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Biomedical subjects

K F Wender

Publications and source records attributed to K F Wender.

4 recordsLinked to original sources
PubMed2000

Subitizing and its subprocesses.

When people are presented with small sets of elements such as dots they can very easily determine their number. This ability has been called subitizing. The present paper reports results from four experiments. The discussion focuses on the question whether one or two psychological processes have to be assumed for this task of subitizing. Taken together our results support the two-process theories. In particular, a distinction between a process of separation and a process of enumeration is suggested. Experiments 3 and 4 support the canonical pattern hypothesis. Canonical patterns are processed substantially faster than noncanonical patterns. Furthermore, if a complex pattern can be broken down into small canonical patterns, then participants follow a partition and add strategy.

Analysis of Variance↗
PubMed1998

Irrelevant auditory material affects counting.

R. H. Logie and D. A. Baddeley (1987) suggested that event counting may be supported by a phonologically based working-memory structure referred to as the phonological loop. However, inconsistent results concerning the detrimental effects of irrelevant speech on event counting led them to propose that lexical or semantic representations are also involved. In 4 experiments, the authors showed that this extension of Logie and Baddeley's original conceptualization was unnecessary. Instead, the number of irrelevant syllables spoken per time unit, a factor that was not taken into account in previous research, can explain Logie and Baddeley's results. In addition, the present results support the hypothesis that in cases of interference from the auditory channel, correction processes that help to recover the current running total from past running totals are also involved in counting performance.

Adolescent↗
PubMed1997

Measures of spatial memory and routes of learning.

Spatial memory was investigated in two experiments by direct methods. Methods included scaling of distances, estimation of bearings, and positioning of objects. Participants learned small-scale configurations under different orders of presentation. In Exp. 1, routes included a shortest path, i.e., a traveling salesman solution, a random sequence, and a path that maximized distances. In Exp. 2, spatial and temporal distances varied independently. It was analyzed whether the different methods yielded the same information. For bearing estimates a new scaling procedure was developed. Computations resulted in two-dimensional Euclidean solutions in close correspondence with the stimulus configuration. In addition, solutions showed an effect of temporal conditions of learning.

Attention↗