Stimulus-Response Incompatibility: Extra Processing Stages versus Response Competition

1979 ◽  
Vol 23 (1) ◽  
pp. 415-419
Author(s):  
Steven P. Rogers
Keyword(s):  
Processing Time ◽  
Response Competition ◽  
Reaction Times ◽  
Stimulus Response ◽  
Compatibility Factor ◽  
Two Factors ◽  
Additive Factor Method ◽  
Time Required ◽  
The Relationship ◽  
Spatial Stroop

The extra processing time required by incompatible S-R arrays has been explained in two ways: an increased number of processing stages or response competition from the compatible response. The additive factor method was employed, combining an S-R compatibility factor with a known response competition factor (a spatial Stroop task). The relationship between these two factors was shown to be an additive one, indicating that the two variables have their loci in (at least) two separate stages. This outcome is seen as persuasive evidence that longer reaction times for incompatible responses result from extra processing stages, rather than from response competition.

Fluidized bed heat treatment of aluminum cast components

2004 ◽  
Vol 120 ◽  
pp. 555-562
Author(s):  
D. Apelian ◽  
S. K. Chaudhury
Keyword(s):  
Heat Treatment ◽  
Fluidized Bed ◽  
Processing Time ◽  
Reaction Times ◽  
Experimental Results ◽  
Fluidized Bed Reactors ◽  
The Past ◽  
Conventional Furnace ◽  
Time Required ◽  
Solutionizing Time

Heat Treatment and post casting treatments of cast components has always been an important step in the control of microstructure, and resultant properties. In the past, the solutionizing, quenching and ageing process steps may have “required” in total over 20 hours of processing time. With the advent of fluidized bed reactors (FB), processing time has been dramatically reduced. For example, instead of 8-10 hours solutionizing time in a conventional furnace, the time required in FB is less than an hour. Experiments with Al-Si-Mg alloy, (both modified with Sr, and unmodified) were performed, having different diffusion distances (different DAS), and for different reaction times and temperatures. Both the model and the experimental results are presented and discussed.

scholarly journals On the Relationship between Frequency, Features, and Markedness in Inflection: Experimental Evidence from Russian Nouns

Languages ◽  
2021 ◽  
Vol 6 (3) ◽  
pp. 130
Author(s):  
Jeff Parker
Keyword(s):  
Lexical Processing ◽  
Response Times ◽  
Reaction Times ◽  
Decision Task ◽  
Open Questions ◽  
Close Relationship ◽  
Two Factors ◽  
The Relationship ◽  
Frequency Features ◽  
Inflectional Affixes

Markedness has a long tradition in linguistics as a way to describe linguistic asymmetries. In this paper, I investigate an argument about the necessity of markedness as a tool for capturing the structural distribution of inflectional affixes and predicting the behavioral consequences of that distribution. Based on evidence from German adjectives, Clahsen et al. argue that the number of specified features of inflectional affixes (which I argue represents a type of markedness) affects reaction times in lexical access. Affixes’ features, however, overlap with how frequently they occur. Clahsen et al. investigate only three affixes in German, leaving open questions about the relationship between the two factors and whether features are necessary as a predictor of lexical processing. In this paper, I use a larger set of inflectional affixes in Russian to test the relationship between affix features and affix frequency. I find that the two traits of affixes are correlated based on frequencies from a corpus and that in a lexical decision task, affix frequency is the better predictor of response times. My results suggest that we should question the necessity of featural markedness for explaining how inflectional structure is processed and, more generally, that both corpus and experimental data suggest a surprisingly close relationship between affix features and affix frequency.

Processing Time of Contour Integration: The Role of Colour, Contrast, and Curvature

Perception ◽  
10.1068/p3164 ◽  
2001 ◽  
Vol 30 (7) ◽  
pp. 833-853 ◽  
Author(s):  
William H A Beaudot ◽  
Kathy T Mullen
Keyword(s):  
Processing Time ◽  
Reaction Times ◽  
Contour Integration ◽  
Additional Time ◽  
Processing Times ◽  
Temporal Properties ◽  
Curved Paths ◽  
The Difference ◽  
Time Required ◽  
Path Detection

We investigated the temporal properties of the red-green, blue – yellow, and luminance mechanisms in a contour-integration task which required the linking of orientation across space to detect a ‘path’. Reaction times were obtained for simple detection of the stimulus regardless of the presence of a path, and for path detection measured by a yes/no procedure with path and no-path stimuli randomly presented. Additional processing times for contour integration were calculated as the difference between reaction times for simple stimulus detection and path detection, and were measured as a function of stimulus contrast for straight and curved paths. We found that processing time shows effects not apparent in choice reaction-time measurements. (i) Processing time for curved paths is longer than for straight paths. (ii) For straight paths, the achromatic mechanism is faster than the two chromatic ones, with no difference between the red – green and blue – yellow mechanisms. For curved paths there is no difference in processing time between mechanisms. (iii) The extra processing time required to detect curved compared to straight paths is longest for the achromatic mechanism, and similar for the red – green and blue – yellow mechanisms. (iv) Detection of the absence of a path requires at least 50 ms of additional time independently of chromaticity, contrast, and path curvature. The significance of these differences and similarities between postreceptoral mechanisms is discussed.

