60 college students were administered Series I and Series II of the Span of Apprehension Test (SAT). In both series of this test random patterns of from 3 to 10 dots are presented, but Series II includes grid lines in the field. Response errors on Series I were almost all in overestimating the number of dots presented; with Series II significant decreases in overestimation and increases in underestimation obtained. This response reversal was found despite individual and/or group differences in modes of response to the SAT. In explanation of these findings it was hypothesized that with the inclusion of grid lines in Series II a cognitive strategy different from that used for Series I was evoked.
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