Relationship between Rate of Preparation for, and Processing of, an Event Requiring a Choice Response

1989 ◽  
Vol 41 (1) ◽  
pp. 47-62 ◽  
Author(s):  
E. A. Maylor ◽  
P. M. A. Rabbitt
Keyword(s):  
Individual Differences ◽  
Response Time ◽  
Choice Response ◽  
Response Stimulus ◽  
Group Response ◽  
Before And After ◽  
Practice Trials ◽  
Experimental Trials ◽  
The Relationship ◽  
Speed And Accuracy

It is known that alcohol increases the time taken to identify signals and to make responses to them, but it is not known whether it also slows the rate of preparation for such events. These two performance parameters are not necessarily related, as age affects the former but not the latter. Twenty subjects participated in a 4-choice reaction time experiment in which they received no alcohol (NA) in the first session and either no alcohol (10 subjects) or 0.8 ml alcohol (A) per kg body weight (10 subjects) in the second session. In each session there were 300 practice trials, followed by 400 experimental trials at each one of five Response–Stimulus Intervals (RSI: 50, 100, 200, 400, and 800 msec). There was a significant effect of alcohol such that the reduction in response time from the first to the second session was 39 msec larger for the NA/NA group than for the NA/A group. Response time decreased significantly with increasing RSI, but there was no interaction between the effect of alcohol and RSI. Thus, alcohol slows the processing of an event requiring a choice response; however, like age and individual differences, but unlike practice, alcohol has no effect on the rate of preparation for that event. In addition, an analysis of what happened before and after an error revealed that practice and increasing RSI produce real improvements in performance rather than shifts in the tradeoff between speed and accuracy, whereas alcohol produces a real impairment. It is concluded that the relationship between the rate of preparation for, and processing of, a stimulus is not simple, as one factor (practice) influences both rates, whereas other factors (alcohol, individual differences, and age) influence the rate of processing only.

scholarly journals Effects of Short-Term Physical Activity Interventions on Simple and Choice Response Times

2016 ◽  
Vol 2016 ◽  
pp. 1-8 ◽  
Author(s):  
Kevin Norton ◽  
Lynda Norton ◽  
Nicole Lewis
Keyword(s):  
Physical Activity ◽  
Response Time ◽  
Human Performance ◽  
Response Times ◽  
Exercise Program ◽  
Rate Of Change ◽  
Choice Response ◽  
Before And After ◽  
Age Range ◽  
Active Adults

Objective. Response time (RT) is important for health and human performance and provides insight into cognitive processes. It deteriorates with age, is associated with chronic physical activity (PA), and improves with PA interventions. We investigated associations between the amount and type of PA undertaken and the rate of change in RT for low-active adults across the age range 18–63 yr.Methods. Insufficiently active adults were assigned to either a walking (n=263) or higher-intensity (n=380) exercise program conducted over 40 days. Active controls were also recruited (n=135). Simple response time (SRT) and choice response time (CRT) were measured before and after the intervention and at 3-, 6-, and 12-month follow-up.Results. SRT and CRT slowed across the age range; however, habitually active participants at baseline had significantly faster CRT (p<0.05). The interventions increased weekly PA with corresponding increases in physical fitness. These changes were mirrored in faster CRT across the study for both intervention groups (p<0.05). No changes were found for SRT.Conclusions. Both PA interventions resulted in improvements in CRT among adults starting from a low activity base. These improvements were relatively rapid and occurred in both interventions despite large differences in exercise volume, type, and intensity. There were no effects on SRT in either intervention.

On the Use of ‘Calibration Equations’ in Perception Research

Perception ◽  
1977 ◽  
Vol 6 (3) ◽  
pp. 299-311 ◽  
Author(s):  
Donald H Mershon ◽  
Michael Kennedy ◽  
Gary Falacara
Keyword(s):  
Individual Differences ◽  
Calibration Procedure ◽  
Group Differences ◽  
Response Measure ◽  
Calibration Technique ◽  
Before And After ◽  
General Improvement ◽  
Response Measures ◽  
The Relationship ◽  
Calibration Equations

Gogel's procedure or using ‘calibration equations’ to obtain reports of perceived distance which are at least partially independent of individual differences in response bias, was examined. The procedure involves determining the relationship between reported and physical distances in a full-cue viewing situation. By making four assumptions, this equation can be used to ‘calibrate’ responses gathered from other situations in which perceived distances are under investigation. In the present experiment, both verbal and string-pull measures of perceived distance were obtained for several objects under reduced viewing conditions. Calibration equations were determined for each response measure in a full-cue setting. The usefulness of the calibration technique was tested by comparing the differences between the two response measures for each object seen in reduced viewing, both before and after the application of the calibration procedure. The results indicated that, consistent with the usefulness of the calibration technique, group differences between the measures were almost always decreased by the procedure. However, no general improvement in the agreement of the measures was found when the data were examined on an individual basis. From the results, a modification of the method of calculating calibration equations was suggested that might increase its usefulness by simplifying the arithmetic operations required for the procedure.

