Empirical evidence has shown that several factors influence whether a compound is represented as several independent components or as a configuration. However, most of the previous research focused on data-driven factors (e.g., modality of the stimuli presented in the experimental task). In one experiment, I analyzed the influence of people's…

Examined the relationship between expectancy and suggestibility in hypnosis as a function of type of induction (N=100). Results showed subjects were able to predict their responses to a cognitive skill induction with great accuracy but were not very accurate in predicting responses to a hypnotic trance induction. (JAC)

Two experiments were undertaken to evaluate the influence of automatic semantic processing of pictures on word judgments. Results indicated that (1) perceptual factors influence responding in these types of tasks, (2) picture processing can facilitate word processing in some circumstances, and (3) incompatible background pictures can interfere…

Experiments involving a total of 114 college students from Indiana and Israel demonstrate that the initial analysis of visual objects into features from different dimensions strongly constrains postperceptual processes of response selection. A model of response selection is proposed to account for the findings. (SLD)

A framework for a distinct strategy-selection phase for answering questions is proposed. Six experiments with college students which support the model are described. The model is shown to be consistent with processing strategies in other areas of cognitive processing. (BS)

The technique for examining the time course of information processing developed by D. E. Meyer et. al. (1988) is analyzed. Research is provided, which suggests that this new method gives important qualitative support to some stochastic models and quantitative support to the continuous diffusion model of information processing. (SLD)

Studied the effects of extending the pauses between teacher questions and naming a student to respond (wait time) in 2 experiments involving 194 college students. Extending wait time from 3 to 6 seconds actually lowered higher-level cognitive achievement. (SLD)

The secondary task method is utilized to assess cognitive capacity usage during, and immediately following, interspersed mathemagenic questions of different levels. The method also assesses the relationship between this usage and prose material recalled or recognized from differing positions and different types. The experiment involved 120…

The types and frequency of markings students made on multiple choice tests were studied as an indication of students' metacognitive test-taking strategies. Also studied was whether instruction in test-taking strategies affected students' fluency and flexibility of strategy use as demonstrated through the marks they made on tests. Participants were…

Theoretical/empirical foundations on which reaction times are measured and interpreted are discussed. Models of human information processing are reviewed. A hybrid procedure and analytical framework are introduced, using a speed-accuracy decomposition technique to analyze the intermediate products of rapid mental processes. Results invalidate many…

Three experiments investigated how people remember previously acquired information about others when it must be transmitted or judged for accuracy, and how memory is drawn upon when a judgment is made. (CM)

Three studies involving 16 college students explored cognitive processes reflected by reaction time (RT) and movement time (MT). The hypothesis that correlations of RT and MT with measures of intelligence are due to effects on a common stage of information processing cannot be rejected on the basis of study findings. (SLD)

Tests two hypotheses concerning developmental change in the speed of cognitive processes: (1) age differences in processing time reflect changes that are specific to particular tasks, and (2) age differences in processing speed do not reflect task-specific change but are due instead to more general developmental change. (HOD)

Described is an in-class demonstration of mass reaction time which measures the speed of nerve impulses and the duration of various cognitive processes. A simpler version of the experiment for at-home use is described. (Author/DB)

This study continued the research on analogy problem-solving on psychometric tests pursued by I. I. Bejar, R. Chaffin, and S. Embretson (1991). Characteristics of a semantic taxonomy and a cognitively and empirically motivated intensional/pragmatic (I/P) dichotomy were explored. There were two research questions: (1) Could the results of Bejar et…