The Relation Between Aerobic Fitness and Cognitive Performance

2016 ◽  
Vol 30 (3) ◽  
pp. 102-113 ◽  
Author(s):  
Chun-Hao Wang ◽  
Chun-Ming Shih ◽  
Chia-Liang Tsai
Keyword(s):  
Cognitive Performance ◽  
Aerobic Fitness ◽  
Reaction Times ◽  
Mediation Model ◽  
Brain Potentials ◽  
Fitness Level ◽  
Eeg Data ◽  
Attention Performance ◽  
P3 Amplitude ◽  
The Relationship

Abstract. This study aimed to assess whether brain potentials have significant influences on the relationship between aerobic fitness and cognition. Behavioral and electroencephalographic (EEG) data was collected from 48 young adults when performing a Posner task. Higher aerobic fitness is related to faster reaction times (RTs) along with greater P3 amplitude and shorter P3 latency in the valid trials, after controlling for age and body mass index. Moreover, RTs were selectively related to P3 amplitude rather than P3 latency. Specifically, the bootstrap-based mediation model indicates that P3 amplitude mediates the relationship between fitness level and attention performance. Possible explanations regarding the relationships among aerobic fitness, cognitive performance, and brain potentials are discussed.

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.

scholarly journals Influence of Features on Accuracy of Anomaly Detection for an Energy Trading System

Sensors ◽  
2021 ◽  
Vol 21 (12) ◽  
pp. 4237
Author(s):  
Hoon Ko ◽  
Kwangcheol Rim ◽  
Isabel Praça
Keyword(s):  
Anomaly Detection ◽  
Real Time ◽  
Feature Detection ◽  
Trading System ◽  
Judgment Accuracy ◽  
Energy Trading ◽  
Real Time Processing ◽  
Detection Model ◽  
Time Required ◽  
The Relationship

The biggest problem with conventional anomaly signal detection using features was that it was difficult to use it in real time and it requires processing of network signals. Furthermore, analyzing network signals in real-time required vast amounts of processing for each signal, as each protocol contained various pieces of information. This paper suggests anomaly detection by analyzing the relationship among each feature to the anomaly detection model. The model analyzes the anomaly of network signals based on anomaly feature detection. The selected feature for anomaly detection does not require constant network signal updates and real-time processing of these signals. When the selected features are found in the received signal, the signal is registered as a potential anomaly signal and is then steadily monitored until it is determined as either an anomaly or normal signal. In terms of the results, it determined the anomaly with 99.7% (0.997) accuracy in f(4)(S0) and in case f(4)(REJ) received 11,233 signals with a normal or 171anomaly judgment accuracy of 98.7% (0.987).

A contingency perspective on learning and instruction in physical education

2021 ◽  
pp. 1356336X2098588
Author(s):  
Jonas Wibowo ◽  
Ben Dyson
Keyword(s):  
Physical Education ◽  
Learning Processes ◽  
Methodological Issues ◽  
Unit Of Analysis ◽  
Contingency Perspective ◽  
Two Factors ◽  
The Individual ◽  
Teaching Learning ◽  
The Relationship ◽  
Learning And Instruction

In this article, we focus on the contingency between learning and instruction in physical education (PE). We argue that the complex interconnectedness of teachers’ instruction and students’ learning processes should be studied using a unit of analysis that expresses the relationship between the two factors. A contingency perspective foregrounds the individual differences between different learners and how a teacher regards these differences. Furthermore, it has the potential to provide a precise lens for empirical research on how the students’ situations shape the evolution of the teaching--learning process. Based on scaffolding research and adaptive teaching research, which draws on socio-constructivist foundations, we call this unit of analysis ‘contingency’. We outline a framework of research that suggests depicting contingency dimensions, respective instructional continua, and contingency rules when investigating contingency in PE. Furthermore, autonomy as a core contingency dimension for PE and methodological issues will be discussed.

scholarly journals Effect of genotype, age of hens and K/k allele on eggshell quality

2011 ◽  
Vol 56 (No. 5) ◽  
pp. 242-249 ◽  
Author(s):  
Z. Ledvinka ◽  
L. Zita ◽  
M. Hubený ◽  
E. Tůmová ◽  
M. Tyller ◽  
...  
Keyword(s):  
Growth Rate ◽  
Egg Production ◽  
Statistical Significance ◽  
Live Weight ◽  
Shape Index ◽  
Feed Mixture ◽  
Eggshell Quality ◽  
Feather Growth ◽  
Two Factors ◽  
The Relationship