Individual Differences in Text Comprehension as a Function of Test Anxiety and Prior Knowledge

1999 ◽  
Vol 84 (1) ◽  
pp. 167-177 ◽  
Author(s):  
Alexander E. Minnaert
Keyword(s):  
Reading Comprehension ◽  
Individual Differences ◽  
Prior Knowledge ◽  
Test Anxiety ◽  
Text Comprehension ◽  
Intellectual Ability ◽  
Choice Response ◽  
Comprehension Monitoring ◽  
Monitoring Task ◽  
The Relationship

This study investigated the relationship between reading comprehension and comprehension monitoring with undergraduates (223 women, 69 men). Further, the effect of test anxiety and of prior knowledge on reading comprehension and on comprehension monitoring was examined in groups of students of equal intellectual ability. Students with high scores on reading comprehension performed better on a comprehension monitoring task as well. Individual differences in reading comprehension with a multiple-choice response format emerged as a function of the interaction between test anxiety and prior knowledge. Students with low prior knowledge and high test anxiety performed worst of all. We found a far less detrimental effect of test anxiety and prior knowledge on monitoring comprehension than on reading comprehension.

scholarly journals RELATIONSHIP OF RESPONSE TIME AGAINST ACCURACY IN EMPLOYEE ACTIVITIES INPATIENT CARDIAC ARREST

2019 ◽  
Vol 3 (3) ◽  
pp. 144-149
Author(s):  
Lutfi Wahyuni ◽  
Agus Haryanto
Keyword(s):  
Cardiac Arrest ◽  
Response Time ◽  
Sampling Technique ◽  
Cross Sectional ◽  
Effective Response ◽  
Analytical Correlation ◽  
Emergency Actions ◽  
Relationship Of ◽  
The Relationship ◽  
Speed And Accuracy

Cardiac arrest is a condition where the heart is unable to pump blood at all as a result of abnormal heart rhythms that are not effective. Response time is the speed and accuracy of service time needed by patients to get help in accordance with the emergency of the disease since entering the emergency room. Good response time for patients is <5 minutes if it passes it can result in the lives of patients in danger and can even cause death. The purpose of this study is to determine the relationship of response time to the emergency actions of cardiac arrest patients. The design in this study was an analytical correlation using a cross-sectional approach. The population in this study were all nurses in the IGD and ICU in Sakinah Mojokerto Hospital and Hasanah Mojokerto Hospital in 52 nurses. The sampling technique used is total sampling. The instrument used was a stopwatch and SOP observation sheet for handling Cardiac arrest patients. The results showed that most nurses had response time ≤ 5 minutes as many as 35 respondents (67.3%) and the accuracy of emergency actions in cardiac arrest patients according to SOP were 40 respondents (76, 9%). The faster the nurse performs the response time it is expected that the more appropriate in performing emergency actions in cardiac arrest patients

The Need to Belong and the Relationship Between Loneliness and Health

2014 ◽  
Vol 22 (4) ◽  
pp. 194-201 ◽  
Author(s):  
Freda-Marie Hartung ◽  
Britta Renner
Keyword(s):  
Individual Differences ◽  
Social Isolation ◽  
Social Situation ◽  
First Year ◽  
Health State ◽  
Need To Belong ◽  
First Year University ◽  
Perceived Social Isolation ◽  
The Impact ◽  
The Relationship

Humans are social animals; consequently, a lack of social ties affects individuals’ health negatively. However, the desire to belong differs between individuals, raising the question of whether individual differences in the need to belong moderate the impact of perceived social isolation on health. In the present study, 77 first-year university students rated their loneliness and health every 6 weeks for 18 weeks. Individual differences in the need to belong were found to moderate the relationship between loneliness and current health state. Specifically, lonely students with a high need to belong reported more days of illness than those with a low need to belong. In contrast, the strength of the need to belong had no effect on students who did not feel lonely. Thus, people who have a strong need to belong appear to suffer from loneliness and become ill more often, whereas people with a weak need to belong appear to stand loneliness better and are comparatively healthy. The study implies that social isolation does not impact all individuals identically; instead, the fit between the social situation and an individual’s need appears to be crucial for an individual’s functioning.

