Effects of extended practice on high-speed scanning.

Burrows, David; Murdock, Bennet B.

doi:10.1037/h0028145

Cited by 43 publications

(31 citation statements)

References 14 publications

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“…From the research aimed at resolving the issue of serial vs parallel processing of multidimensional information, there have emerged several studies which provide evidence in support of serial processing (Briggs & Blaha, 1969;Burrows & Murdock, 1969;Egeth, 1966;Harris & Haber, 1963;Kaplan, Carvellas, & Metlay, 1966;Nickerson, 1966;Olshavsky & Gregg, 1970;Sternberg, 1966). On the other hand, several of the studies concerned with the issue have *This report is based on a dissertation submitted to the graduate school, The Johns Hopkins University, in partial fulfillment of the requirements for the PhD degree, while the author held a National Defense Education Act graduate fellowship.…”

Section: Previous Researchmentioning

confidence: 99%

“…In this situation, S is asked to compare two or more simultaneously presented stimuli with respect to some prespecified criterion (Donderi & Zelnicker, 1969;Egeth, 1966;Hawkins, 1969;Sekuler & Abrams, 1968). Third, a stimulus or stimuli may be defined prior to a session and S then responds as to whether or not the stimulus on each trial corresponds to the memorized stimulus (e.g., Neisser et ai, 1963;Nickerson, 1967;Sternberg, 1966 between them and then asks S to indicate whether or not the second stimulus corresponds to the first (Atkinson et al, 1969;Bamber, 1969;Burrows & Murdock, 1969;Nickerson, 1966;Sternberg, 1966). The difference between the third and fourth classes of tasks is that in the former the initial stimulus remains the same over a series of trials, while in the latter the initial stimulus varies from trial to trial.…”

Section: Relevant Variablesmentioning

confidence: 99%

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Variables influencing the mode of processing of complex stimuli

Grill

1971

Perception & Psychophysics

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The present study attempts to specify some of the conditions under which parallel and serial processing may occur. The three variables studied were (I) type of task, (2) relative set for speed vs accuracy, and (3) practice. Pairs of multidimensional, geometric stimuli were presented either simultaneously or successively to S who was required to indicate whether they were the same or different. Each S participated in nine sessions. For half of the Ss speed was emphasized, and for the other half accuracy was emphasized.. The results indicated that: (I) responses were faster with successive presentation than with simultaneous presentation; (2) with successive presentation, processing was serial; (3) in the simultaneous presentation condition, a gradual shift from serial to parallel processing occurred with practice; and (4) the speed and accuracy instructions used in this experiment produced no differential effects on latency or errors.Within the past few years, attention has been directed toward the mode of processing of information provided by complex stimuli. One of the questions of chief concern has been whether information about several dimensions is processed simultaneously (in parallel) or one dimension at a time (serially). In other words, an implicit assumption on which this research has been based is that human organisms are either serial processors or parallel processors. However, the present study is founded on the assumption that humans may be capable of performing in either of these modes (and, perhaps, others as well) and that the most profitable line of study is one which attempts to specify the conditions under which parallel and serial processing can occur. Previous ResearchFrom the research aimed at resolving the issue of serial vs parallel processing of multidimensional information, there have emerged several studies which provide evidence in support of serial processing (Briggs

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Section: Previous Researchmentioning

confidence: 99%

Section: Relevant Variablesmentioning

confidence: 99%

Variables influencing the mode of processing of complex stimuli

Grill

1971

Perception & Psychophysics

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“…For example, marked reductions in the magnitude of the phenomenon with extensive practice have been demonstrated in stimulus-response compatibility tasks (e.g., Brebner, 1973;Fitts & Seeger, 1953;Leonard & Newman, 1965), psychological refractory period tasks (e.g., Gottsdanker & Stelmach, l97 l), and Stroop interference tasks (e.g., Reisberg, Baron, & Kemler, 1980;Shor, Hatch, Hudson, Landrigan, & Shaffer, 1972;Stroop, 1935). It has also been reported that subjects shift from a serial to a parallel mode of information processing with prolonged practice (e.g., Conrad, 19621 ' Corcoran, 1967;Davis, Moray, & Treisman, l96l;Grill, l97l;Marcel, 1970;Mowbray & Rhoades, 1959;Neisser, 1963, 197 4;Neisser, Novick, & Lazar, 1963: Shurtleff & Marsetta, 1968, but other experiments suggest that although the slope of the function relating reaction time to amount of stimulus information is much reduced with practice, it is still greater than zeroindicating that true parallel processing is not in effect (e.g., Briggs & Blaha, 1969;Burrows & Murdock, 1969;Dumas, 1972: Graboi, 197l;Kristofferson , 1972aKristofferson , , 1972bKristofferson , , 1972cKristofferson , , 1977 Ross, 1970;Seibel, 1963;Yonas & Pittenger, 19'13).…”

Section: Improvement In Simple Tasksmentioning

confidence: 99%

Skilled performance: Effects of adult age and experience on elementary processes.

