The purpose of this study was to assess the effects of varying instructions and time to respond in administering divergent thinking tests. Variations in testing conditions change the magnitude and nature of the scores obtained. (Author)

Research supported by United States Public Health Service Grant MH-12908. Portions of the study were presented to the Society for Psychophysiological Research, San Diego, 1967.

Females responded more quickly to an infant's crying when they thought the infant was a girl than when they thought it was a boy. Males responded equally slowly, whether they thought the infant was a boy or a girl. (Author/MJL)

Using magnitude of dominant ear advantage as an indicator of relative cerebral dominance, unwarned simple reaction time (RT) to monaural presentation of tones was investigated in matched groups of autistic, retarded, and normal children. Autistic children showed significant developmental delay in both RT and the establishment of cerebral…

Subjects judged whether aerial views would be seen by an observer oriented in various ways. For practiced subjects, time to answer was an approximately linear function of number of abstract spatial dimensions on which aerial view and observer's orientation were consistent. Ability correlated with linearity of response-time. (Author/RD)

Examines the importance of context in the processing of negative statements and its influence on the latency components of negative sentences. In particular, tries to determine whether the longer reaction times to such sentences in experiments could be accounted for by their inappropriateness in the experimental settings. (Author/MES)

Mildly retarded young adults were given simple and choice reaction time (RT) tests. Subjects' RTs increased with stimulus complexity. RTs of retarded subjects were slower and evidenced more intraindividual variability than those of nonretarded subjects. Several RT parameters were related to measures of intelligence. (Author/RD)

This study investigated the effects of sex and athletic status on reaction latencies and movement time. Four variables were studied: reaction time mean, reaction time consistency, movement time mean, and movement time consistency. (CJ)

Performance on the Wechsler Intelligence Scale for Children-Revised was compared for reflective and impulsive children, aged 8-11. Reflective children scored higher on the attention-concentration and visual organization subtests. There were no significant differences in verbal comprehension. (Author/GDC)

An information-processing analysis of intelligence proposed by Eysenck and Furneaux was examined in an experimental study of semantic categorization and free recall by 11-year-old children of varying intelligence. Results, and implications of the results, are discussed. (Author/KC)