The Quarterly Journal of Experimental Psychology A (Q J Exp Psychol)

Publisher: Experimental Psychology Society, Lawrence Erlbaum Associates, Inc.

Journal description

Section A of The Quarterly Journal of Experimental Psychology publishes original articles on any topic within the field of human experimental psychology. The majority of papers published are substantial experimental reports, but brief reports which allow some definite and important conclusion to be reached are included, and review articles and theoretical treatments are welcome. A distinctive feature of the journal is its book reviews. As well as normal book reviews, from time to time particularly important books are accorded a fuller Critical Notice which may be as long as a normal article. The journal is read internationally, and its contributors are similarly international, with articles from the UK, continental Europe, North America and elsewhere in the world.

Current impact factor: 0.00

Impact Factor Rankings

Additional details

5-year impact 0.00
Cited half-life 0.00
Immediacy index 0.00
Eigenfactor 0.00
Article influence 0.00
Website Quarterly Journal of Experimental Psychology A website
Other titles The Quarterly journal of experimental psychology. A, Human experimental psychology, Human experimental psychology, Quarterly journal of experimental psychology., QJEP(A)
ISSN 0272-4987
OCLC 6855549
Material type Periodical, Internet resource
Document type Journal / Magazine / Newspaper, Internet Resource

Publisher details

Lawrence Erlbaum Associates, Inc.

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • Pre-print to be accompanied by notice when submitted for publication and when published
    • Publisher copyright and source must be acknowledged
    • Readers of post-print must be advised to contact publisher for further reprinting or re-use
  • Classification
    ​ green

