A number of independent lines of research have suggested that semantic and articulatory information become available differentially from pictures and words. The first of the experiments reported here sought to clarify the time course by which information about pictures and words becomes available by considering the pattern of interference generated when incongruent pictures and words are presented simultaneously in a Stroop-like situation. Previous investigators report that picture naming is easily disrupted by the presence of a distracting word but that word naming is relatively immune to interference from an incongruent picture. Under the assumption that information available from a completed process may disrupt an ongoing process, these results suggest that words access articulatory information more rapidly than do pictures. Experiment 1 extended this paradigm by requiring subjects to verify the category of the target stimulus. In accordance with the hypothesis that picture access the semantic code more rapidly than words, there was a reversal in the interference pattern: Word categorization suffered considerable disruption, whereas picture categorization was minimally affected by the presence of an incongruent word. Experiment 2 sought to further test the hypothesis that access to semantic and articulatory codes is different for pictures and words by examining memory for those items following naming or categorization. Categorized words were better recognized than named words, whereas the reverse was true for pictures, a result which suggests that picture naming involves more extensive processing than picture categorization. Experiment 3 replicated this result under conditions in which viewing time was held constant. The last experiment extended the investigation of memory differences to a situation in which subjects were required to generate the superordinate category name. Here, memory for categorized pictures was as good as memory for named pictures. Category generation also influenced memory for words, memory performance being superior to that following a yes--no verification of category membership. These experiments suggest a model of information access whereby pictures access semantic information were readily than name information, with the reverse being true for words. Memory for both pictures and words was a function of the amount of processing required to access a particular type of information as well as the extent of response differentiation necessitated by the task.

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Users immersed in virtual environments (VEs) are prone to disorientation and have difficulty transferring spatial knowledge to the real world. A single experiment investigated the contribution of inadequate proprioception to this problem by providing participants with interfaces to a virtual environment that either did (a walking interface) or did not (a joystick) afford proprioceptive feedback similar to that obtained during real walking. The 2 groups explored a large, complex building using a low-resolution head-mounted display. Later, their navigational abilities within the actual building were compared with those of control groups who either studied a map of the building, walked through the real building, or received no prior training. The walking interface conveyed no benefit on an orientation task performed during training in the VE, but it did benefit participants when they tried to find objects in the real world. Actual or potential applications include simulations of environments that are normally explored on foot but cannot be readily visited, such as infantry battlefields and facilities contaminated with chemical, biological, or radiological materials.

Two groups of college students named letters or read text as training for subsequent naming letters or reading text. The main findings were that naming letters was good practice for further letter-naming and also quickened speed of reading text, but not as much as reading itself did. Reading text was good practice for further reading, did not quicken naming letters, but did increase accuracy. The results show why neither the analytical nor the whole word approach to visual pattern training in literacy is dominant; the two methods teach different skills whose components are only partially correlated. The transfer of training method seems to be useful in studying some of the component skills of reading.