An experiment that investigated facilitation of recognition of spoken words presented in noise is described. Prior to the test session, the subjects either read words or heard them spoken in one of two voices while making a semantic judgment upon them. There was a large effect of auditory priming on word recognition that did not depend upon the voice (male or female) of presentation. There were much smaller, but significant, effects of prior visual experience of the words. The implications of these data for the logogen model are discussed.This paper is concerned with modifications in the logogen model (Morton, 1964(Morton, , 1969(Morton, , 1970(Morton, , 1979a(Morton, , 1979b. The model is shown in Figure 1. The central feature of the model is the logogen system. This is made of a set of logogens, each one corresponding to a word or morpheme (Murrell & Morton, 1974). Logogens collect evidence that the corresponding word was presented, this evidence coming both from context and from stimulus information. When the evidence collected by a logogen exceeds a threshold value, the logogen fires and an appropriate code is made available to further stages in the system. The facilitation effects of the prior presentation of a word on its subsequent recognizability were supposed to be due to the activation of a logogen remaining at an elevated level following its firing. The logogen would then require less evidence to fire on subsequent presentation of the stimulus word. In the original system, the logogens took information from both visual and auditory analysis systems. In addition, the same system was responsible for mediating speech production. These two constraints then require that recognition of words presented visually would be facilitated by use of the appropriate logogen under any condition. Thus, following the naming of a picture of a butterfly, the perceptual recognition of the word BUTTERFLY should be facilitated. An experiment by Winnick and Daniel (1970) showed this not to be the case. These authors found that T-scope recognition was facilitated by prior exposure to the stimulus word but was unaffected by other treatments in which the subjects spoke the word without having seen it. These treatments involved either the naming of a picture or the fIlling of a definition, neither of which led to any advantage to the word in question over a control condition in which noThe experiments reported were run while both the authors were at the MRC Applied Psychology Unit, Cambridge. Reprint requests should be prior experience was given. The Winnick and Daniel result was so serious in its implications for the logogen model that Clarke and Morton (1983, Experiment 1) carried out a replication. The same results were found. Clarke and Morton concluded that the unified logogen could not be sustained. Instead, there has to be an output lexicon, from which phonological codes are produced, which is separate from the input system. The revised model is shown in Figure 2. Naming a picture would involve the cognitive system and t...

An exhaustive survey of Hertfordshire primary schools was completed which provides detailed information of microcomputer‐provision, classroom use, headteachers' and teachers' aims and attitudes, and an analysis of factors which influence use. The survey was in two parts: an initial questionnaire to identify the extent of microcomputer ownership, and a main questionnaire to collect information from both headteachers and teachers who were using microcomputers. In general, most schools possessed microcomputers, but children's access was limited, and it would appear that drill and practice type programs were most frequently used. The extent and type of use was found to be affected by a number of factors.

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The IT capabilities expected of all students training to be teachers are now laid down in government guidelines but time on one year postgraduate courses is limited. It is therefore important to be aware of the IT skills that students bring with them to help develop the courses on offer. A questionnaire survey of nearly 400 PGCE primary and secondary students was completed for a 1989/90 cohort. This study set out to find what prior IT experience students brought with them, and what they perceived as their IT training needs. Two thirds of these students were found to have little experience of using computers either at home, school, college or work, and there was a very low level of experience of some of the more high priority National Cumculum software packages (e.g. electronic communications, modelling software, control software). Most students gave high training priority to learning how computers can be used in teaching. These results are discussed in relation to other surveys of IT in teacher education, and the implications for PGCE course development.