Feedback versus an Illusion in Time

Perception ◽  
1978 ◽  
Vol 7 (1) ◽  
pp. 91-96 ◽  
Author(s):  
Donald G Jamieson ◽  
William M Petrusic
Keyword(s):  
Presentation Order ◽  
Order Effects ◽  
Information Feedback ◽  
Response Accuracy ◽  
Time Order ◽  
Extended Practice ◽  
Duration Comparison ◽  
Response Biases

The accuracy of many perceptual comparisons depends greatly on the order in which the to-be-compared stimuli are presented. With comparisons of durations around 300 ms, these presentation-order effects do not diminish, even with extended practice, when feedback about response accuracy is withheld. Providing such feedback greatly diminishes presentation-order effects and coincidentally produces substantial increases in response accuracy. The feedback acts in part through inducing response biases and in part through changes in sensitivity. The contradiction between studies which report time-order errors in duration comparison and those which do not is attributable to differences in the use of information feedback.

Controlling for Response Order Effects in Ranking Items Using Latent Choice Factor Modeling

2015 ◽  
Vol 46 (2) ◽  
pp. 218-241 ◽  
Author(s):  
Ingrid Vriens ◽  
Guy Moors ◽  
John Gelissen ◽  
Jeroen K. Vermunt
Keyword(s):  
Work Values ◽  
Standard Procedure ◽  
Order Effect ◽  
Primacy Effect ◽  
Order Effects ◽  
Sociological Research ◽  
Ranking Data ◽  
Factor Modeling ◽  
Response Biases ◽  
Rule Out

Measuring values in sociological research sometimes involves the use of ranking data. A disadvantage of a ranking assignment is that the order in which the items are presented might influence the choice preferences of respondents regardless of the content being measured. The standard procedure to rule out such effects is to randomize the order of items across respondents. However, implementing this design may be impractical and the biasing impact of a response order effect cannot be evaluated. We use a latent choice factor (LCF) model that allows statistically controlling for response order effects. Furthermore, the model adequately deals with the known issue of ipsativity of ranking data. Applying this model to a Dutch survey on work values, we show that a primacy effect accounts for response order bias in item preferences. Our findings demonstrate the usefulness of the LCF model in modeling ranking data while taking into account particular response biases.

A Quantitative Theory of Time-Order Effects

1954 ◽  
Vol 67 (2) ◽  
pp. 327 ◽  
Author(s):  
Walter C. Michels ◽  
Harry Helson
Keyword(s):  
Order Effects ◽  
Quantitative Theory ◽  
Time Order

Developmental Changes in the Perception of Inverted Triangular Forms: Closure and Order Effects

1971 ◽  
Vol 32 (2) ◽  
pp. 587-592
Author(s):  
W. F. Landers ◽  
D. C. Cogan ◽  
R. R. Hart
Keyword(s):  
Presentation Order ◽  
Developmental Changes ◽  
School Age Children ◽  
Order Effects ◽  
School Age ◽  
Perceptual Development ◽  
Random Presentation ◽  
Reliable Interaction

90 preschool and school age children were required to judge the orientation of simple triangular forms of varying completeness presented in one of three orders: increasing completeness, decreasing completeness, and random. Results indicated that number of correct responses varied as a function of age, degree of closure, and presentation order. A reliable interaction between age and presentation order indicated that the random presentation order was more difficult for the younger children. These results were taken as substantial support for the perceptual development viewpoint typified by Gibson, Hebb, and Piaget.

scholarly journals Presentation-order effects for aesthetic stimulus preference

2012 ◽  
Vol 74 (7) ◽  
pp. 1499-1511 ◽  
Author(s):  
Mats P. Englund ◽  
Åke Hellström
Keyword(s):  
Presentation Order ◽  
Order Effects ◽  
Stimulus Preference

scholarly journals How Does Task Presentation Impact Motor Inhibition Performance in Young Children?

2021 ◽  
Vol 12 ◽  
Author(s):  
Kathryn Mason ◽  
Alice Bowmer ◽  
Graham F. Welch
Keyword(s):  
Working Memory ◽  
Young Children ◽  
Presentation Order ◽  
Motor Ability ◽  
Response Accuracy ◽  
Motor Inhibition ◽  
Potential Mechanism ◽  
Speed Of Processing ◽  
Irregular Interval ◽  
Inhibition Performance

Peg tapping tasks are commonly used as a measure of inhibitory skill in young children. However, differences in the way the task is presented may influence children’s performance. For example, if a peg tapping task is presented at regular intervals, children can entrain to the presentation pulse, which may in turn support their performance. This study assessed how speed and regularity of presentation may support or impair children’s responses. An experimenter was filmed delivering the tapping task at two different speeds (120 bpm/3,000 ms per trial and 150 bpm/2,400 ms per trial). Additionally, they were filmed delivering the task at regular intervals (i.e., the onset of each trial was predictable), or at irregular intervals (the onset of each trial was unpredictable). N = 103 children aged between 5 and 6 years old were tested on the task. They completed one block with 20 regular interval trials and another block with 20 irregular interval trials. Block presentation order was randomized. Children who achieved over 90% accuracy on the task were then presented with two more blocks at 150 bpm. Children’s response accuracy was measured. Our results show a difference in children’s accuracy across all conditions with trials presented in an irregular manner producing poorer performance on the task. The study demonstrates how speed and regularity of presentation can affect children’s scores on a tapping task used to measure inhibition. Demands on working memory, motor ability, and speed of processing are all affected by adjustments in presentation. Entrainment to a pulse is also a potential mechanism employed by children to support their performance on this task.

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