Response Times and Traffic Sign Design: Application of the Critical Path and OP Methods

1983 ◽  
Vol 27 (2) ◽  
pp. 165-169
Author(s):  
Donald L. Fisher ◽  
Bruce Papazian

In many situations a rapid, accurate response to a traffic sign is required. The design of traffic signs which keeps response time at a minimum is an important human factors problem. An understanding of the network of cognitive processes that govern response times can be very useful to the human factors engineer, especially when it is possible to determine which processes, if shortened in duration, would lead to an overall decrease in response time. The design activity can then be focused on keeping at a minimum the duration of these critical processes. Two recently developed methods of response time analysis which make possible the determination of the critical processes are discussed: the critical path method (Schweickert, 1978) and the OP method (Fisher and Goldstein, in press).

2013 ◽  
Vol 2013 ◽  
pp. 1-11 ◽  
Author(s):  
Gerardine Immaculate Mary ◽  
Z. C. Alex ◽  
Lawrence Jenkins

This paper reviews the research work done on the response time analysis of messages in controller area network (CAN) from the time CAN specification was submitted for standardization (1990) and became a standard (1993) up to the present (2012). Such research includes the worst-case response time analysis which is deterministic and probabilistic response time analysis which is stochastic. A detailed view on both types of analyses is presented here. In addition to these analyses, there has been research on statistical analysis of controller area network message response times.


1967 ◽  
Vol 25 (1) ◽  
pp. 203-204
Author(s):  
Lloyd O. Brooks

It may be useful to replace concern for years of instruction with greater interest in moments richest in educational progress. This note complements another in which a type of response-time analysis was suggested as a means of identifying less desirable items in an instructional program. It concerns response time considerations in forced pacing and suggests an alternative way of modifying student response times. It seems possible to increase the speed of an instructional process without impairing performance by differentially reinforcing especially quick, correct answers to questions designed to teach.


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