The paragraph below was taken from:
Jaroszewski, K. A. (1999). Cognitive aspects of performance.

Traditionally, information processing has been studied through the use of reaction time (RT) tasks. RT tasks fall into two categories: simple and choice RT tasks. In simple RT tasks, participants are asked to make a single response to a single stimulus. In choice RT tasks, participants choose a correct response based on the stimulus that is presented. Participants thus have two or more ways of responding to two or more stimuli. By examining both the speed and accuracy with which responses are made, under varying conditions, inferences about the covert or underlying cognitive processes are made. This has enabled people to develop theories about the way information is processed and the rate at which it is processed.

_P_1) Typically, information processing has been examined through the use of reaction time (RT) tasks. There are two types of RT tasks, simple and choice RT tasks. Simple RT tasks, require subjects to make one response to a one picture. In choice RT tasks, subjects have at least two ways of responding to at least two pictures. Subjects must choose the correct response base on the picture that they see. When both speed and accuracy of responses are examined, conclusions about the underlying processes can be drawn. Researchers then develop theories about how fast and the way information is processed.

Comparing the 2 paragraphs:
1) No citation
2) Only one word changed to a synonym in many cases. Majority of the sentence, sentence structure and sentence meaning still straight from the text.

_P_2) According to Jaroszewski (1999) information processing has been examined through the use of reaction time (RT) tasks. There are two types of RT tasks, simple and choice RT tasks. Simple RT tasks, require subjects to make one response to one picture. In choice RT tasks, subjects have at least two ways of responding to at least two pictures. Subjects must choose the correct response base on the picture that they see. When both speed and accuracy of responses are examined, conclusions about the underlying processes can be drawn. Researchers then develop theories about how fast and the way information is processed.

Comparing the 2 paragraphs:
1) Even though it is cited, changing 1 word is not enough for it to not be considered copied.
2) Only one word changed to a synonym in many cases. Majority of the sentence, sentence structure and sentence meaning still straight from the text.

_S?_3) According to Jaroszewski (1999)both simple and choice reaction time (RT) tasks have been used to study information processing. The difference between a simple and a choice reaction time task is in the number of pictures and in the number of responses that can be made. With a simple RE task, only one picture is shown and one response can be made. With a choice RT task, there is at least 2 different pictures and at least 2 different ways to respond. Researchers use both speed and accuracy information to come up with theories about information processing (Jaroszewski, 1999).

Comparing the 2 paragraphs:
In relation to this activity, no this is not plagiarized. However, this is more of a paraphrase than a summary. Students would not get a zero for doing this in their paper. However, if you look at the length of the "summary" and the length of the original paragraph, they are about the same length. If students did this in their paper, then they would quickly run out of room and not answer all of the questions that are listed in the assignment.

_P_4) Theories about the way information is processed and the rate at which it is processes have traditionally been studied through reaction time tasks (Jaroszewski, 1999)

Comparing the 2:
This sentences has simply taken segments from the first and last sentence and put them together. The segments are copied.

__P?__5) By looking at how quickly and accurately people perform reaction time tasks, theories about information processing are developed (Jaroszewski, 1999).

Comparing the 2:
This one is borderline. If most of the paper is like this, students will be told to watch their wording that they are extremely close to the text. This will cost them points in each section where it occurs. The first part of the sentence is a paraphrase of the top sentence here. They have changed just about every word but they are just using synonyms. The sentences structure and the idea are still straight from the text. The 2^nd part has moved some of the words around, but they are still the words in the sentence.
 

_S_6) According to Jaroszewski (1999) when researchers combine both speed and accuracy information from reaction time studies, they can develop theories about underlying cognitive processes.

This one is ok. The only thing that I would caution students on is using jargon ... underlying cognitive processes ... what does that mean ... somewhere within their paper they should identify and show that they understand/know what this means.

REMEMBER:
Plagiarism on your paper will result in a zero on the ENTIRE paper ... not just the section where it occurs. I strongly suggest that you take notes in phrase form and then use their notes to write the paper. Taking notes in sentence form or looking at the sources while they are typing the paper, provides the opportunity for plagiarism to occur. If you only have phrases, then the odds of you writing exactly what the author wrote (or very close to what the author wrote) are a lot smaller.