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NOTES
Luce, R. D., & Nosofsky, R. M. (1984). Attention, stimulus range, and
1. Although we structure our investigation in terms of perceptual and
identificationof loudness.In S. Kornblum& J. Requin (Eds.), Prepara- decisional attention, other frameworks have been used in the literature.
tory states and processes (pp. 3-25). Hillsdale, NJ: Erlbaum.
For example, the term spatial attention is often used in the literature
Macmillan, N. A., Goldberg,R. F., & Braida, L. D. (1988). Resolu- (e.g., Maljkovic & Nakayama, 1994, 1996). We deemed the percep-
tion for speech sounds: Basic sensitivity and context memory on
tual/decisional attention distinction more appropriate for the present ap-
vowel and consonant continua. Journal of the Acoustical Society of plication for two reasons. First, most spatial cuing studies vary the at-
America, 84, 1262-1280.
Maddox, W. T. (1992). Perceptual and decisional separability. In
tended location across trials and often manipulate other factors as well
(Kingstone,1992;Klein, 1994;Klein & Hansen, 1987,1990),whereas our
F. G. Ashby (Ed.), Multidimensionalmodels of perception and cogni- task manipulation was much simpler. We used a fixed spatial location
tion (pp. 147-180). Hillsdale, NJ: Erlbaum.
while varying the stimulus information within the cued location. Thus it
was the information that entered the perceptual system for processing
that was manipulated. Second, the terms perceptual and decisional are
more common in the categorization literature.
2. Before continuing, we must address one potential weakness of our
experimental design. Recall that an irrelevant component judgment was
Maddox, W. T. (2002). Learning and attention in multidimensional
identification and categorization: Separating low-level perceptual
processes and high-level decisional processes. Journal of Experimen-
tal Psychology: Learning, Memory, & Cognition, 28, 99-115.
Maddox, W. T. (in press). Toward a unified theory of decision criterion
learning in perceptual categorization. Journal of the Experimental required on some trials during Blocks 3–5, but not during Blocks 1–2.
Analysis of Behavior.
Specifically, duringBlocks 3–5 one-fourthof the valid trials includedir-