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Hommel, Bernhard; Fischer, Rico; Colzato, Lorenza S.; van den Wildenberg, Wery P. M.; Cellini, Cristiano – Journal of Experimental Psychology: Human Perception and Performance, 2012
Stressful situations, the aversiveness of events, or increases in task difficulty (e.g., conflict) have repeatedly been shown to be capable of triggering attentional control adjustments. In the present study we tested whether the particularity of an fMRI testing environment (i.e., EPI noise) might result in such increases of the cognitive control…
Descriptors: Diagnostic Tests, Brain Hemisphere Functions, Difficulty Level, Attention Control
Humphreys, Glyn W.; Hodsoll, John; Riddoch, M. Jane – Journal of Experimental Psychology: Human Perception and Performance, 2009
The authors present neuropsychological evidence distinguishing binding between form, color, and size (cross-domain binding) and binding between form elements. They contrasted conjunctive search with difficult feature search using control participants and patients with unilateral parietal or fronto/temporal lesions. To rule out effects of task…
Descriptors: Difficulty Level, Patients, Experimental Psychology, Neurological Impairments
Peer reviewedBoykin, A. Wade – Journal of Experimental Psychology: Human Perception and Performance, 1977
On each of 10 trials, 80 college students were presented with a different set of five anagram tasks varying in complexity. Half the subjects rated the tasks for the amount of interestingness and half for the amount of pleasantness. (Editor/RK)
Descriptors: Charts, Difficulty Level, Experimental Psychology, Problem Solving
Peer reviewedMalin, Jane T. – Journal of Experimental Psychology: Human Perception and Performance, 1979
Three problem-solving strategies--working backward from the unknown, forward from the given, and mixed--were applied to interrelated algebra equations. The mixed strategy was most popular and most efficient with grouped variables. Memory load or information-processing load differences among the strategies were evident. (CP)
Descriptors: Algebra, Cognitive Processes, Comprehension, Difficulty Level

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