Reaction time as an index of traffic sign perception

1977 ◽  
Vol 8 (2) ◽  
pp. 111
Keyword(s):  
Ergonomics ◽  
1981 ◽  
Vol 24 (2) ◽  
pp. 111-124 ◽  
Author(s):  
Frank J. Testin ◽  
Robert E. Dewar1

Author(s):  
Robert E. Dewar ◽  
Jerry G. Ells ◽  
Glen Mundy

Verbal reaction times to identify and to classify 20 traffic sign messages were measured under three conditions-sign alone, sign plus visual loading task, and sign plus visual loading task plus visual distraction. Similar trends were found in the three experiments: reaction times were smaller for the classification task than for the identification task, smaller for warning than for regulatory signs, and smaller for verbal than for symbolic messages. Comparison of these reaction time data with on-the-road measures of legibility distance revealed significant correlations. The correlational data add credibility to laboratory measures of reaction times as valid indices of traffic sign perception.


Author(s):  
Jerry G. Ells ◽  
Robert E. Dewar

A “same”-“different” reaction time procedure was used in two experiments to measure the times required to comprehend the meanings of projected slides of traffic signs. The results indicated that signs with symbolic messages could be understood more quickly than those with verbal messages. Visually degrading the signs resulted in a greater decrement in performance for verbal than for symbolic signs. Correlational analyses demonstrated reaction time to correlate significantly with a previously obtained measure of sign legibility taken from a moving motor vehicle on a roadway. The utility of reaction time as an index of traffic sign adequacy is discussed along with some possible practical implications of the research.


1991 ◽  
Vol 1 (1) ◽  
pp. 211-221 ◽  
Author(s):  
Edward Neçka
Keyword(s):  

GeroPsych ◽  
2011 ◽  
Vol 24 (4) ◽  
pp. 169-176 ◽  
Author(s):  
Philippe Rast ◽  
Daniel Zimprich

In order to model within-person (WP) variance in a reaction time task, we applied a mixed location scale model using 335 participants from the second wave of the Zurich Longitudinal Study on Cognitive Aging. The age of the respondents and the performance in another reaction time task were used to explain individual differences in the WP variance. To account for larger variances due to slower reaction times, we also used the average of the predicted individual reaction time (RT) as a predictor for the WP variability. Here, the WP variability was a function of the mean. At the same time, older participants were more variable and those with better performance in another RT task were more consistent in their responses.


2006 ◽  
Vol 20 (3) ◽  
pp. 186-194 ◽  
Author(s):  
Susanne Mayr ◽  
Michael Niedeggen ◽  
Axel Buchner ◽  
Guido Orgs

Responding to a stimulus that had to be ignored previously is usually slowed-down (negative priming effect). This study investigates the reaction time and ERP effects of the negative priming phenomenon in the auditory domain. Thirty participants had to categorize sounds as musical instruments or animal voices. Reaction times were slowed-down in the negative priming condition relative to two control conditions. This effect was stronger for slow reactions (above intraindividual median) than for fast reactions (below intraindividual median). ERP analysis revealed a parietally located negativity of the negative priming condition compared to the control conditions between 550-730 ms poststimulus. This replicates the findings of Mayr, Niedeggen, Buchner, and Pietrowsky (2003) . The ERP correlate was more pronounced for slow trials (above intraindividual median) than for fast trials (below intraindividual median). The dependency of the negative priming effect size on the reaction time level found in the reaction time analysis as well as in the ERP analysis is consistent with both the inhibition as well as the episodic retrieval account of negative priming. A methodological artifact explanation of this effect-size dependency is discussed and discarded.


2010 ◽  
Vol 24 (1) ◽  
pp. 1-6 ◽  
Author(s):  
Oscar H. Hernández ◽  
Muriel Vogel-Sprott

A missing stimulus task requires an immediate response to the omission of a regular recurrent stimulus. The task evokes a subclass of event-related potential known as omitted stimulus potential (OSP), which reflects some cognitive processes such as expectancy. The behavioral response to a missing stimulus is referred to as omitted stimulus reaction time (RT). This total RT measure is known to include cognitive and motor components. The cognitive component (premotor RT) is measured by the time from the missing stimulus until the onset of motor action. The motor RT component is measured by the time from the onset of muscle action until the completion of the response. Previous research showed that RT is faster to auditory than to visual stimuli, and that the premotor of RT to a missing auditory stimulus is correlated with the duration of an OSP. Although this observation suggests that similar cognitive processes might underlie these two measures, no research has tested this possibility. If similar cognitive processes are involved in the premotor RT and OSP duration, these two measures should be correlated in visual and somatosensory modalities, and the premotor RT to missing auditory stimuli should be fastest. This hypothesis was tested in 17 young male volunteers who performed a missing stimulus task, who were presented with trains of auditory, visual, and somatosensory stimuli and the OSP and RT measures were recorded. The results showed that premotor RT and OSP duration were consistently related, and that both measures were shorter with respect to auditory stimuli than to visual or somatosensory stimuli. This provides the first evidence that the premotor RT is related to an attribute of the OSP in all three sensory modalities.


2004 ◽  
Vol 9 (1) ◽  
pp. 24-31 ◽  
Author(s):  
Sybille Rockstroh ◽  
Karl Schweizer

Effects of four retest-practice sessions separated by 2 h intervals on the relationship between general intelligence and four reaction time tasks (two memory tests: Sternberg's memory scanning, Posner's letter comparison; and two attention tests: continuous attention, attention switching) were examined in a sample of 83 male participants. Reaction times on all tasks were shortened significantly. The effects were most pronounced with respect to the Posner paradigm and smallest with respect to the Sternberg paradigm. The relationship to general intelligence changed after practice for two reaction time tasks. It increased to significance for continuous attention and decreased for the Posner paradigm. These results indicate that the relationship between psychometric intelligence and elementary cognitive tasks depends on the ability of skill acquisition. In the search for the cognitive roots of intelligence the concept of learning seems to be of importance.


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