Published also as Thesis (Ph. D.)--Columbia University, 1924.

Thesis (M.A.)--University of Wisconsin--Madison, 1968. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.S.)--University of Wisconsin--Madison, 1984. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 76-78).

Thesis (M.A.)--Michigan State University. Dept. of Psychology, 2008. / Title from PDF t.p. (Proquest, viewed on Aug. 6, 2009) Includes bibliographical references (p. 120-123).

Thesis (Ph. D.)--Cornell University. / "Reprinted from the American journal of psychology, October, 1909, vol. xx, pp. 473-529."

Thesis (Ph. D.)--Cornell University. / "From the Psychological laboratory of Cornell university." "Reprinted from the American journal of psychology, October, 1905, vol. XVI, pp. 409-483." Bibliography: p. 73, 75.

Thesis (M.S. in Human Systems Integration)--Naval Postgraduate School, March 2010. / Thesis Advisor: Shattuck, Lawrence G. Second Reader: McCauley, Michael E. "March 2010." Author(s) subject terms: Attentional drift, attention monitoring, distraction, eye fixation duration, eye-tracking, driving task, mental workload, and multi-tasking. Includes bibliographical references (p. 49-51). Also available in print.

Th.--Psychol.--Lille 3, 1985.

There are two ways that attentional resources can be aligned in visual space. They can be "pulled" automatically by stimulus cues, or "pushed" in a more strategic manner by the observer in response to information cues. The present study was designed to determine if the ability to align attention in these two ways changes throughout the course of the lifespan. Subjects (6, 8, 10, 23, and 73 years) were tested in two conditions. In the first, subjects were presented with a stimulus cue (a dot that appears briefly at a target location) prior to the presentation of a target. Attention was automatically aligned to a possible target location in response to the stimulus cue. In the second, an arrow was presented prior to the target, allowing the subject to align attention strategically in response to the cue. Cues were either valid or invalid predictors of target location, cue-target SOA was varied so the time course for the effective use of both types of cues was measured and compared. Eye movements were monitored to control for confounding developmental differences in vision. In a second experiment, lifespan changes in the interaction between the two forms of orienting were assessed by presenting subjects with both cues on each trial. The location information provided by each cue could be either compatible or incompatible with each other. The results of both experiments suggest that the ability to align attention automatically changes very little from early childhood through old age. Strategic attention alignment becomes more efficient in early adulthood. Children have difficulty sustaining attention at locations specified by information cues and seniors have difficulty using the information rapidly. Both children and seniors are less able to use information cues when stimulus cues are also available where as young adults can use both. These findings suggest that separate mechanisms are required to implement attention alignments to automatic and strategic cues. / Arts, Faculty of / Psychology, Department of / Graduate

Three experiments explored the nature of processing meaningful materials. In the context of the short-term memory paradigm, an interpolated judgement task was employed by manipulating the criteria by which personality-trait adjectives were judged. The to-be-recalled items were 5-digit numbers. Three criteria - desireability in an ideal date (0), descrlptiveness of self (S); and an ostensibly non-semantic, non-affective criterion (Ob) - were employed over variations in adjective presentation rate and independent versus cumulative judgements. Experiments I and II established differences between male and female Ss on the interpolated task. In Experiment III, judgement latency, judgement extremity, and subsequent recall of the digits were all measured. The results support the view of verbal recall as a function of the time available for rehearsal. The difficulty of interpolated Ob judgements is shown to be readily effected by presentation rate and judgement type. Moreover, recall under the 0b criterion is consistently a function of the semantic content of the interpolated material. A process of semantic monitoring is discussed in terms of the attention utilized by shifts of encoding class. Interpolated judgements of 0 are in close agreement with the likeableness ratings of the adjectives: categorization latencies are fastest for extreme likeableness adjectives and longer for moderate likeableness adjectives, interpolated :S judgements take longer, are less extreme, and result in poorer subsequent recall than 0 judgements under all conditions. Judgement latency and extremity indicate different principles for gratings of high and low likeableness adjectives. These findings are discussed in terms of differential retrieval and differential decision difficulty. / Arts, Faculty of / Psychology, Department of / Graduate