Dickinson and Szeligo ("Can J Exp Psychol" 62(4):211--222, 2008) found that processing time for simple visual stimuli was affected by the visual action participants had been instructed to perform on these stimuli (e.g., see, distinguish). It was concluded that these effects reflected the differences in the durations of these various…

We [Lazareva, O. F., Freiburger, K. L., & Wasserman, E. A. (2004). "Pigeons concurrently categorize photographs at both basic and superordinate levels." "Psychonomic Bulletin and Review," 11, 1111-1117] previously trained four pigeons to classify color photographs into their basic-level categories (cars, chairs, flowers, or people) or into their…

The present study used event-related potentials (ERPs) to determine the degree to which people can process words while devoting central attention to another task. Experiments 1-4 measured the N400 effect, which is sensitive to the degree of mismatch between a word and the current semantic context. Experiment 5 measured the P3 difference between…

This annotated bibliography on visual perception and its relation to reading is composed of 55 citations ranging in date from 1952 to 1965. Its divisions include Perception of Shape by Young Children, Perception of Words by Children, Perception in Backward Readers, and Perception of Shapes, Letters, and Words by Adults. Listings which include…

Sixty-four preschool children were individually trained on a task requiring them to recognize an isolated phoneme in a word context. A learning set design encompassing 192 trials over eight days was employed. The major factors investigated were: the presence of a redundant visual cue; phoneme type (stop vs. continuant); phoneme position (initial…

Sensory or input factors can influence the strength of interference in the classic Stroop color-word task. Specifically, in a single-trial computerized version of the Stroop task, when color-word pairs were incongruent, opponent color pairs (e.g., the word BLUE in yellow) showed reduced Stroop interference compared with nonopponent color pairs…

Describes an experiment measuring response latency which required subjects to make a word-nonword decision in response to a visually presented item. (AM)

Two important processes in the acquisition of visually presented information are the ability to maintain discrete perceptual events as separate in time and the ability to abstract information from brief exposures. Five phenomena were measured which appear to reflect these abilities. Critical Flicker Frequency (CFF) is the intermittency rate at…

Earlier research with the lexical decision task led to the hypothesis that semantic context facilitates the encoding of words related to the context. Six experiments which employed different tasks (e.g., making a lexical decision) and different experimental paradigms (e.g., tachistoscopic exposures with masking stimuli) further investigated this…

This study presented 24 third graders drawn from suburban elementary schools with high frequency, low discriminability words in four conditions. Subjects were randomly assigned to the four tasks individually. It was hypothesized that poor and normal readers would differ in their ability to read high frequency, low discriminability words presented…

THE HYPOTHESIS THAT CHILDREN WHO ARE TAUGHT TO HEAR AND DESIGNATE SEPARATE SOUNDS IN SPOKEN WORDS WILL ACHIEVE GREATER SUCCESS IN LEARNING TO ANALYZE PRINTED WORDS WAS TESTED. THE SUBJECTS WERE 90 KINDERGARTEN CHILDREN, PREDOMINATELY MEXICAN-AMERICANS AND NEGROES. CHILDREN WERE RANDOMLY ASSIGNED TO ONE OF THREE TREATMENTS, EACH OF 3-WEEKS DURATION…

Orthographic context and visual letter information were independently varied in a letter recognition task. The results contradicted the qualitative predictions of nonindependence theories of reading and are accurately described by a quantification of independence theory. (Author/CP)

An experiement was conducted to test the hypothesis that interest inventory items would function as reinforcing stimuli in a visual discrimination task. When previously rated liked and disliked items from the Strong Vocational Interest Blank were differentially presented following one of two responses, subjects learned to respond to the stimulus…