Stimulus intensity and familiarization effects on simple RT performance in children

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Young children, assigned to a High, Medium, or Low stimulus intensity group, were given 71 simple reaction time trials. On the first 30 trials, a familiarization stimulus was presented. For the remaining 41 trials, Ss responded on each trial to the onset of either the familiarized or a non familiarized stimulus. Stimulus intensity was not an effective variable. A stimulus familiarization effect was obtained, whereas a change effect was not. The latter result is inconsistent with a stimulus interpretation of the change effect.