Effects of Signal Intensity on Increase of Reaction Time on an Auditory Monitoring Task

1972 ◽  
Vol 34 (2) ◽  
pp. 439-444 ◽  
Author(s):  
Hans-Olof Lisper ◽  
Anders Kjellberg ◽  
Lennart Melin
Keyword(s):  
Reaction Time ◽  
Signal Intensity ◽  
Reaction Times ◽  
The Other ◽  
Monitoring Task ◽  
Auditory Signals ◽  
Auditory Monitoring ◽  
Over Time ◽  
Signal Intensities ◽  
Entire Distribution

5 Ss were required to respond as rapidly as possible to auditory signals of threshold, 34, 48, and 88 db intensity, mixed within the same 2-hr. session. Reaction time increased over time for all signal intensities, but the increase was larger for the threshold signal. There were two kinds of increase, one independent of signal intensity transferring the entire distribution toward longer reaction times. The other kind of increase was dependent on signal intensity and increased the number of long reaction times for the threshold signal.

Motivation and the Human Monitor: I. The Effect of Contingent Credit

1969 ◽  
Vol 28 (2) ◽  
pp. 623-629 ◽  
Author(s):  
Charles G. Halcomb ◽  
Peggy Blackwell
Keyword(s):  
The Other ◽  
Group Level ◽  
Visual Monitoring ◽  
Monitoring Task ◽  
College Population ◽  
Improved Performance ◽  
High Level ◽  
Over Time ◽  
Course Credit

This research was designed to test the hypothesis that relevant incentives would result in improved performance on a visual monitoring task. Course credit was used as an incentive due to its apparent relevance for the college population. Two groups of Ss were employed. One group received credit made contingent on performance; the other group received credit for participation. The contingent group performed at a higher level than did the non-contingent group. Level of performance for both groups was high, suggesting that a relevant incentive can be effective in maintaining a high level of performance over time.

Signal Intensity and Reinforcement Effects on Reaction Time in Brain-Damaged and Familial Retardates

1973 ◽  
Vol 36 (3_suppl) ◽  
pp. 1227-1233 ◽  
Author(s):  
Joseph E. Hasazi ◽  
Robert M. Allen
Keyword(s):  
Reaction Time ◽  
Signal Intensity ◽  
Reaction Times ◽  
Relative Effect ◽  
Motivational Factors ◽  
Contingent Reinforcement ◽  
Time Performance ◽  
Reaction Time Performance

The effects of attentional and motivational variables on reaction time in brain-damaged and familial retardates were investigated. Reaction time was functionally related to 2 intensities of an auditory reaction signal under conditions of contingent, noncontingent, or no reinforcement over 5 30-trial sessions for both etiologic groups. While no significant differences between brain-damaged and familial Ss were found, reaction time decreased as signal intensity increased and decreased over sessions as a function of contingent reinforcement. Likewise, differences in reaction times to each signal intensity became smaller over sessions as a function of contingent reinforcement. Results were discussed in relation to previous research and in relation to the relative effect of attentional and motivational factors in the reaction-time performance of the retarded.

Simple Reaction Times and Timing of Serial Reactions of Adolescents with Mental Retardation, Autism, and down Syndrome

1995 ◽  
Vol 81 (3) ◽  
pp. 739-745 ◽  
Author(s):  
Nobuyuki Inui ◽  
Masah Yamanishi ◽  
Shinji Tada
Keyword(s):  
College Students ◽  
Down Syndrome ◽  
Mental Retardation ◽  
Reaction Time ◽  
Reaction Times ◽  
Mentally Retarded ◽  
Tracking Task ◽  
The Other ◽  
Simple Reaction ◽  
Adolescents With Autism

The purpose of this study was to examine the serial information processing in adolescents with mental retardation, autism, and Down syndrome by using a serially patterned tracking task. Analyses indicated that 7 adolescents with mental retardation, 8 with autism, and 3 with Down syndrome had significantly slower and more variable simple reaction times than did 10 college students. Also, the autistic adolescents had significantly faster mean simple reaction time than those with Down syndrome. On a task of tracking serial light stimulation, mentally retarded adolescents had significantly faster reaction time than college students. The autistic subjects excessively had faster anticipatory reaction times than did the subjects in the other three groups. On the other hand, adolescents with Down syndrome had markedly slower and more variable reaction times than did adolescents with non-Down-syndrome mental retardation. As for motor organization of keystrokes on the tracking task, mentally retarded adolescents responded with six movements, in which these individuals pressed a series of keys 1, 2, 3, 4, 5, and 6, as a chunk, as exhibited by college students. Adolescents with autism and Down syndrome, however, did not produce this movement-output chunking.

scholarly journals Atención y tiempo de reacción en practicantes de kárate Shotokan

2012 ◽  
Vol 6 (1) ◽  
pp. 141
Author(s):  
António VencesBrito ◽  
Carlos Silva ◽  
Luis Cid ◽  
Dora Ferreira ◽  
Ana Marques
Keyword(s):  
Reaction Time ◽  
Body Fat ◽  
Fat Mass ◽  
Female Athletes ◽  
Reaction Times ◽  
Decision Time ◽  
The Other ◽  
Body Fat Mass ◽  
Distributed Attention ◽  
Karate Athletes

