Psychological Methods will be devoted to the development and dissemination of methods for collecting, understanding, and interpreting psychological data. Its purpose is the dissemination of innovations in research design, measurement, methodology, and statistical analysis to the psychological community; its further purpose is to promote effective communication about related substantive and methodological issues. The audience is diverse and includes those who develop new procedures, those who are responsible for undergraduate and graduate training in design, measurement, and statistics, as well as those who employ those procedures in research. The journal solicits original theoretical, quantitative empirical, and methodological articles; reviews of important methodological issues; tutorials; articles illustrating innovative applications of new procedures to psychological problems; articles on the teaching of quantitative methods; and reviews of statistical software. Submissions should illustrate through concrete example how the procedures described or developed can enhance the quality of psychological research. The journal welcomes submissions that show the relevance to psychology of procedures developed in other fields. Empirical and theoretical articles on specific tests or test construction should have a broad thrust; otherwise, they may be more appropriate for Psychological Assessment.

Bimorphemic compound words (e.g., blueberry), bimorphemic suffixed words (e.g., ceaseless), and monomorphemic controls (e.g., arthritis) were read in neutral sentence contexts in Experiment 1. The main result revealed longer first fixation durations on compound words than on control and suffixed words. Different effects emerged when naming tasks were used. An on-line naming task revealed substantially shorter naming latencies for compound words than for control and suffixed words. Naming latencies for compound and control words were equivalent in a delayed naming task. These results indicate that on-line naming latencies and word-viewing durations may yield diverging results. They also suggest that activation of constituent words of compound words occurs independently from the specification of conventional word meanings.The results of a large number ofword recognition tasks and participant populations have indicated that word stems (root morphemes) and inflexional suffixes are represented separately in the linguistic knowledge system (see Taft, 1985). For instance, root morphemes show robust effects ofrepetition priming, with larger priming effects when stems are repeated than when matched nonstems are repeated (Feldman, 1994;Feldman & Bentin, 1994;Fowler, Napps, & Feldman, 1985), and the frequency of root morphemes determines lexical decision times, with shorter decision latencies for high-frequency roots (Beauvillain & Segui, 1989). Neuropsychological investigations also suggest representation of root morphemes of suffixed words. Coslett and Saffran's (1989) examination of 4 patients with left cerebral hemisphere lesions showed that these patients often correctly named the root of a suffixed word but not its suffix. The patients also showed a deficit in root-affix distinctions in a lexical decision task where incorrectly suffixed words (e.g., elephanting) and correctly suffixed words (e.g., augmenting), could not be discriminated. However, these results are not unchallenged. Bergman, Hudson, and Eling (1988, Experiments 2 and 4) compared lexical decision times on bimorphemic, root-plus-suffix words with monomorphemic, pseudosuffixed words. The results revealed virtually identical response times for the two types of words.Meaning conveying morpheme constituents may also contribute to word recognition when compound words are recognized, though discrepancies of results across studies are also apparent for this type ofwords. Using a lexical deResearch on this project was supported by NIMH Grant 50387 and by the Center ofCognitive and Psycholinguistic Studies. The authors thank Cynthia Connine and two reviewers for their helpful comments on an earlier version of the manuscript. Correspondence should be addressed to A. W Inhoff, Department of Psychology, State University of New York at Binghamton, Binghamton, NY 13902-6000 (e-mail: inhoff@bingvmb. cc.binghamton.edu). cision task, Taft and Forster (1976) obtained longer nonword decision latencies when the beginning letter sequence formed a word (morpheme) than when i...

Two experiments examined the effects of familiarity and context on the reading and recall of metaphorical sentences. In Experiment 1, eye movements were recorded during the reading of high-or low-familiar target metaphors that were preceded by either a related metaphor, an unrelated metaphor, or an unrelated literal sentence. High-familiar metaphors were read more quickly than low-familiar metaphors. Related metaphor contexts facilitated reading times. Experiment 2 examined memory for high-and low-familiar metaphors using the 3 context conditions from Experiment 1 as cues. The high-and low-familiar metaphors were remembered at similar rates. Metaphors cued by a related metaphor were recalled at a higher rate than those cued by an unrelated literal or metaphorical sentence. The results suggest a partial dissociation between comprehension and memory processes.One important function of metaphor is to express ideas that are difficult or impossible to express literally. If a newly created metaphor proves successful, it may be used repeatedly until, in some cases, the metaphorical meaning becomes a secondary sense of the metaphor's predicate term (vehicle). In this way, metaphor is crucial to the evolution of a natural language. One purpose of this study was to examine the processing and representational implications of a metaphor's journey from novel to familiar.

What are the desired outcomes of an undergraduate education in psychology? It is vital to identify the desired outcomes that benefit departments, students, and society, because the pursuit of these goals helps psychology educators achieve the best possible learning experience for their students. When psychology educators meet their instructional and educational goals in a high school, community college, college or university setting, knowledge of psychology and human behavior adds richness to the fabric of society. Psychology educators invest daily in the development of intellectual capital and professional abilities of their students while simultaneously fostering personal development through enrichment and growth. Their current knowledge of human behavior places them in a formidable position to harness psychology to anticipate and resolve problems for the greater good of all. Psy-145

Subjects were instructed to read and comprehend a target (attended) passage while eye movements were recorded. A second (unattended) passage was also present, with attended and unattended passages occupying alternating lines oftext. Subsequent multiple-choice questions showed acquisition of semantic information from attended and unattended text. However, a detailed examination of eye-fixation records showed that readers occasionally fixated unattended text, indicating the presence of shifts of visual attention to unattended text. When fixations of unattended text were excluded, there was no longer any indication that readers obtained useful semantic information from unattended text.