Subjects looked at two optically superimposed video screens. They were required to selectively look at two episodes and monitor significant action taking place. Results showed difficulty in monitoring two episodes at once and that selective viewing does not involve special mechanisms to reject unwanted information. (Author/DEP)

This study used meaningful pictorial material to compare the functions relating complexity to two different response variables (voluntary looking time and preference) in 192 students from grades 1 to 8. Age differences were slight, and results are discussed in terms of theories postulating increases with experience in preference for complexity.…

Reports on an experiment designed to study the role of letter stems in the identification of printed words. The stemmed letters b,d,g,h,l,p and t were used. Results showed that the suppression of the letter's body has more detrimental effects on identification than the suppression of the stem. (Author/RM)

Differences in the delayed recall performance of auditory stimuli that were linguistic-meaningful (words), linguistic-nonmeaningful (nonsense syllables), nonlinguistic-meaningful (environmental sounds), and nonlinguistic-nonmeaningful (pure tones) were evaluated with 20 normal and 20 learning disabled children 5 to 9 years of age. (Author/DB)

In two experiments subjects were required to compare the meanings of either a word and a picture, or of two words. Implications for models of semantic decision are discussed. (Editor)

Examines the relationship between the ease with which a picture is interpreted and the structural similarity between the picture and the subject it represents. Preschoolers, first graders, sixth graders, and college students participated in the study. (CW)

Food words were considered as conditioned stimuli that elicit an appetitive emotional response. (Editor)

Findings indicate that students are capable of matching the relative changes in the level of experiences test anxiety with changes in the amplitude of auditory stimulus. (Author/KM)

Examines incidental learning in 8-, 11-, and 14-year-old children with the central and incidental pictorial stimuli (a) presented as separate entities, (b) depicted together in a weak or strong action relation, or (c) depicted together in a static relation. (Author/ED)

Preliminary theoretical explanations for visual analysis of stimuli are offered in terms of bilateral nervous systems, handedness and reading, and perceptual strategies. (RB)