In a partial-report experiment, subjects reported the digits from a circular array of digits and letters terminated by a pattern mask. Individual frequency distributions of the number of correctly reported digits were analyzed as functions of number of digits (2, 4, or 6) and number of letters (0, 2, 4, 6, or 8) at nine exposure durations ranging from 10 to 200 ms. The distributions (hundreds of data points per subject) were accurately predicted by a four-parameter fixed-capacity independent race model that assumes exponentially distributed processing times, limitations in both processing capacity and storage capacity, and time-invariant selectivity. Estimated from the data, processing capacity C was 45 items/s, selectivity alpha (ratio between the amount of processing capacity devoted to a distractor and the amount devoted to a target) was 0.48, short-term storage capacity K was 3.5 items, and the longest ineffective exposure duration t0 was 18 ms.

A variety of impairments in visual attention can follow damage to the brain. The authors develop systematic methods for analyzing such impairments in terms of C. Bundesen's (1990) Theory of Visual Attention and apply these in a group of 9 patients with parietal lobe lesions and variable spatial neglect. In whole report, patients report letters from brief, vertical arrays in left or right visual field. The results show substantial, largely bilateral impairments in processing capacity, implying a major nonlateralized aspect to neglect. In partial report, arrays contain 1 or 2 letters in red and/or green. The task is to report only those letters in a specified target color. In addition to the expected bias against left-sided letters, patients show striking, bilateral preservation of top-down control, or attentional priority for targets. The results show how differentiation of attentional impairments can be informed by a theory of normal function.

Noise exposure in general classrooms posed no risk of noise-induced hearing impairment in school teachers. However, the results provide evidence for an association between noise exposure and vocal load and development of vocal symptoms and cognitive fatigue after work.

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Beyond noise annoyance and voice problems, little is known about the effects that noise and poor classroom acoustics have on teachers' health and wellbeing. The aim of this field study was therefore to investigate the effects of perceived noise exposure and classroom reverberation on measures of wellbeing. Data on self-reported noise exposure, job satisfaction, fatigue after work, and interest in leaving the job were obtained from 283 teachers at 10 schools in Copenhagen, Denmark. In addition, the schools' acoustical working environment was classified as "low reverberation time (RT)" (3 schools, RT = 0.41-0.47 s), "medium RT" (3 schools, RT = 0.50-0.53 s), or "high RT" (4 schools, RT = 0.59-0.73 s). Significant associations were found between high RT and noise exposure, and, respectively, low job satisfaction, lack of energy after work, and interest in leaving the job. Noise exposure was also associated with lack of motivation and sleepiness. The results demonstrate the importance of good classroom acoustic conditions for teachers' well-being.