The aim of this study is to analyze the attention capacity and the reaction time in Portuguese karate Shotokan athletes. Participated 96 Shotokan athletes from the Portuguese Karate Association. We physically characterized the sample (weight, height, body mass index, and body fat mass percentage) and evaluated Simple Reaction Time (TRS), Choice Reaction Time (TRE), Decision Time (TD) and the Distributed Attention (AD). Data was analyzed according to athletes’ group age (15 to 19 yr, 20 to 35 yr and more than 35 yr), level of graduation (9<sup>th</sup> to 4<sup>th</sup> kyu, 3<sup>rd</sup> to 1<sup>st</sup> kyu, DAN) and by gender (male and female). Male athletes present significant differences from female athletes in height, weight, years of practice and body fat mass. In relation to TRS all groups tend to a value near to 300 ms without significant differences among them, but the TRE and the TD are significantly higher in the Dan athletes and in the +35 yrs athletes than in the other groups. On the other hand the Dan and +35 yrs athletes tend to do less mistakes. Gender does not influence significantly the reaction time in the Shotokan karate athletes, but it seems that women tend to have smaller reaction times than men. Athletes with more years of practice and more graduation need more time to reply to the stimulus than the other athletes, but they tend to do fewer mistakes on their choices than other subjects. As for distributed attention, no significant differences were found in function of the athlete graduation, nor in function of gender. However, for distributed attention, we found statistical significant differences in function of the age, with the oldest athletes presenting lower levels of distributed attention. Our results seem to show that is necessary to do some modifications in the training process of Portuguese Shotokan karate athletes.

From Simple to Complex or Vice Versa: Sequence Effects on the Detection of Embedded Figures

Perception ◽  
1997 ◽  
Vol 26 (1_suppl) ◽  
pp. 247-247
Author(s):  
I Ludwig
Keyword(s):  
Reaction Time ◽  
Error Rate ◽  
Reaction Times ◽  
Random Order ◽  
Error Rates ◽  
Presentation Order ◽  
The Other ◽  
Embedded Figures ◽  
Sequence Effects ◽  
Mean Reaction Time

In a series of studies concerning part - whole perception we have investigated effects of perceptual learning, and of systematically varied presentation orders on the detection of embedded figures. In the present study the effects of increasing and decreasing complexity orders on detection performance are reported. Stimuli were 170 pairs of whole and part figures. Half of them were positive items, ie the searched part was contained in the (simultaneously presented) whole. The other half were negative items, ie the searched part was not contained in the whole. The difficulty of all figure pairs was determined from earlier data. On the basis of these difficulty parameters three presentation orders were created: (1) increasing difficulty (from simple to complex), (2) decreasing difficulty (from complex to simple), and (3) randomised order. Sixty subjects performed each of these tasks in three sessions separated by one week. Effects of practice and samples were balanced by permutating the order of the three tasks. The reaction times and error rates for all presentations were registered. The results showed marked differences between the three tasks: The lowest mean reaction time was obtained in the presentation order with increasing difficulty. Error rate, on the other hand, was lowest in the decreasing-difficulty presentation order. For the random-order presentation error rate and reaction time was in between the other orders. Furthermore, differences in benefit from practice were observed between the three orders of difficulty. Results are discussed with respect to the question of how efficient search strategies may be learned and whether one can learn to bend the rules of Gestalt organisation if required.

Differential Reinforcement of Reaction Times in Developmental Retardates

1975 ◽  
Vol 41 (2) ◽  
pp. 631-634 ◽  
Author(s):  
Joseph E. Hasazi ◽  
Robert M. Allen
Keyword(s):  
Reaction Time ◽  
Signal Intensity ◽  
Differential Reinforcement ◽  
Reaction Times ◽  
Reinforcement Contingency ◽  
Lower Intensity

The effects of differential reinforcement on reaction times to two intensities of reaction signal were investigated in 36 developmental retardates. One group was reinforced for reaction times to the higher intensity signal; a second group was reinforced for reaction times to the lower intensity signal; a third group received no reinforcement. Reaction time decreased as signal intensity increased and decreased over sessions as a function of reinforcement. Likewise, reinforcement either exaggerated or reversed differences in reaction times to each signal depending on the particular reinforcement contingency. Results were discussed in terms of attentional and motivational explanations of effects of signal intensity on reaction times of retardates.

Practice and Serial Reaction Time of Adolescents with Autism

1998 ◽  
Vol 86 (2) ◽  
pp. 403-410 ◽  
Author(s):  
Nobuyuki Inui ◽  
Kan-Ichiro Suzuki
Keyword(s):  
Reaction Time ◽  
Simple Reaction Time ◽  
Reaction Times ◽  
Motor Program ◽  
The Other ◽  
Light Stimulation ◽  
Practice Analysis ◽  
Individual Variations ◽  
Adolescents With Autism ◽  
Serial Reaction

This study examined effects of practice on timing of serial reactions by 7 adolescents diagnosed with autism by using a task requiring they track a series of timed lights. The adolescents showed significantly slower and more variable mean simple reaction time than 10 normal control subjects of the same age. On a task of tracking a serial light stimulation for 4 days, on the other hand, significant effects of practice on timing of serial reactions were observed for mean serial reaction times of them. In addition, from individual variations in reaction times and anticipatory reaction times, four of seven subjects with autism showed significant effects of practice. Analysis suggested that these autistic adolescents may be chunlung together the whole series of responses and are unable to coordinate the timing of individual responses with individual sumuli. Our data indicate that at least some adolescents with autism are able to form and utilise a motor program with practice.

Effect of prewarning on increase in reaction time in an auditory monitoring task.

1973 ◽  
Vol 101 (2) ◽  
pp. 378-380 ◽  
Author(s):  
Hans O. Lisper ◽  
Lennart Melin ◽  
Per O. Sjoden
Keyword(s):  
Reaction Time ◽  
Monitoring Task ◽  
Auditory Monitoring
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