Relationships of Auditory and Visual Reaction Times to Reading Achievement

1968 ◽  
Vol 27 (2) ◽  
pp. 447-450 ◽  
Author(s):  
Walter A. Busby ◽  
Donald E. Hurd

To determine the relationship between reading achievement and the reaction time of an individual responding to auditory and visual stimuli present in his perceptual field Ss were selected at random from Grades 2, 4 and 6. S lifted his finger from a key as rapidly as possible at the onset of any one of four stimuli (red or green light, high or low tone). Shifting reaction time was not independent of reaction time in either the auditory or visual channel. Hence, the possibility that relative perceptual difficulties could exist in shifting behavior while no defect existed in either single channel was not supported. Perception defined as the reaction time of an individual responding to auditory and visual stimuli was not significantly related to reading achievement.

1954 ◽  
Vol 100 (419) ◽  
pp. 462-477 ◽  
Author(s):  
K. R. L. Hall ◽  
E. Stride

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.


Author(s):  
Drew McRacken ◽  
Maddie Dyson ◽  
Kevin Hu

Over the past few decades, there has been a significant number of reports that suggested that reaction times for different sensory modalities were different – e.g., that visual reaction time was slower than tactile reaction time. A recent report by Holden and colleagues stated that (1) there has been a significant historic upward drift in reaction times reported in the literature, (2) that this drift or degradation in reaction times could be accounted for by inaccuracies in the methods used and (3) that these inaccurate methods led to inaccurate reporting of differences between visual and tactile based reaction time testing.  The Holden study utilized robotics (i.e., no human factors) to test visual and tactile reaction time methods but did not assess how individuals would perform on different sensory modalities.  This study utilized three different sensory modalities: visual, auditory, and tactile, to test reaction time. By changing the way in which the subjects were prompted and measuring subsequent reaction time, the impact of sensory modality could be analyzed. Reaction time testing for two sensory modalities, auditory and visual, were administered through an Arduino Uno microcontroller device, while tactile-based reaction time testing was administered with the Brain Gauge. A range of stimulus intensities was delivered for the reaction times delivered by each sensory modality. The average reaction time and reaction time variability was assessed and a trend could be identified for the reaction time measurements of each of the sensory modalities. Switching the sensory modality did not result in a difference in reaction time and it was concluded that this was due to the implementation of accurate circuitry used to deliver each test. Increasing stimulus intensity for each sensory modality resulted in faster reaction times. The results of this study confirm the findings of Holden and colleagues and contradict the results reported in countless studies that conclude that (1) reaction times are historically slower now than they were 50 years ago and (2) that there are differences in reaction times for different sensory modalities (vision, hearing, tactile). The implications of this are that utilization of accurate reaction time methods could have a significant impact on clinical outcomes and that many methods in current clinical use are basically perpetuating poor methods and wasting time and money of countless subjects or patients.


2016 ◽  
Vol 15 (4) ◽  
pp. 596-600
Author(s):  
Varun Malhotra ◽  
Neera Goel ◽  
Usha Dhar ◽  
Rinku Garg ◽  
Yogish Tripathi

Background: Every activity requires a certain amount of concentration and no effective action may be performed without deep concentration. Businessman or artists or students in school must know the art of focusing all powers of attention on a single point in order to succeed in their respective vocation.Methods: We wanted to find the best technique to increase the concentration scientifically. We thus, endeavored to study and compare the reaction times in maneuvers of anuloma viloma pranayama, kapalbhatti pranayama, gayatri chanting and exercise. Reaction time test was taken online before anuloma viloma pranayama, kapalbhatti pranayama, gayatri chanting and exercise and compared after.Results: Reaction times decreased significantly and was least during gayatri mantra. Concentration as seen by a decrease in visual reaction time denotes first a withdrawal of attention from objects of distraction and then focusing all attention upon one thing at a time. Just 30 minutes of physical activity each day offers substantial benefits to your health.Conclusions: Pranayama or devotional music chanting also decreases fatigue keeps the mind alert, and active.Bangladesh Journal of Medical Science Vol.15(4) 2016 p.596-600


1979 ◽  
Vol 48 (1) ◽  
pp. 107-115 ◽  
Author(s):  
Armand V. Cardello

An experiment was conducted to compare visual reaction time and visual brightness within the same subjects. Simple reaction times and magnitude estimates of brightness were obtained in response to 1000-msec. flashes of 60.7, 67.5, 76.4, 85.1, and 93.4 dB re 10−10L white light. The relationship between reaction time and stimulus intensity was best described by a negative logarithmic function, while the relationship between magnitude estimates of brightness and stimulus intensity was best described by a power function. Linear correlations between reaction times and magnitude estimates indicated that visual reaction time and brightness are not proportional within all subjects. Previous reports of proportionality between these two measures were discussed as possibly being the result of inappropriate cross-experiment comparisons.


