1:00-2:00 Paper session I (Moderator: Maryum Shaheed, Experimental Graduate Program, Texas Tech University)

1:00-1:20 Effects of Exemplar and Language Change on Priming of Picture Naming in Bilinguals NUVIA I. CORRAL, University of Texas at El Paso (Faculty Sponsor: WENDY S. FRANCIS, University of Texas at El Paso) An experiment with Spanish-English bilinguals examined components of repetition priming in picture naming. Practice of the picture identification component was reduced by changing the exemplar from study to test, and word retrieval practice was reduced by changing the language. Both manipulations reduced priming in both languages. For word retrieval this reduction was stronger when responding in the non-dominant language but for picture identification the reduction was similar for the two languages.

1:20-1:40 Serial Position Effects in Auditory Recognition Depend On Retention Interval HEIDI MAGNER, University of Texas at Dallas (Faculty Sponser: DR. W. JAY DOWLING, University of Texas at Dallas) Primacy and recency effects were previously interpreted as implicating rehearsal mechanisms. Recent research with nonhumans challenges those theories: on immediate test, auditory memory shows a primacy effect. Here listeners heard 3-item auditory lists followed by recognition test. Results showed only recency effects. Surprisingly, target vs. similar-lure discrimination declined with delay, whereas target vs. different-lure improved, suggesting that listeners use different features and strategies in the two tasks.

1:40-2:00 Learning from Text: The Effect of Systematicity and Text Coherence on Comprehension. LINDSAY STEWART, JOHN MCCORVY, & DARREN JONES, Texas Tech University (Faculty Sponsor: ROMAN TARABAN, Texas Tech University) This study investigates the role of categorization processes in acquiring knowledge from text passages comparable to SAT comprehension passages. This task was manipulated through four levels of systematicity, and separately, through two levels of paragraph-level coherence. Presenting materials arranged in implicit categories with high levels of systematicity and equally high levels of coherence is predicted to show higher levels of comprehension than those lower in either of the two and those lower in both.