An experiment was conducted to investigate the claims made by Bruce and Young (1986) for the independence of facial identity and facial speech processing. A well-reported phenomenon in audiovisual speech perception-the McGurk effect (McGurk & MacDonald, 1976), in which synchronous but conflicting auditory and visual phonetic information is presented to subjects-was utilized as a dynamic facial speech processing task. An element of facial identity processing was introduced into this task by manipulating the faces used for the creation of the McGurk-effect stimuli such that (1) they were familiar to some subjects and unfamiliar to others, and (2) the faces and voices used were either congruent (from the same person) or incongruent (from different people). A comparison was made between the different subject groups in their susceptibility to the McGurk illusion, and the results show that when the faces and voices are incongruent, subjects who are familiar with the faces are less susceptible to McGurk effects than those who are unfamiliar with the faces. The results suggest that facial identity and facial speech processing are not entirely independent, and these findings are discussed in relation to Bruce and Young's (1986) functional model of face recognition.

The goal of this project was to encourage interdisciplinary, integrative health teaching and research in dental education through the development of web-accessible programs, collectively called the "StudyWeb." The specific objective of the project was the construction and integration of a series of prototypes of self-study modules. Four pilot modules were developed using existing teaching materials in histology, pharmacology, prosthodontics, and oral radiology and utilizing a variety of widely available software programs, including FrontPage® and Photoshop®. Low-end technological choices were made in order to facilitate compatibility with a wide range of hardware, software, and types of Internet access. Modules were tested for functionality, usability, and ease of navigation. The scope of the initial project was limited to development and functionality testing of the original modules. The next phase of this project will involve testing of the effectiveness of these web-based self-instruction tools. Dr. Cohen is

The University of North Dakota (UND) Libraries have developed a multi-award winning Customer Service Program (CSP) involving longitudinal assessment and continuous improvement. The CSP consists of iterative training modules; constant reinforcement of Customer Service Principles with multiple communication strategies and tools, and incentives that boost morale and foster not only compliance, but initiative-taking and innovation. The CSP became a widely adopted part of campus-wide assessment, beyond the libraries. Subsequent presentations at conferences led to multiple requests and implementation at other libraries.

Ice hockey is a fast contact sport played on an ice surface enclosed by rigid boards. There is an intrinsic risk for injury in hockey, with many injuries potentially affecting the nervous system. This article provides an overview of neurologic injuries occurring in hockey as reported in the scientific literature. Among all injuries, a small but real risk for catastrophic cervical spinal cord injury and a high incidence of concussion emerge as the two most important neurologic issues.

Burton & Bruce (1992) proposed an extension of the interactive activation model of face recognition (Burton, Bruce & Johnston, 1990), in which the difficulty of retrieving proper names was explained without requiring an extra stage specific to proper name retrieval as suggested in the model of Bruce & Young (1986). Recently, Stanhope & Cohen (1993) have published data which it is claimed cast doubt upon both the Burton & Bruce (1992) and the Bruce & Young (1986) models of name retrieval. In this paper we first provide experimental data from a similar methodological ‘test’ of the Burton & Bruce model, which appears to support its prediction that information which is shared by several people should be easier to retrieve than information which is unique. We show that subjects are better at learning novel names or novel occupations that are shared by many faces than those that are unique. These data appear at odds with those of Stanhope & Cohen (1993). However, in our discussion we note a number of difficulties in interpreting the Stanhope & Cohen experiments. Moreover, we critically examine the use of paired associate learning experiments, such as those presented here and those of Stanhope & Cohen (1993), to test any model of the ‘steady state’ of a system, and make suggestions about the kind of future work which could indeed provide critical tests of these models.