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: The problem of deciding whether two things are the same or different in magnitude can be solved by judging one magnitude relative to the other, or by making absolute judgements about the magnitude of each. The shape of the resulting receiver operating characteristic depends on which solution is adopted. In order to obtain empirical receiver operating characteristics, we therefore had subjects rate their confidence that two tone amplitudes were the same or different. Four subjects each made 500 ratings of three differences in amplitude. The asymmetry in the obtained characteristics indicated that subjects made relative rather than absolute judgements of the amplitudes, despite the fact that making absolute judgements would lead to better performance on the task.
    The Quarterly Journal of Experimental Psychology A 12/2012; 47:1035-1045. DOI:10.1080/14640749408401106
  • [Show abstract] [Hide abstract]
    ABSTRACT: When individuals offer choices, they intend them to be mandatory (requiring action) or permissive (not requiring action), and they intend them to be open (allowing the choice of both options) or closed (not allowing the choice of both options). In two studies subjects were presented with sets of syntactically equivalent disjunctive sentences with varying content designed to represent four patterns of permitted choice. The research indicates that individuals distinguish four distinct uses of “or” in deontic contexts, and that individuals more often judge choices as mandatory than permissive. The research also compared responses to questions about choice giver intent and receiver choice. The data indicate that when judging intent, individuals are inclined to understand some choices to be permissive. However, when judging what action they might take as choice receiver, subjects tend to regard action to be mandatory. It appears that although people have some facility in assessing a permission giver's intent, they often apply a more restrictive rule to themselves than is required by the choice giver.
    The Quarterly Journal of Experimental Psychology A 02/2011; 41(4):829-848. DOI:10.1080/14640748908402395
  • [Show abstract] [Hide abstract]
    ABSTRACT: In written Japanese, there are two types of scripts: logographic kanji and syllabic kana. Three experiments investigated effects of concurrent articulation on decisions about words that are normally written in kanji either presented in kanji or transcribed in kana. Concurrent articulation disrupted rhyme decisions and homophone decisions for the kanji condition more than for the kana-transcribed condition (Experiments 1 and 2) and did not disrupt lexical decisions in either the kanji condition or the kana-transcribed condition (Experiment 3). The results were interpreted as indicating that concurrent articulation does not disrupt the generation of assembled phonology in Japanese, consistent with findings using English materials.
    The Quarterly Journal of Experimental Psychology A 02/2011; 1992(44A):455-474. DOI:10.1080/14640749208401294
  • [Show abstract] [Hide abstract]
    ABSTRACT: Successful performance of a delayed intention relies, in part, on recognition that a cue provides a signal for the retrieval and realization of that intention. The relative ease with which cues are recognized should influence the likelihood of successfully acting upon a delayed intention (cf. Einstein & McDaniel, 1990). We report three studies in which we manipulated ease of recognition by providing, at encoding, either the particular cues (category exemplars) that subsequently appeared during the test phase or the name of the category from which these cues were drawn—specific or general encoding instructions, respectively. Recognition of cues at test, and thus delayed intention performance, should be enhanced by the provision of specific rather than general instructions at encoding—the “specificity effect” identified by Einstein, McDaniel, Richardson, Guynn, and Cunfer (1995). This contrast, however, is likely to be influenced by both category-exemplar and exemplar-exemplar relations. The experiments reported here explored the influence of these relations on delayed intention performance. The results indicate the importance of the semantic relations (a) among cues and (b) between cues and the category from which they are drawn in determining the superiority of specific over general cue instructions.
    The Quarterly Journal of Experimental Psychology A 11/2010; November 1(4-1996):862-887. DOI:10.1080/713755662
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: Irrelevant background speech disrupts serial recall of visually presented lists of verbal material. Three experiments tested the hypothesis that the degree of disruption is dependent on the number of words heard (i.e. word dose) whilst the task was undertaken. Experiments 1 and 2 showed that more disruption is produced if the word dose is increased, thereby providing evidence to support the experimental hypothesis. It was concluded from the first two experiments that the word-dose effect might be the result of increasing the amount of changing-state information in the speech. The results of Experiment 3 supported this conclusion by showing an interaction between word dose and changing-state information. It was noted however that the results might be explained within the working memory account of the disruptive action of irrelevant speech. A further two experiments cast doubt on this possibility by failing to replicate the finding that the phonological similarity between heard and seen material affects the degree of interference (Salamé & Baddeley, 1982). The findings are discussed in relation to the changing state hypothesis of the irrelevant speech effect (e.g. Jones, Madden, & Miles, 1992).
    The Quarterly Journal of Experimental Psychology A 11/2010; November 1(4-1996):919-939. DOI:10.1080/713755663
  • The Quarterly Journal of Experimental Psychology A 10/2010; 52(1):241-251. DOI:10.1080/713755806
  • The Quarterly Journal of Experimental Psychology A 10/2010; 52(1):217-240. DOI:10.1080/713755809
  • The Quarterly Journal of Experimental Psychology A 10/2010; 51(2):251-281. DOI:10.1080/713755757
  • [Show abstract] [Hide abstract]
    ABSTRACT: The purpose of this experiment was to investigate how the control of aiming movements performed as fast and as accurately as possible changes with practice. We examined: (1) the influence of visual feedback on the initial impulse and error correction phases of aiming movements during acquisition; and (2) the effect of removing visual feedback at different levels of practice. Results from the acquisition trials indicated that vision had a major impact on the organization of the initial impulse and error correction phases. Also, consistent with findings from research involving temporally constrained movements, the cost of removing vision was greater after extensive levels than after moderate levels of practice. Collectively, these results denote the importance of visual feedback to the learning of this particular class of aiming movements. Learning appears to be a dual process of improved programming of the initial impulse and increased efficiency of feedback processing. Practice not only acts on programming and feedback processes directly, but also indirectly through a reciprocal interplay between these two processes.
    The Quarterly Journal of Experimental Psychology A 10/2010; 51(2):425-443. DOI:10.1080/713755756
  • The Quarterly Journal of Experimental Psychology A 10/2010; 51(4):853-882. DOI:10.1080/713755783
  • The Quarterly Journal of Experimental Psychology A 10/2010; 52(1):165-183. DOI:10.1080/713755808
  • The Quarterly Journal of Experimental Psychology A 10/2010; 52(1):129-147. DOI:10.1080/713755798
  • [Show abstract] [Hide abstract]
    ABSTRACT: A new paradigm, the “teaching-by-examples” paradigm, was used to shed new light on the process of category acquisition. In four experiments (n = 90, 90, 115, 117), manipulating the variables of category structure, status of non-target category, learning mode, and teaching mode, participants first learned a category and then taught it to someone else. High agreement between participants on the teaching sequences was found across conditions, and a typical sequence was identified for each category structure. The typical participant-produced sequences startedwith several ideal positive cases, followed by anideal negative case and then borderline cases. The efficiency of such sequences for teaching was tested in another experiment (n = 60), in which they were compared with sequences emphasizing category borders and sequences emphasizing each dimension separately. The typical participant-produced sequences induced the most efficient learning. It is proposed that the pattern of performance may provide a rich source of data for testing and fine-tuning models of category acquisition.
    The Quarterly Journal of Experimental Psychology A 10/2010; August 1(1997):586-606. DOI:10.1080/713755719
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: Three experiments examined repetition priming of the recognition of printed proper names of familiar people by the prior exposure of those names in their correct form or with their letters re-arranged as anagrams. Experiment 1 found that, compared with response times to previously unseen names, name familiarity decisions were made more rapidly if the subject had seen and identified the famous name in the pre-training stage, irrespective of whether they saw the intact name or an anagram. Priming was not demonstrated if the name was not recognized in the pre-training stage. The results of Experiment 2 suggested that if anagrams were not solved spontaneously in the pre-training stage, being prompted to their identity by the experimenter would not yield reliable priming at test, a result that reflected previous work using face stimuli (Brunas-Wagstaff, Young, & Ellis, 1992; Johnston, Barry, & Williams, 1996). In Experiment 3, prompts were given for all names and anagrams presented at pretraining. Subsequent priming was demonstrated only for names identified spontaneously, which showed that, as with face recognition, it was the situation in which the prime was given that was critical in determining whether priming of name recognition occurred. The findings are used to develop proposed extensions of the Bruce and Young (1986) model such as that offered by Burton, Bruce, and Johnston (1990).
    The Quarterly Journal of Experimental Psychology A 10/2010; February 1(1-1999):47-65. DOI:10.1080/713755796
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: The central executive component of working memory is a poorly specified and very powerful system that could be criticized as little more than a homunculus. A research strategy is outlined that attempts to specify and analyse its component functions and is illustrated with four lines of research. The first concerns the study of the capacity to coordinate performance on two separate tasks. A second involves the capacity to switch retrieval strategies as reflected in random generation. The capacity to attend selectively to one stimulus and inhibit the disrupting effect of others comprises the third line of research, and the fourth involves the capacity to hold and manipulate information in long-term memory, as reflected in measures of working memory span. It is suggested that this multifaceted approach is a fruitful one that leaves open the question of whether it will ultimately prove more appropriate to regard the executive as a unified system with multiple functions, or simply as an agglomeration of independent though interacting control processes. In the meantime, it seems useful to continue to use the concept of a central executive as a reminder of the crucially important control functions of working memory.
    The Quarterly Journal of Experimental Psychology A 10/2010; February 1(1-1996):5-28. DOI:10.1080/713755608
  • [Show abstract] [Hide abstract]
    ABSTRACT: Two principal types of account of repetition priming postulate either facilitation of activation of perceptual representations used in stimulus recognition, or retrieval of specific processing episodes as possible mechanisms by which the effect occurs; these make different predictions concerning the priming of two stimuli presented simultaneously. In Experiments 1–3, subjects made same/different decisions about picture-word stimulus pairs. Recombining the pairings of a subset of items between training and test encounters did not significantly reduce the benefit in response time from repetition, as compared to pairs repeated intact. Subjects were able to remember the pairings (Experiment 4), but this did not influence repetition priming. Instead, the memory representations underlying the priming of each item in a pair were independent. No priming was found between pictures seen at training and words at test, and vice versa (Experiment 5), indicating that representations underlying the repetition effect were domain-specific. In Experiment 6, stimuli were all from within the domain of object pictures. Again, recombining the pairings of items between training and test did not significantly reduce the benefit in response time from repetition, as compared to pairs repeated intact. These results reveal an item-specific locus for repetition priming, consistent with priming occurring within pre-semantic perceptual representation systems involved in item recognition. The findings pose problems for theories that argue that repetition effects result only from retrieval of entire processing episodes.
    The Quarterly Journal of Experimental Psychology A 10/2010; May 1(2-1996):269-294. DOI:10.1080/713755631