Reaction Time and Effect of Ritalin on Children with Learning Problems

1973 ◽  
Vol 36 (1) ◽  
pp. 75-82 ◽  
Author(s):  
Carl Spring ◽  
Lawrence Greenberg ◽  
Jimmy Scott ◽  
John Hopwood
Keyword(s):  
Reaction Time ◽  
Reaction Times ◽  
Reaction Time Task ◽  
Learning Problems ◽  
Poor Readers ◽  
School Age ◽  
Visual Reaction Time ◽  
Elementary School Age ◽  
Visual Reaction ◽  
Reading And Spelling

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.

Reaction Time and Visual Brightness: Within-Subject Correlations

1979 ◽  
Vol 48 (1) ◽  
pp. 107-115 ◽  
Author(s):  
Armand V. Cardello
Keyword(s):  
Reaction Time ◽  
Stimulus Intensity ◽  
Reaction Times ◽  
Visual Reaction Time ◽  
Visual Reaction ◽  
Two Measures ◽  
The Relationship ◽  
Linear Correlations ◽  
Visual Brightness ◽  
Magnitude Estimates

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.

Attention and Reading Skills

2005 ◽  
Vol 100 (2) ◽  
pp. 375-386 ◽  
Author(s):  
Elena Commodari ◽  
Maria Guarnera
Keyword(s):  
Reaction Time ◽  
Reading Skills ◽  
Color Word ◽  
Reading Speed ◽  
Digit Span ◽  
Poor Readers ◽  
Visual Reaction Time ◽  
Scholastic Performance ◽  
Visual Reaction ◽  
Speed And Accuracy

Attention plays a critical role in information processing. Its adequate functioning is required for correct development of complex cognitive abilities and regular scholastic progress. Children with attention deficits often have difficulties in reading, writing, and arithmetic. The present study investigated interactions among reading skills, overall scholastic performance as rated by teachers, and components of attention: visual reaction time, simple immediate span of attention, and selectivity. The sample was 98 students in the first and second years of public junior high school (age range 11–14 years, M = 12.6, SD = 1.2), i.e., with expected already well-established reading. Reading was evaluated using Comprehension, Accuracy, and Speed tests. Overall scholastic performance was obtained by means of teachers' ratings. Simple Reaction Time, Digit Span, and Color-Word Interference, included in a multitask computerized test, assessed attention. Analysis confirmed the hypothesis that the reading skills are strongly predictive of the Scholastic Assessment rated by the teachers. High scholastic ratings were correlated with Reading Speed and Accuracy rather than Reading Comprehension. Poor readers showed worse performances on the Digit Span test which measures simple immediate span of attention. Good and poor readers obtained a similar score on the Color-Word Interference task. This observation seems to contrast with the more common interpretation of this effect, suggesting that reading is an automatic process and, therefore, the semantic dimension overcomes the controlled perceptual one. According to other studies, an alternative explanation is suggested. In conclusion, present results confirm the hypothesis of a strong link among reading speed and accuracy, scholastic assessment as rated by teachers, simple immediate span of attention, and visual reaction time.

scholarly journals Visual reaction time of drivers versus healthy adults: a comparative study

2020 ◽  
Vol 1 (1) ◽  
pp. 3-7
Author(s):  
Mrigendra Amatya ◽  
Samjhana Thapa ◽  
Roshan Kasti ◽  
Ojashwi Nepal
Keyword(s):  
Reaction Time ◽  
Reaction Times ◽  
T Test ◽  
Whole Body ