Two Experiments in Visual and Auditory Reaction Time in Children at a School for the Deaf

1964 ◽  
Vol 19 (3) ◽  
pp. 971-981 ◽  
Author(s):  
Louis D. Costa ◽  
Isabelle Rapin ◽  
Irwin J. Mandel
Keyword(s):  
Reaction Time ◽  
White Noise ◽  
Positive Reinforcement ◽  
Communication Disorders ◽  
Auditory Stimuli ◽  
Rapid Responses ◽  
Paired Stimulation ◽  
Auditory Reaction Time ◽  
School For The Deaf

In an experiment testing RT to visual, auditory, and paired visual and auditory stimuli, 28 normal Ss showed more rapid responses to paired stimulation than to stimulation in either modality alone. A group of 30 children with communication disorders at a school for the deaf failed to respond more rapidly to paired stimulation. Positive reinforcement improved RT in both groups. In a second experiment, threshold of response to white noise was approximated by an RT technique with control and selected clinical Ss.

Reaction Time for Pediatric Audiometry

1970 ◽  
Vol 13 (1) ◽  
pp. 203-217 ◽  
Author(s):  
Isabelle Rapin ◽  
Peter Steinherz
Keyword(s):  
Reaction Time ◽  
Low Frequency ◽  
Face Validity ◽  
Deaf Children ◽  
Substantial Part ◽  
Somatosensory Stimulation ◽  
Central Processing ◽  
Rapid Responses ◽  
The Face ◽  
School For The Deaf

A substantial part of reaction time (RT), the time elapsed between presentation of a stimulus and the subject’s response, reflects a central delay during which the brain processes the input and elaborates a response. Low stimulus intensity, inefficient central processing, and lack of motivation are among factors which prolong RT. RT was readily measured in 34 children, age 5½ and older, attending a school for the deaf. Rapid responses to light and light plus sound, and all responses to sound alone were rewarded. Four of twelve children initially unresponsive to sound learned to respond. When sound was attenuated, plots of RT gave information on the efficiency of responses to suprathreshold stimuli and warned that threshold was approaching 5–10 dB before it was reached. Such curves would increase the face validity of clinical audiometric threshold estimates. In severely deaf children, somatosensory stimulation by 500-Hz tones yielded RT curves and thresholds which were very similar to those obtained with aural presentation of the sound, casting doubt on the auditory origin of residual hearing in the low frequency range. Somatosensory stimulation by 1000- and 2000-Hz tones was rare.

Individual Differences in Auditory Reaction Time and Loudness Estimation

1968 ◽  
Vol 26 (3_suppl) ◽  
pp. 1089-1090 ◽  
Author(s):  
James T. Reason
Keyword(s):  
Individual Differences ◽  
Reaction Time ◽  
Auditory Stimulus ◽  
Sound Intensity ◽  
Stimulus Range ◽  
Auditory Stimuli ◽  
Auditory Reaction Time ◽  
The Mean

Three measures were computed for each of 32 undergraduate Ss: (1) the rate at which simple RTs to auditory stimuli decrease with sound-intensity, (2) the rate at which numerical estimates of loudness increase over the same stimulus range, (3) the mean of 60 RTs to a 70-db auditory stimulus. A significant rho of .45 was found between the slopes of the RT and loudness functions, but neither slope value was significantly related to the mean RT.

Correlation between Auditory Reaction Time and Intelligence

1986 ◽  
Vol 63 (2) ◽  
pp. 375-378 ◽  
Author(s):  
Paul W. F. Poon ◽  
W. Y. Yu ◽  
Jimmy W. C. Chan
Keyword(s):  
Reaction Time ◽  
General Theory ◽  
Cognitive Processes ◽  
Chinese Population ◽  
Reaction Times ◽  
Auditory Stimuli ◽  
Pearson’S Correlation ◽  
Auditory Reaction Time ◽  
Pearson's Correlation

Discriminative reaction times to auditory stimuli were measured for 150 students of the local Chinese population. Pearson's correlation with scores on the Standard Progressive Matrices and RTs was negative, becoming −0.30 when slower trials were eliminated. The possible basis for improvement was discussed in relation to cognitive processes and the general theory of assessing intelligence.

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.

Reaction time to changes in the intensity of white noise

1964 ◽  
Author(s):  
David H. Raab ◽  
Mitchell Grossberg
Keyword(s):  
Reaction Time ◽  
White Noise

scholarly journals A Comparative Study of Simple Auditory Reaction Time in Blind (Congenitally) and Sighted Subjects

2013 ◽  
Vol 35 (3) ◽  
pp. 273-277 ◽  
Author(s):  
Pritesh Hariprasad Gandhi ◽  
Pradnya A. Gokhale ◽  
H. B. Mehta ◽  
C. J. Shah
Keyword(s):  
Reaction Time ◽  
Comparative Study ◽  
Auditory Reaction Time

Some Factors Affecting Reaction Times to Auditory Stimuli in Mental Patients

1954 ◽  
Vol 100 (419) ◽  
pp. 462-477 ◽  
Author(s):  
K. R. L. Hall ◽  
E. Stride
Keyword(s):  
Reaction Time ◽  
Visual Perception ◽  
Visual Stimuli ◽  
Reaction Times ◽  
Auditory Stimuli ◽  
Factors Affecting ◽  
Mental Patients ◽  
Personal Equation ◽  
Work Up

A number of studies on reaction time (R.T.) latency to visual and auditory stimuli in psychotic patients has been reported since the first investigations on the personal equation were carried out. The general trends from the work up to 1943 are well summarized by Hunt (1944), while Granger's (1953) review of “Personality and visual perception” contains a summary of the studies on R.T. to visual stimuli.

scholarly journals THE RELATIONSHIP BETWEEN AUDITORY REACTION TIME AND BODY BALANCE IN ELEMENTARY SCHOOL CHILDREN AT BAHA VILLAGE

2019 ◽  
Vol 7 (3) ◽  
pp. 5
Author(s):  
Putu Rian Pradhiva ◽  
Ari Wibawa ◽  
Ni Wayan Tianing
Keyword(s):  
Elementary School ◽  
Reaction Time ◽  
School Children ◽  
Elementary School Children ◽  
Pearson Correlation ◽  
Body Balance ◽  
Increased Risk ◽  
Data Output ◽  
Auditory Reaction Time ◽  
The Relationship

Balance in children is one of the most important things to notice during its development. Increased risk of loss ofbalance is often associated with a slow reaction time. The purpose of this study was to determine the relationshipbetween auditory reaction time and body balance in students at Elementary School in Baha village. This research wasconducted in March 2018 with cross sectional analytic study design. Samples were taken by simple random samplingmethod with 96 samples. The sample age range is 8 - 10 years. The independent variable is auditory reaction timemeasured using computerized reaction time test software. Dependent variable is body balance measured usingPediatric Balance Scale. The relationship between two variables was analyze using Pearson Correlation test. There isa significant correlation between auditory reaction time to body balance, based on data output from analysis withsignificance <? (p = 0,006). Furthermore, based on data output known Correlation Coefficient of -0.228 which meansthe existence of negative and linear relationship. There was a significant relationship between auditory reaction timeand body balance in elementary school children in Baha Village.Keywords: Reaction Time, Auditory, Balance, Children

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