Attachment and Field Dependence: Individual Differences in Information Processing

2004 ◽  
Vol 9 (1) ◽  
pp. 43-55 ◽  
Author(s):  
Patrizia Vermigli ◽  
Alessandro Toni
Keyword(s):  
Information Processing ◽  
Individual Differences ◽  
Field Dependence ◽  
Attachment Styles ◽  
Close Relationships ◽  
Adult Age ◽  
Males And Females ◽  
Figure Test ◽  
The Relationship ◽  
Measure Field

The present research analyzes the relationship between attachment styles at an adult age and field dependence in order to identify possible individual differences in information processing. The “Experience in Close Relationships” test of Brennan et al. was administered to a sample of 380 individuals (160 males, 220 females), while a subsample of 122 subjects was given the Embedded Figure Test to measure field dependence. Confirming the starting hypothesis, the results have shown that individuals with different attachment styles have a different way of perceiving the figure against the background. Ambivalent and avoidant individuals lie at the two extremes of the same dimension while secure individuals occupy the central part. Significant differences also emerged between males and females.

Individual Differences in Students' Preferences for Lecturers' Personalities

2005 ◽  
Vol 26 (4) ◽  
pp. 176-184 ◽  
Author(s):  
Adrian Furnham ◽  
Tomas Chamorro-Premuzic
Keyword(s):  
Individual Differences ◽  
Personality Traits ◽  
Big Five ◽  
Student Ratings ◽  
Descriptive Statistics ◽  
Personality Profile ◽  
Similarity Effect ◽  
Intelligence Scores ◽  
The Relationship

Abstract. This study examines the relationship between students' personality and intelligence scores with their preferences for the personality profile of their lecturers. Student ratings (N = 136) of 30 lecturer trait characteristics were coded into an internally reliable Big Five taxonomy ( Costa & McCrae, 1992 ). Descriptive statistics showed that, overall, students tended to prefer conscientious, open, and stable lecturers, though correlations revealed that these preferences were largely a function of students' own personality traits. Thus, open students preferred open lecturers, while agreeable students preferred agreeable lecturers. There was evidence of a similarity effect for both Agreeableness and Openness. In addition, less intelligent students were more likely to prefer agreeable lecturers than their more intelligent counterparts were. A series of regressions showed that individual differences are particularly good predictors of preferences for agreeable lecturers, and modest, albeit significant, predictors of preferences for open and neurotic lecturers. Educational and vocational implications are considered.

Investment Traits and Intelligence in Adulthood

2013 ◽  
Vol 34 (2) ◽  
pp. 82-89 ◽  
Author(s):  
Sophie von Stumm
Keyword(s):  
Individual Differences ◽  
Personality Traits ◽  
Fluid Intelligence ◽  
Need For Cognition ◽  
Openness To Experience ◽  
Intelligence Tests ◽  
Crystallized Intelligence ◽  
New Knowledge ◽  
The Relationship ◽  
Over Time

Intelligence-as-knowledge in adulthood is influenced by individual differences in intelligence-as-process (i.e., fluid intelligence) and in personality traits that determine when, where, and how people invest their intelligence over time. Here, the relationship between two investment traits (i.e., Openness to Experience and Need for Cognition), intelligence-as-process and intelligence-as-knowledge, as assessed by a battery of crystallized intelligence tests and a new knowledge measure, was examined. The results showed that (1) both investment traits were positively associated with intelligence-as-knowledge; (2) this effect was stronger for Openness to Experience than for Need for Cognition; and (3) associations between investment and intelligence-as-knowledge reduced when adjusting for intelligence-as-process but remained mostly significant.

Enhancing Spatial Ability Through Sport Practice

2012 ◽  
Vol 33 (2) ◽  
pp. 83-88 ◽  
Author(s):  
David Moreau ◽  
Jérome Clerc ◽  
Annie Mansy-Dannay ◽  
Alain Guerrien
Keyword(s):  
Mental Rotation ◽  
Spatial Representations ◽  
Mental Rotation Test ◽  
Sport Training ◽  
Sport Practice ◽  
Undergraduate University Students ◽  
Before And After ◽  
Cognitive Plasticity ◽  
Reported Data ◽  
The Relationship

This experiment investigated the relationship between mental rotation and sport training. Undergraduate university students (n = 62) completed the Mental Rotation Test ( Vandenberg & Kuse, 1978 ), before and after a 10-month training in two different sports, which either involved extensive mental rotation ability (wrestling group) or did not (running group). Both groups showed comparable results in the pretest, but the wrestling group outperformed the running group in the posttest. As expected from previous studies, males outperformed women in the pretest and the posttest. Besides, self-reported data gathered after both sessions indicated an increase in adaptive strategies following training in wrestling, but not subsequent to training in running. These findings demonstrate the significant effect of training in particular sports on mental rotation performance, thus showing consistency with the notion of cognitive plasticity induced from motor training involving manipulation of spatial representations. They are discussed within an embodied cognition framework.

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