1969 ◽  
Vol 21 (3) ◽  
pp. 272-279 ◽  
Author(s):  
Gillian Cohen

Subjects were asked to judge successively presented letter trigrams “same” or “different.” The different stimuli were divided into four groups; not confusable (NC), acoustically confusable (AC), visually confusable (VC), and both visually and acoustically confusable (VC & AC). Reaction times (RT) were lengthened only by the double confusability. It is argued that comparisons are normally made in both channels, so that confusability in a single channel has no effect since the alternative channel is unimpaired. RTs are only increased when both channels are slowed down. A further experiment confirms this interpretation. When the situation is manipulated so that only the visual channel is employed, the VC group shows the same increase as the VC & AC group.


1976 ◽  
Vol 42 (3) ◽  
pp. 767-770 ◽  
Author(s):  
Matti J. Saari ◽  
Bruce A. Pappas

The EKG was recorded while Ss differentially responded to auditory or visual stimuli in a reaction time task. The EKG record was analyzed by dividing each R-R interval encompassing a stimulus presentation into 9 equal phases. Reaction times were determined as a function of the phase encompassing stimulus onset while movement times were determined for the phase in which the response was initiated. Only reaction time significantly varied with cardiac cycle, with reactions during the second phase being slower than later phases.


1973 ◽  
Vol 36 (1) ◽  
pp. 75-82 ◽  
Author(s):  
Carl Spring ◽  
Lawrence Greenberg ◽  
Jimmy Scott ◽  
John Hopwood

In Exp. I, 22 poor readers and 22 normal readers of elementary-school age were matched on age, IQ, and sex and tested with a visual reaction-time task requiring same-different judgments. On initial trials poor readers were slower than normal readers. In addition, the performance of poor readers deteriorated faster than that of normal readers as testing progressed. In Exp. II, 20 hyperactive boys taking methylphenidate medication, 19 hyperactive boys whose medication was temporarily discontinued, and 19 normal boys were tested. Reaction time on early trials was not significantly different for boys in the on-medication and off-medication groups; however, both hyperactive groups were slower than the normal group. As testing progressed, reaction times of normal boys and boys taking medication remained fairly stable, while the performance of hyperactive boys not taking medication declined. The significance of these results to reading and spelling is discussed.


2009 ◽  
Vol 23 (3) ◽  
pp. 126-134 ◽  
Author(s):  
Piotr Jaśkowski ◽  
Izabela Szumska ◽  
Edyta Sasin

Long reaction times (RT) paradoxically occur with extremely loud auditory stimuli ( Van der Molen & Keuss, 1979 , 1981 ) or with ultrabright and large visual stimuli ( Jaśkowski & Włodarczyk, 2006 ) when the task requires a response choice. Van der Molen and Keuss (1981 ) hypothesized that this effect results from an arousal-driven elongation of response-selection processes. We tested this hypothesis using visual stimuli and chronopsychophysiological markers. The results showed that the latency of both early (P1 recorded at Oz) and late (P300) evoked potentials decreased monotonically with intensity. In contrast, the latency of stimulus-locked lateralized readiness potentials (LRP) abruptly increased for the most intense stimuli, thus mirroring the reaction time–intensity relationship. Response-locked LRPs revealed no dependency on intensity. These findings suggest that the processes responsible for the van der Molen-Keuss effect influence processing stages that are completed before the onset of LRP. The van der Molen-Keuss effect likely occurs later than those represented by early sensory potentials. This is in keeping with the hypothesis of van der Molen-Keuss.


1976 ◽  
Vol 43 (2) ◽  
pp. 603-606 ◽  
Author(s):  
Naoyuki Osaka

Using targets of four sizes between 18' and 116' at a fixed luminance of 5.8 cd/m2, human visual reaction times (RT) were measured on a circle at 30° eccentric to the fovea. A foveal and 12 peripheral retinal loci were explored, covering the range between 0° and 330° in steps of 30° units on a circle about the fovea. RT decreased significantly by the stimulation to the quadrant retinal loci between nasal and superior side. RT decreased as a function of increasing target size and the amount of decrement was relatively larger in the periphery than in the fovea.


Symmetry ◽  
2021 ◽  
Vol 13 (3) ◽  
pp. 451
Author(s):  
Juan Carlos Castro-Palacio ◽  
Pedro Fernández-de-Córdoba ◽  
J. M. Isidro ◽  
Sarira Sahu ◽  
Esperanza Navarro-Pardo

An individual’s reaction time data to visual stimuli have usually been represented in Experimental Psychology by means of an ex-Gaussian function. In most previous works, researchers have mainly aimed at finding a meaning for the parameters of the ex-Gaussian function which are known to correlate with cognitive disorders. Based on the recent evidence of correlations between the reaction time series to visual stimuli produced by different individuals within a group, we go beyond and propose a Physics-inspired model to represent the reaction time data of a coetaneous group of individuals. In doing so, a Maxwell–Boltzmann-like distribution appeared, the same distribution as for the velocities of the molecules in an Ideal Gas model. We describe step by step the methodology we use to go from the individual reaction times to the distribution of the individuals response within the coetaneous group. In practical terms, by means of this model we also provide a simple entropy-based methodology for the classification of the individuals within the collective they belong to with no need for an external reference which can be applicable in diverse areas of social sciences.


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