Size in the visual processing of faces and words.

We studied the influence of variations of stimulus size upon recognition of words and faces. Size played an important role in the recognition of faces but was irrelevant to the recognition of words, over a range of sizes. More detailed analysis revealed that although irrelevant to recognition, size of words was nevertheless encoded, with some consequences similar to those for recognition of faces.

Discontinuity in cognitive skill.

Skill at reading geometrically transformed text improves as a function of practice across pages. A belief in continuity of learning must suppose a proportionate improvement in skill within pages. We tested for continuity of learning by comparing performance within pages with performance between pages, varying timing of text presentation and quantity of text presented for the purpose.