In a dual-task paradigm in which subjects performed a tracking task in combination with speech tasks of varying complexity, we tested two hypotheses concerning stuttering involving the concept of attention. The “overload ” hypothesis assumes that stuttering is related to insufficient automatization

programmed phenomenon, and it has been shown that it can be initiated or inhibited by a variety of environmental stimuli, both physiological and pathological. The structural changes take place in two discrete stages. The first comprises nuclear and cytoplasmic condensation and breaking up of the cell into a

Traditional views of automaticity are in need of revision. For example, automaticity otten has been treated as an all-or-none phenomenon, and traditional ~es have held that automatic processes are independent of attention. Yet recent empirical data suggest that automatic processes are continu-ous

? Perhaps the task is seen as tapping into the primitive operations of cognition, offering clues to the fundamental process of attention. Perhaps the robustness of the phenomenon provides a special challenge to decipher. Together these are powerful attractions

The two-process theory of detection, search, and attention presented by Schneider and Shiffrin is tested and extended in a series of experiments. The studies demonstrate the qualitative difference between two modes of information processing: automatic detection and controlled search. They trace

[Green and Bavelier, 2003] has grabbed national attention for suggesting that playing “action ” video and computer games has the positive effect of enhancing students ’ visual selective attention. But that finding is just one small part of a more important message that all parents and educators

an alternative to the modal view of automaticity, arguing that novice performance is limited by a lack of knowledge rather than a scarcity of resources. The focus on learning avoids many problems with the modal view that stem from its focus on resource limitations. Automaticity is an important phenomenon

data, and taking a weighted majority vote of the sequence of classifiers thereby produced. We show that this seemingly mysterious phenomenon can be understood in terms of well known statistical principles, namely additive modeling and maximum likelihood. For the two-class problem, boosting can

, inadequate atten-tion given to questions of definition and to the development of theoretical models that seek to explain, not simply to describe, the processes that bring individuals to leave institutions of higher education. With regard to the former, inadequate attention given to definition has often led

Nobody wants to use technology to recreate education as it is, yet there is not much to distinguish what goes on in most computer-supported classrooms versus traditional classrooms. Kay (1991) has suggested that the phenomenon of reframing innovations to recreate the familiar is itself commonplace