Categorization response time with multidimensional stimuli

Categorization response time (RT) was examined in three separate experiments, in each of which exemplars varied on two physical dimensions. Three different types of stimuli were used: (1) horizontal and vertical line segments of varying length that were joined at an upper left corner, (2) rectangles of varying width and height, and (3) circles or semicircles of varying size with a radial arm of varying orientation. No evidence was found that stimulus familiarity or the category prototypes played any special role in determining categorization RT. Instead, RT decreased with distance from the stimulus to the categorization decision bound.     

Visual motion and attentional capture

Previous work has shown that abrupt visual onsets capture attention. This occurs even with stimuli that are equiluminant with the background, which suggests that the appearance of a new perceptual object, not merely a change in luminance, captures attention. Three experiments are reported in which this work was extended by investigating the possible role of visual motion in attentional capture. Experiment 1 revealed that motion can efficiently guide attention when it is perfectly informative about the location of a visual search target, but that it does not draw attention when it does not predict the target’s position. This result was obtained with several forms of motion, including oscillation, looming, and nearby moving contours. To account for these and other results, we tested anew-object account of attentional capture in Experiment 2 by using a global/local paradigm. When motion segregated a local letter from its perceptual group, the local letter captured attention as indexed by an effect on latency of response to the task-relevant global configuration. Experiment 3 ruled out the possibility that the motion in Experiment 2 captured attention merely by increasing the salience of the moving object. We argue instead that when motion segregates a perceptual element from a perceptual group, a new perceptual object is created, and this event captures attention. Together, the results suggest that motion as such does not capture attention but that the appearance of a new perceptual object does.     

The selective attention of learning-disabled children: Three studies

Three studies were performed to assess the selective attention of learning-disabled (LD) children. In the first study, 10 LD and 16 non-LD children were given the Speeded Classification task. LD children sorted cards more slowly than non-LD children, and children in both groups had trouble ignoring irrelevant information. Non-LD children became more accurate across trials, while LD children did not. In the second study, one group of 13 LD children was taught to accompany their Speeded Classification sorting verbally in an attempt to improve their performance; the other group of LD children (n=12) received no such instruction. The experimental group, however, showed poorer performance across trials compared with the control group. In the third study, the children from Experiments 1 and 2 were given the Central-Incidental Learning task. Older children learned more central memory items than younger children and, LD children learned more incidentally than non-LD children.The authors would like to thank James Merola, Lisa Hart, Donna Woods, and Leonne Paquette for their assistance in this project, and the headmaster, director, teachers, and staff who were so helpful. Parts of this paper were presented at the 1982 meeting of the American Psychological Association.     

Empirical approaches to information processing: Speed-accuracy tradeoff functions or reaction time — a reply

This papers prsents a reply to Schmitt and Scheirer's (1977) criticism of recent work using the speed-accuracy tradeoff methodology. Several factual and conceptual errors in Schmitt and Scheirer's reporting of the empirical speed-accuracy tradeoff papers on recognition memory are corrected and a short discussion of the speed-accuracy method is presented     

Learned helplessness and learned effectiveness: effects of explicit response cues on individuals differing in personal control expectancies

Female undergraduates (n = 62) who scored as extreme internals or externals on the Mirels Personal Fate Control Scale participated in a partial replication of Hiroto's learned helplessness experiment. Lights were added to the treatment apparatus, which made explicit to subjects the contingency or noncontingency between their responses and the termination of an aversive tone. As predicted, the performance of internals was significantly impaired by uncontrollability (learned helplessness), while that of externals was facilitated by controllability (learned effectiveness). Externals performed as well as internals in the "escapable" condition, but their performance was inferior to that of internals in the control condition. Following "inescapable" treatment, internals performed worse than externals. These results are supportive of Lefcourt's theory of cue explication. Implications for locus of control and learned helplessness research are discussed.     

Transformations,basic operations and language acquisition

Errors in child speech show that some children initially formulate tense-hopping and subject-auxiliary inversion as copying without deletion. Other errors suggest that some children may formulate other movement rules as deletion without copying. A claim about the nature of the language acquisition device is made on the basis of our analysis of these errors: the language acquisition device formulates hypotheses about transformations in terms of basic operations. The basic-operations hypothesis predicts that for any transformation which is composed of more than one basic operation, there exists a class of errors in child speech correctly analyzed as failure to apply one (or more) of the operations specified in the adult formulation of the rule.     

Maintenance of children's rehearsal strategies: Effects of amount of training and strategy form

Fifty third- and fourth-grade children, assigned to groups varying in Amount (1 or 2 sessions) and Type (cumulative-cluster or cluster) of strategy training or to a control condition, participated in three free recall sessions, two training sessions with blocked lists of common words and a maintenance session with a 50-states list blocked by geographical regions. During strategy training and maintenance, the cumulative-cluster groups recalled more than the cluster and control groups. Amount of training significantly influenced degree of strategy maintenance, but only in the cumulative-cluster strategy. Strategy form was highly correlated with recall in the cumulative-cluster condition, while total study time (effort) was related to recall only in conditions where strategy instructions were not given. The form of the strategy during training predicted transfer form and recall. 100% of the children who received extended training and demonstrated good strategy form during acquisition sessions successfully transferred the strategy to the geography task.     

Adjective correlates for women on the CPI scales: a replication

In a replication of a ten-year-old study by Gough, peer-rated adjectives from the Adjective Check List were correlated with scores on the 18 standard scales of the California Psychological Inventroy (CPI) for 95 college sorority members. For each scale, the ten most positively and negatively correlated adjectives were selected for comparison with Gough's results. The absolute magnitude of the correlations, the qualitative content of the adjectives, and the degree of correspondence with Gough's findings were used to assess the extent to which each CPI scale achieved its stated objective.     

Perception of clicks in music

Subjects were asked to judge the position of a click that occurred during a short piece of music. Clicks were, on average, judged to be later than their actual position. The click and the music were presented through headphones to different ears, and the clicks were judged to be significantly later if they arrived at the right ear rather than at the left. There was also a significant tendency for clicks to be attracted to phrase boundaries in the music. These last two results are similar to those from experiments with a click during speech, but the late judgments of a click in music contrast with the early judgments of a click in speech.