The stimulus movement effect: allocation of attention or artifact?

In previous reports--including one by the author--learning has been shown to benefit by having discriminanda move rather than remain stationary. This stimulus movement effect might be attributed to several theoretical mechanisms, including attention, topological memory, and exposure duration. The series of experiments reported in this article was designed to contrast these potential explanatory factors. Ten rhesus monkeys (Macaca mulatta) were tested on a variety of computerized tasks in which the stimuli remained stationary, flashed, or moved at systematically varied speeds. Performance was significantly best when the sample stimulus moved quickly and was poorest when the stimulus remained stationary. Further analysis of these data and other previously published data revealed that the distribution of the stimulus movement effect across trials supported an attention allocation interpretation.