French sentences with a long ambiguous word just before a target phoneme led to faster reaction times than did sentences with a short unambigous word just before the target phoneme. (Author/SW)

This study examines the role of verbal labels in picture recognition by 5-year-olds and adults to find out if recognition accuracy and time of recognition choice is influenced by the use of labels. (GO)

These experiments consider the effects of aging on response times to stimuli of increasing complexity in serial choice RT tasks, whether age differences were reduced or abolished on such tasks, and examines repetition effects of a particular coding rule. (Author/RK)

Seventy two first, second and third grade boys and girls were administered seriation problems involving different combinations of shape and color variation. Success rates and latency scores were influenced by shape variation, but not by color variation or grade level. (BD)

Mentally retarded students with and without Down syndrome (N=20) made 2,400 responses on a discrete pursuit-tracking task (aligning a pointer with a target light). Both groups showed significant improvements on the task such that their performance was comparable to nonretarded subjects at the same functional level. (Author/JW)

Analyzes the effect of language of instruction on the verbal reasoning of sixth grade French-English bilinguals (N=36). Results showed a significant interaction between language of instruction and language of presentation and differences associated with level of difficulty and mean response times. (Author/CB)

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)

Four experiments investigated the attentional requirements of learning as assessed by a serial reaction time task. The effects of a dual-task condition, plus the responses of memory disorder patients, were also investigated. The relationship between learning and awareness, preserved learning in amnesia, and the separateness of memory systems are…

The efficiency with which learning disabled and nonlearning disabled college students perform cognitive processing tasks was examined. A simple visual reaction time and speeded classification tasks were used. Learning disabled adults were slower and more variable on speeded classification tasks but did not differ on visual reaction time tasks.…

The current study attempted to further clarify the relationship between speed and span by directly examining whether slower identification of item information is the source of memory span difficulties in learning disabled children. Results indicated that span performance varied directly with naming speed. (Author/LMO)

The roles of attention in reaction time and in relationships among reaction time, intelligence, and achievement were studied in seventh graders. Reaction time measures were correlated with attention and perceptual speed as well as general intelligence and achievement measures. Implications for current theories linking reaction time and…

Two differing explanations of schizophrenic processing deficit were examined: Chapman and McGhie's and Yates'. Thirty-two schizophrenics, classified on the acute-chronic and paranoid-nonparanoid dimensions, and eight neurotics were tested on two dichotic listening tasks. (Editor)

Two experiments using the same Ss in one sitting tested the hypothesis that the temporal redundancy inherent in rhythmically structured sound sequences is used during listening by the perceptual mechanism. (Editor)

Article gives the results of a multiple-probe recognition memory investigation examining the importance of relationships between items in a memorized series (positive set). (Editor)