The effect of set size on hemifield asymmetries in letter recognition

Single letters were presented tachistoscopically in the left or right hemifield to right-handed observers. Superior recognition of letters on the right was found for letters chosen from subsets containing four items, but no differences were found when any letter, or any symmetrical letter, could appear. In a second experiment, the right hemifield advantage was found under conditions requiring the subject to determine the subset only when the subset chosen was appropriate. Results were discussed in terms of the adequacy of language-based explanations of hemifield asymmetries in letter recognition.     

A further study of melodic channeling

Subjects listened to repetitive presentations of C major scale patterns and simple two-part contrapuntal specimens, both dichotically and in a stereophonic free sound field. All scalar and melodic patterns were presented so that successive tones alternated from ear to ear: when a component of one scale or melody was routed through one speaker or headphone, the concurrent member of the other scale or melodic pattern was routed through the other speaker or headphone, and vice versa. The stimulus parameters of spectral contour and envelope characteristics, duration, melodic pattern, and loudness were varied, and a testing procedure was designed to minimize any bias in responses which might be produced by learning, immediate memory, or vocal Limitations of subjects. Virtually all responses (95.2% to scalar stimuli, 99.1% to melodic stimuli) indicated that the subjects channeled stimuli by pitch range, and not by ear of input. When spectral contours routed through the separate headphones or speakers were noticeably dissimilar, no subject perceived that this timbral inequality switched from ear to ear: all subjects heard an overall change in tone quality which pervaded both scalar or melodic sequences, and which apparently emanated from both headphones or speakers.     

SKED-controlled experimentation in an undergraduate instructional laboratory

A SKED-based facility for undergraduate instructional research has been operating for over a year. The two-computer approach, with one machine for programming and the other for running experiments, is used. Criteria for computerized undergraduate research laboratories, benefits of SKED, and the two-computer approach are discussed.     

Changing counterproductive beliefs about attention,memory, and multitasking: Impacts of a brief,fully online module

Ubiquitous mobile technology is part of contemporary life, bringing with it the potential for distraction and reduction in performance associated with multitasking. The predisposition toward dysfunctional multitasking may be shaped in part by beliefs that individuals hold about memory and attention. The issue is particularly pressing for college students, given established links between distraction, multitasking, and learning. This project assessed the impact of an online learning module on beliefs about attention, memory, and learning in college students. It also contrasted these beliefs in a college and non-college community sample. Significant reductions in counterproductive beliefs were associated with completing the module; counterproductive beliefs were also no more prevalent in the college vs. the non-college sample. Our findings suggest that brief online modules are a practical way to address counterproductive beliefs related to multitasking with technology, and add to the literature on metacognition, attention, and multitasking in college and non-college populations.