Acknowledgements praise and thanks for their contributions.direct and indirec There are others who deservdnt who took the MATLAB o First.we express our app by David at Penn State and by Jon at Hamilton,and who also were exposed to MATLAB by Brad.Teaching these students helped us see which programming concepts are transpar- ent and which are less so. Several students in our classes and in our labs played especially important roles in helping us hone our MATLAB instruction.We thank Penn State students Max Bay,Katie Chap- man,Chase Coelho,Rajal Cohen,Samantha Debes,Jeff Eder,Jason Gullifer,Lanyun Gong.Derek Henig.Joe Santamaria,Garrett Swan,Matt Walsh,and Robrecht van der Wel. We thank Hamilton College students Deborah Barany.Julia Brandt,Hallie Brown,Drew Linsley.Ramya Ramnath.and Anthony Sali.Others who provided valuable feedback are Debra Boutin.Gillian Dale,Mike Frederick,Michael Romano,and Doug Weldon.Mario Kleiner provided helpful information about Psychtoolbox. We also wish to thank the reviewers who provided feedback on the revision plan:Si K:Aln Pajal.Universityof ouhppl.SA This book was competed whle theist sabbatical in Los dusc Angeles. at UCLA hip from th ble's resea Is supporte tim of thi nt BCS #1331073 I the N upp and the natio has vid's.We all this suppor not to mention the support of the institu tions that have paid ou alar We also wish to express our thanks to paul dukes at Psychology Press/Tavlor francis mental in ing the door for the se nd edition of the book paul called on his colleague debra riegert to work with us to br ing the work to completion Debr was responsive and helpful at every stage.We appreciate her help as well as the further assistance of Angela Halliday at Routledge/Taylor Francis,who helped with the book's and website's production. xii xii Acknowledgements There are others who deserve praise and thanks for their contributions, direct and indirect. First, we express our appreciation to the students who took the MATLAB courses offered by David at Penn State and by Jon at Hamilton, and who also were exposed to MATLAB by Brad. Teaching these students helped us see which programming concepts are transpar￾ent and which are less so. Several students in our classes and in our labs played especially important roles in helping us hone our MATLAB instruction. We thank Penn State students Max Bay, Katie Chap￾man, Chase Coelho, Rajal Cohen, Samantha Debes, Jeff Eder, Jason Gullifer, Lanyun Gong, Derek Henig, Joe Santamaria, Garrett Swan, Matt Walsh, and Robrecht van der Wel. We thank Hamilton College students Deborah Barany, Julia Brandt, Hallie Brown, Drew Linsley, Ramya Ramnath, and Anthony Sali. Others who provided valuable feedback are Debra Boutin, Gillian Dale, Mike Frederick, Michael Romano, and Doug Weldon. Mario Kleiner provided helpful information about Psychtoolbox. We also wish to thank the reviewers who provided feedback on the revision plan: Simon Farrell, University of Bristol, UK; Alen Hajnal, University of Southern Mississippi, USA; and an anonymous reviewer. This book was completed while the first author was on sabbatical in Los Angeles, at UCLA and USC, where he was supported in part by a fellowship from the John Simon Guggenheim Memorial Foundation. Brad WybleÊs research was supported at the time of this writing by NSF grant BCS #1331073. JonÊs research has been supported by grants from the National Science Foundation and the National Institutes of Health, as has DavidÊs. We all appreciate this support, not to mention the support of the institutions that have paid our salaries. We also wish to express our thanks to Paul Dukes at Psychology Press/Taylor & Francis, who was instrumental in opening the door for the second edition of the book. Paul called on his colleague, Debra Riegert, to work with us to bring the work to completion. Debra was responsive and helpful at every stage. We appreciate her help as well as the further assistance of Angela Halliday at Routledge/Taylor & Francis, who helped with the bookÊs and websiteÊs production