Three experiments assessed the effect of visual familiarity of words on "same-different" reaction times (RTs) in a simultaneous-matching task. All three studies showed visual familiarity to be responsible for differences in slope over sequence length between words and nonwords. (Editor/RK)

An experiment was conducted to determine whether the deep structure or the surface structure clause is more important as a speech planning unit, and whether syntactic decisions are made during sentence production. Results were discussed in relation to previous studies of pausing and speech disruption. (Author/CTM)

The physical identity reaction time task used in this study was designed to further test the effect of processing mode uncertainty on visual field asymmetries that Swanson et al. (1974) reported, and to determine the effects of location uncertainty in a cognitive task. (Author/KC)

The assumption that subjects compare symbolic stimulus magnitudes with respect to a reference point was examined. Results indicate that subjects can strategically vary the process for comparing stimuli to a reference point and can perform various types of analog arithmetic using the linear number scale or a nonlinear scale of subjective digit…

Reports on a series of four experiments designed to determine more precisely the characteristics of the stage of visual feature analysis of word identification and to examine response competition factors in this interference task. (SB)

These experiments were designed to assess the linguistic performance of the right hemisphere by using reaction time (RT) to measure the flow of information in the normal brain. RT to lateralized stimuli has proved to be a powerful tool for detecting functional differences between the hemispheres on a variety of cognitive tasks. (Author/RK)

Verbal self-instruction was employed in training impulsive first-grade children to perform visual discrimination matching tasks. Posttests, following the four training conditions, showed that while strategy training increased latency, self verbalization both increased latency and reduced errors. (Author/DEP)

Three experiments were conducted to evaluate the P300 component of the human evoked response as an index of bisensory information processing. Data shows that the P300 promises to be a valuable tool for assessing brain processes during complex decision making. (Editor/RK)

Concerns the effects of instructions on classical conditioning of the GSR (galvanic skin response). It demonstrates that verbal conditioning of the GSR can be obtained using an innocuous unconditioned stimulus (UCS). Discusses implications for theories of human classical conditioning. (Editor/RK)

The components underlying a variety of self-report measures of impulsivity were investigated, as well as the components underlying four behavioral measures involving reaction time, time estimation, and time production. Three broad factors were identified: carefree, spontaneous, and not persistent. Implications for measurement were discussed.…

Five experiments were performed to determine whether different amounts of attention were demanded of readers under the following conditions: (1) during the reading of relevant segments of text prefaced by questions; (2) by questions following relevant segments of text; and (3) during the reading of prefatory questions. (LMO)

This paper examines Longstreth's criticisms of Jensen's studies relating reaction-time to measures of intelligence and finds them unconvincing. While Longstreth raises some interesting questions, the authors found no evidence in the data for practice or order effects in a reaction-time paradigm. (BS)

Three experiments with observers aged 6 to 21 years of age examined the integration of shape information over successive glances. Results indicated age-related improvements in the sequential integration of shape information, both when integration occurs through successive glimpses over space and when information is separated only in time. (HOD)

Four points are made in regard to the controversial reaction times studies: (1) apparatus used is not the best; (2) practice effects have not been thoroughly accounted for; (3) there is some evidence that simple reactions are different from choice ones; and (4) basic data to be explained are those which show substantial group differences.…

Critically examines the assumption underlying research into stages of word recognition provided by R.J. Chabot and others and questions whether their analysis of speed of processing differences warrants making strong conclusions about the nature of reading deficits. (HOD)