We assessed the influence of the particular genotype, age of layers, feather growth-rate gene, and their mutual interactions on selected indicators of eggshell quality in six groups of hens of the laying type Dominant. The following genotypes were examined in the experiment: Barred Plymouth Rock, Dominant BPR 951 (K) strain, slow-feathering; Barred Plymouth Rock, Dominant BPR 901 (k) strain, fast-feathering; Blue Plymouth Rock, Dominant BLPR 954 (K) strain, slow-feathering; Blue Plymouth Rock, Dominant BLPR 894 (k) strain, fast-feathering; crossbreds of the above strains in the F<sub>1</sub> generation Dominant D 107 blue (K), slow-feathering and Dominant D 107 blue (k), fast-feathering. The layers were fed a feed mixture NP1 (16.64 % CP) from the 20<sup>th</sup> week of age and a feed mixture NP2 (15.02% CP) from the 42<sup>nd</sup> week. Husbandry conditions met the regular requirements of laying hens. Egg production and live weight of hens were monitored for the duration of the experiment (12 months). Eggshell quality was examined at the layers' age of 27, 35 and 56 weeks. The average hen-day egg production for the duration of the experiment (12 months) was not significantly influenced by the particular genotype or the feather growth-rate gene. The varying representation of the feather growth-rate gene significantly (P &le; 0.001) influenced the live weight; similarly, the relationship between the genotype and the representation of K/k alleles was significant. The average egg weight was influenced statistically significantly (P &le; 0.001) by the age of hens, their genotype (P &le; 0.05), feather growth-rate gene (P &le; 0.001), and the relationship between the age and genotype (P &le; 0.001). The age of hens, genotype, and the interaction of these two factors affected the egg shape index, as did the incidence of the feather growth-rate gene within the population (with a statistical significance of P &le; 0.001). The age, genotype and the feather growth-rate gene incidence within the population also significantly affected the eggshell quality indicators. In the eggshell to egg ratio, eggshell thickness and strength, an interaction was determined between the age of hens and their particular genotype. The eggshell colour was also significantly (P &le; 0.001) affected by hens' age, genotype (P &le; 0.001), as well as by the feather growth-rate gene (P &le; 0.001). No significant interaction between the age and the genotype was found for this indicator.

scholarly journals The Effect of Family Background on Student Effort

2014 ◽  
Vol 14 (4) ◽  
pp. 1337-1403 ◽  
Author(s):  
Zoë Kuehn ◽  
Pedro Landeras
Keyword(s):  
Parental Education ◽  
Family Background ◽  
Compulsory Education ◽  
Marginal Productivity ◽  
School Students ◽  
Student Effort ◽  
Her Family ◽  
Two Factors ◽  
University Degree ◽  
The Relationship

Abstract Students from more advantageous family backgrounds tend to perform better than those from less advantageous backgrounds. But it is not clear that these students exert more effort. We build a model of students, schools, and employers to study the interaction of family background and effort exerted by the student in the education process. Two factors turn out to be key in determining the relationship between effort and family background: (i) the student’s attitude toward risk and (ii) how the student’s marginal productivity of effort depends on her family background. We show that when the degree of risk aversion is relatively low (high) compared to the sensitivity of the marginal productivity of effort, students from more advantageous family backgrounds exert more (less) effort. Empirically, we find that if parental education was reduced from holding a university degree to incomplete compulsory education, primary and secondary school students would exert around 21–23% less effort (approximately equal to a reduction of 2 hours weekly in homework). For primary school students we also find that marginal productivities of effort are higher for those from less advantageous family backgrounds.

Depressive Experience and Romantic Relationships in Young Adulthood

1998 ◽  
Vol 82 (1) ◽  
pp. 339-349 ◽  
Author(s):  
Thomas L. Morrison ◽  
Anthony J. Urquiza ◽  
Beth L. Goodlin-Jones
Keyword(s):  
Romantic Relationships ◽  
Relationship Satisfaction ◽  
Young Adulthood ◽  
Local Community ◽  
Attachment Security ◽  
Relationship Distress ◽  
Sexual Dissatisfaction ◽  
Two Factors ◽  
Relational Aspect ◽  
The Relationship

This study examined the associations between two factors of depressive experience (dependency and self-criticism) and satisfaction in adult romantic relationships. The Depressive Experiences Questionnaire, along with measures of attachment and relationship satisfaction, were administered to 107 men and 140 women attending local community colleges. Self-criticism was associated with global relationship distress and sexual dissatisfaction. In a combined regression equation, measures of self-criticism, attachment security, and attachment activation all contributed to predicting general relationship distress. Only scores on self-criticism predicted sexual dissatisfaction. The relationship dissatisfaction reported by those with high scores on self-criticism appears to be a relational aspect of the “destructiveness of perfectionism” described by Blatt.

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