Two experiments investigated sex-related differences in the color vocabulary of college students. In the first experiment, students were required first to provide color names for a series of color stimuli and then to match color names with the same stimuli. Sex-related differences were found only in the matching task. Men used more basic color terms than women, while women were better able to match correctly elaborate color terms with the appropriate stimuli. In the second experiment, students described the colors represented by a series of elaborate color terms. Women not only described more terms than men, they also used more elaborate descriptions. The results indicate that college-age women have a more extensive color vocabulary than men. It is proposed that this difference in the color lexicon indicates that women possess more distinct internal representations for color than men.

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This study examined immediate recall in two stimulus prefix and two stimulus suffix conditions and in a condition that combined a prefix and suffix. Suffixes and the combination of a prefix with a suffix interfered more with recall overall than did prefixes. Performance in each of the conditions that included a prefix was significantly better overall than in appropriate control conditions, in which interference was augmented by a redundant element in recall. It was suggested that prefixes and suffixes lie operationally on a continuum and that their effects result from the subject's inability to dissociate the redundant element from the memory series. However, the location of redundancy imposes different processing requirements that differentially influence recall.

The foundational structure of a new model of user perception of computer system response time is proposed. It is suggested that the development of such a model is now of central importance to the computer system configuration design effort. The new model is seen to explain the success of an earlier measure, designed for the non-interactive environment, in predicting user estimates of response time for interactive systems. The results of new empirical studies, designed to delineate specific components of the model, are also discussed.

Field sobriety tests have been used by law enforcement officers to identify alcohol-impaired drivers. Yet in 1981 Tharp, Burns, and Moskowitz found that 32% of individuals in a laboratory setting who were judged to have an alcohol level above the legal limit actually were below the level. In this study, two groups of seven law enforcement officers each viewed videotapes of 21 sober individuals performing a variety of field sobriety tests or normal-abilities tests, e.g., reciting one's address and phone number or walking in a normal manner. Officers judged a significantly larger number of the individuals as impaired when they performed the field sobriety tests than when they performed the normal-abilities tests. The need to reevaluate the predictive validity of field sobriety tests is discussed.

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Academic factors, such as GPA, do contribute to GRE-P performance, but SAT scores contribute more, so is GRE-P a measure of achievement?The advanced Psychology test of the Graduate Record Examlnatron (GRE-P) IS a standardized test often used In conslderrng an applrcant for admlssron Into a graduate program In psychology Published research usrng thls test (Ewen 1969, Mehrabran, 1969 Strlcker & Huber 1967) has been dlrected at rdentlfylng ~t s ablllty to predrct success In graduate school Howlever, llttle emphasls has been placed on determ~nlng the factors that contribute slgnrflcantly to performance on the GRE-P Itself Although past studles were concerned wlth the predlctlve valldlty of the tests, statlstlcs on academlc factors that mrght Influence GRE-P performance were also Included The Mehrablan (1969) study rncluded overall undergraduate grade-pornt average (GPA-U) The Strlcker & Huber (1967) and Ewen (1 969) studles also Included grade-polnt average for psychology courses (GPA-P), and the Ewen study also added the number of psychology courses completed at the tlme of testing The relatlonshrp between the GRE-P and GPA-U was nonslgnlflcant In all three studles, r = 18 In the Mehrablan study, r = .23 In the Strlcker and Huber study, and r = -03 In the Ewen study The relatronshlp between GRE-P and GPA-P was no better, r = 13 In the Strlcker and Huber study and r = 01 In the Ewen study Furthermore, Ewen reported a nonsrgnlf~cant lelatronshlp between theGRE-Pand the number of psychology courses completed r = 30 The lack of slgnlfrcant flndlngs In these studles may be the result of a restricted range problem (Dawes, 1975) In that the subjects In these studies were graduate school applrcants (Mehrabran, 1969) or graduate students (Ewen, 1969, Strlcker & Huber, 1967 Furthermore, the fact that the students came from different undergraduate lnstrtutlons makes rt somewhat drfflcult to make meaningful comparisons among students In terms of GPA-U and GPA-P (Ewen, 1969) The fact that no relatlonshlp could be found between the GRE-P and these academlc factors 1s lntrrgulng rnasmuch as the GRE-P 1s deslgned to assess undergraduate achievement In psychology Even ~f the relatlonshlp between GPA-U and GRE-P IS low, one might expect a somewhat stronger relatronshlp between GRE-P and factors dlrectly related to the subject materlal such as GPA-P and the number of psychology courses completed The present study rnvestlgated the relat~onshrp between the GRE-P and previously studled faotors, GPA-U, GPA-P, and the number of semester hours completed In psychology (HRS-P) In addltlon, the student's overall SAT score was considered These past studles have found a s~gnlflcant relatlonshlp between GRE-P and overall GRE score and because few of the students in our sample had taken the GRE, we decided to include their overall SAT score in our analysis. In addition, we were interested in determining how predictive SAT performance might be for the GRE-P test.As noted, previous studies have used only graduate students or applicants to g...