Abstract
Young children, assigned to a High, Medium, or Low stimulus intensity group, were given 71 simple reaction time trials. On the first 30 trials, a familiarization stimulus was presented. For the remaining 41 trials, Ss responded on each trial to the onset of either the familiarized or a non familiarized stimulus. Stimulus intensity was not an effective variable. A stimulus familiarization effect was obtained, whereas a change effect was not. The latter result is inconsistent with a stimulus interpretation of the change effect.
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Funds for conducting this research were provided by a grant from the Graduate School, University of South Dakota.
2. This research was conducted during the second author’s tenure as a Public Health Service Trainee, National Institute of Mental Health. The cooperation of Mrs. Hazel Linderman, principal, and Mrs. Virginia Stedronsky, kindergarten teacher, of Austin School, Vermillion, South Dakota, is gratefully acknowledged.
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Miller, F.D., Moffat, G.H. Stimulus intensity and familiarization effects on simple RT performance in children. Psychon Sci 13, 289–290 (1968). https://doi.org/10.3758/BF03342590
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DOI: https://doi.org/10.3758/BF03342590