of the repetition disfluency provide strong perceptual cues that signal the repetition to the listener. We report results from a transcription analysis of repetition disfluencies that classifies disfluent regions on the basis of prosodic factors, and preliminary evidence from F0 analysis to support our finding

an endogenous act of task switching for cue alternations but not for cue repetitions. Model 2 assumed no such act. In Experiments 1 and 2, the cue was masked or not masked. Masking interacted underadditively with repetition and alternation, consistent with Model 2 but not Model 1. In Experiments 3 and 4, 2 cues

-B', A-B A-D, A-B C-D), in which the number of repetitions of the cue A terms was dissociated from the memorability of the target B terms. Little support was found for the target-retrievability hypothesis, because in none of the 4 experiments were FKJs related to target memorability. In one experiment

Complex disfluencies that involve the repetition or correction of words are frequent in conversational speech, with repetition disfluencies alone accounting for over 20 % of disfluencies. These disfluencies generally do not lead to comprehension errors for human listeners. We propose

Explicitly cued task switching with multiple cues per task permits three types of transitions: cue repetitions (cue and task repeat), task repetitions (cue changes but task repeats), and task alternations (cue and task change). The difference between task alternations and task repetitions can

these various cues appear amidst a cluttered mosaic of other features, objects, and events. Complexity and information overload char-acterize almost every visual environment, including, but not limited to, such critical exam-ples as airplane cockpits or nuclear power plant operation rooms. To cope

rather than for tasks, cue transitions (cue switches and cue repetitions) and task transitions (task switches and task repetitions) can be examined in a complete factorial design. Transition cuing removes the confound between cue transitions and first-order task transitions, but it introduces a confound

, ecologically-valid and diverse samples of unobtrusively collected messages. We then focus on a single category of cues: character repetitions. These include repetitions of letters and repetitions of punctuation marks, cues which could emulate some of the characteristics of spoken nonverbal communication

searching for new ones (i.e., configuration-repetition, identity-repetition, or a combination of them). Furthermore, learning was superior when configuration and identity were repeated than in the other two repetition conditions. These results suggest that the effects of contextual cues are associated

in the pretrial, and an expectation advantage, because participants, in general, implicitly expect a repetition. In Experiments 1–3, the authors explicitly manipulated expectancies by presenting cues that announced a shift and/or a repetition with probabilities of 1.00,.75,.50, or.25. Increasing latencies