Salthouse

Somberg²

1982

Journal of Experimental Psychology: General

219

136

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SUMMARYDespite a general neglect in contemporary research of the role of practice on the performance of simple components of skill, considerable evidence indicates that experience leads to substantial improvement in detection, discrimination, ani speeded classification. One goal of the present research was to identify the mechanisms responsible for practice-related improvement in such elementary tasks. A second goal was to determine whether there are adult age differences in the magnitude of practicerelated improvement on simple perceptual and cognitive skills or in the mechanisms used to achieve that improvement.Eight young adults (ages 19 to 27 years) and 8 older adults (ages 62 to 73 years) performed four simple tasks for 5l experimental sessions. On several sessions the subjects received qualitatively or quantitatively different stimuli to determine the mechanisms responsible for improvement. A concurrent reaction-time task was also performed at three different periods to assess the level of residual capacity after various amounts of practice.The results were interpreted as suggesting that improvement is due to shifts in the type of information being processed, in the identity or sequence of processing operations, and in the attention requirements of the task. A model incorporating these mechanisms is proposed and its application to the data is discussed.Age differences persisted on nearly every performance measure throughout all levels of practice. Moreover, there was little evidence that young and old subjects were qualitatively different in the manner in which they performed the tasks. It is suggested that the major difference between young and old adults on simple perceptual and cognitive tasks is the rate of processing nearly all types of information.Skill generally refers to the possession of expertise in some fairly complex, temporally interrelated behavior. For example, a skilled typist or pianist has a well coordinated sequence of manual keystrokes; the development of that coordination is probably the major part of skill acquisition in these domains, because the keystrokes themselves are extremely simple in isolation. However, in other areas of skill it is possible that performance of each individual component changes with increasing expertise. Perhaps substantial improvements do not occur in the quality of a simple keystroke, but other perceptual or motoric aspects of skill might improve independent of the overall coordinated integration of the components.Consider the case of drivine an automobile. Driving involves a complex coordinated sequence of perceptual and motor activities, and the skilled driver almost certainly possesses a more efficient integration and coordination of these activities than the novice driver. The expert is probably better able to turn the steering wheel while applying pressure to the brake or accelerator, to engage the clutch with his or her foot while manually shifting gears, to sound the horn while applying pressure to the brakes, and so on. One could also ask. however, ...

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“…What is perhaps more surprising, and of greater theoretical significance, is that search time also increases with N for displays presented too briefly to allow an eye movement. There is general agreement that with such displays search time increases by at least 25 msec for each element added to display (Atkinson, Holmgren, & Juola, 1969, 25 msec/element;Briggs & Blaha, 1969, 60 mse c/e lernent'"; Burrows & Murdock, 1969, 30 msec/element early in practice; Estes & Wessel, 1966, 27 m sec/element; Holmgren, 1970, Experiment 1, 54 msec/element; Sternberg, 1967, 37 msec/elernent). Such results have frequently been interpreted to mean that the elements of a display are processed serially, i.e., one after another.…”

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confidence: 99%

Factors affecting processing mode in visual search

Egeth

Atkinsons

Gilmore

et al. 1973

Perception & Psychophysics

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Visual search was studied under a variety of conditions to clarify some differences among the results of previous investigations and to provide a testing ground for models of visual information processing. Display configuration, target and field composition, exposure duration, and display size (up to 16 elements) were among the parameters investigated. In some conditions, mean reaction time was essentially invariant with display size, while in other conditions it increased substantially and linearly with display size. Current models of visual information processing were evaluated in the light of these and previous findings; all were found wanting. The data seem to demand a system subject to flexible cognitive control processes.

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Effects of extended practice on high-speed scanning.

Cited by 43 publications

References 14 publications

Variables influencing the mode of processing of complex stimuli

Variables influencing the mode of processing of complex stimuli

Skilled performance: Effects of adult age and experience on elementary processes.

Factors affecting processing mode in visual search

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