Pictorial Coding of Verbal Descriptions

1974 ◽  
Vol 26 (1) ◽  
pp. 39-51 ◽  
Author(s):  
Philip H. K. Seymour
Keyword(s):  
Reaction Time ◽  
Verbal Description ◽  
Simultaneous Condition ◽  
Geometric Shapes ◽  
Successive Condition ◽  
Verbal Descriptions ◽  
Pictorial Form

Two experiments are described in which subjects matched written verbal descriptions against pictures of geometric shapes. The first experiment demonstrated that a difference in reaction time between simultaneously displayed description picture and picture-picture combinations was entirely eliminated when a I-S delay occurred between the stimuli, implying that the description might be converted to a pictorial form of coding. A second experiment assessed the effects of variation in the complexity of the verbal description on description-picture comparison times, where the two displays might be presented simultaneously, or successively, with the description first, or the picture first. Complexity interacted with presentation conditions, having its greatest effect on the Simultaneous condition and least effect on the Successive condition in which the description preceded the picture. Some theoretical implications of these results are discussed.

Action Models and Verbal Descriptions in Object Representations Given through Gestures by Preschool Children

2003 ◽  
Vol 93 (3_suppl) ◽  
pp. 1295-1306
Author(s):  
Takashi Mizuguchi
Keyword(s):  
Preschool Children ◽  
Young Children ◽  
Verbal Description ◽  
Body Parts ◽  
Object Representations ◽  
Symbolic Action ◽  
Verbal Descriptions ◽  
Action Model ◽  
Imaginary Object ◽  
Action Models

Previous research suggests that young children have difficulty producing pantomimic gestures with imagined objects for which no substitute objects are presented. They frequently substitute specific body parts to represent the object through gestures involved in the action. This study examined whether adults' verbal descriptions or symbolic action models help to produce an imaginary-object gestural response. 53 children (26 4-yr.-olds, and 27 5-yr.-olds) performed gestural tasks in which they were asked to pretend to use common objects, e.g., “pretend to brush your teeth with a toothbrush.” They were then given verbal descriptions or action models to perform those same tasks. Analysis indicated that providing verbal descriptions and action models helps to produce an imaginary-object response in 4- and 5-yr.-old children. Action models proved more effective than verbal descriptions among 4-yr.-old children. Results are discussed indicating that each verbal description and action model could be influenced by different mechanisms underlying preschool children's symbol production.

Functional Anatomy of High-Resolution Visual Mental Imagery

2000 ◽  
Vol 12 (1) ◽  
pp. 98-109 ◽  
Author(s):  
E. Mellet ◽  
N. Tzourio-Mazoyer ◽  
S. Bricogne ◽  
B. Mazoyer ◽  
S. M. Kosslyn ◽  
...  
Keyword(s):  
High Resolution ◽  
Mental Imagery ◽  
Visual Processing ◽  
Visual Learning ◽  
Functional Anatomy ◽  
Verbal Description ◽  
Visual Mental Imagery ◽  
Verbal Descriptions ◽  
Comparison Of The Results ◽  
No Activation

This study had two purposes. First, in order to address the controversy regarding activation of the primary visual area (PVA) during visual mental imagery, regional cerebral blood flow (rCBF) was recorded while subjects performed a task that required high-resolution visual mental imagery. Second, in order to discover whether verbal descriptions can engage visual mechanisms during imagery in the same way as visual stimuli, subjects memorized 3D scenes that were visually presented or were based on a verbal description. Comparison of the results from the imagery conditions to a non-imagery baseline condition revealed no activation in PVA for imagery based on a verbal description and a significant decrease of rCBF in this region for imagery based on visual learning. The pattern of activation in other regions was very similar in the two conditions, including parietal, midbrain, cerebellar, prefrontal, left insular, and right inferior temporal regions. These results provide strong evidence that imagery based on verbal descriptions can recruit regions known to be engaged in high-order visual processing.

Serial Position Preferences in Children in Simultaneous vs Successive Matching Tasks

1971 ◽  
Vol 32 (3) ◽  
pp. 963-968 ◽  
Author(s):  
Marguerite P. Ford
Keyword(s):  
Sex Differences ◽  
Serial Position ◽  
Forced Choice ◽  
Matching Task ◽  
Interference Effects ◽  
Relative Difficulty ◽  
Simultaneous Condition ◽  
Successive Condition ◽  
Visual Matching

A visual matching task was administered under simultaneous and successive conditions to 2 groups of 4th grade children. The purposes of the study were (a) to compare the relative difficulty of the two conditions, (b) to analyze position preferences under the two conditions, and (c) to investigate sex differences in performance. The successive condition was significantly more difficult than the simultaneous condition. There were significant position preferences under the successive condition but not under the simultaneous condition. There were no sex differences. It was hypothesized that serial position preferences were due both to interference effects and to the forced-choice format of the task.

REACTION TIME AND INTELLIGENCE

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

Modeling Within-Person Variance in Reaction Time Data of Older Adults

GeroPsych ◽  
2011 ◽  
Vol 24 (4) ◽  
pp. 169-176 ◽  
Author(s):  
Philippe Rast ◽  
Daniel Zimprich
Keyword(s):  
Reaction Time ◽  
Cognitive Aging ◽  
Reaction Times ◽  
Reaction Time Task ◽  
Reaction Time Data ◽  
Scale Model ◽  
Time Data ◽  
Time Task ◽  
The Mean ◽  
Second Wave

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.

The Level of Reaction Time Determines the ERP Correlates of Auditory Negative Priming

2006 ◽  
Vol 20 (3) ◽  
pp. 186-194 ◽  
Author(s):  
Susanne Mayr ◽  
Michael Niedeggen ◽  
Axel Buchner ◽  
Guido Orgs
Keyword(s):  
Reaction Time ◽  
Negative Priming ◽  
Effect Size ◽  
Priming Effect ◽  
Reaction Times ◽  
Negative Priming Effect ◽  
Episodic Retrieval ◽  
Time Level ◽  
Fast Reactions ◽  
Priming Condition

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.

Reaction Time and Brain Waves in Omitted Stimulus Tasks

2010 ◽  
Vol 24 (1) ◽  
pp. 1-6 ◽  
Author(s):  
Oscar H. Hernández ◽  
Muriel Vogel-Sprott
Keyword(s):  
Reaction Time ◽  
Cognitive Processes ◽  
Young Male ◽  
Event Related Potential ◽  
Auditory Stimuli ◽  
Motor Action ◽  
Cognitive Component ◽  
Sensory Modalities ◽  
Two Measures ◽  
Somatosensory Stimuli

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.

The Effect of Retest Practice on the Speed-Ability Relationship

2004 ◽  
Vol 9 (1) ◽  
pp. 24-31 ◽  
Author(s):  
Sybille Rockstroh ◽  
Karl Schweizer
Keyword(s):  
Reaction Time ◽  
Skill Acquisition ◽  
Reaction Times ◽  
Cognitive Tasks ◽  
General Intelligence ◽  
Attention Switching ◽  
Letter Comparison ◽  
Sternberg Paradigm ◽  
The Relationship ◽  
Elementary Cognitive Tasks

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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