(It) was very specific things, like (um) repetition of words. So, (um) (Here) is a balloon. Look at my balloon. Look- balloon. Balloon. (being) very, very clear with the language; wanting the child to hear things that were going on. So (when) you'd turn the tap on- you're not just turning the tap on, you're saying 'listen to the water- shh, shh, listen to it'. Picking out that sound, making it with your mouth; how does-- how can you do that?"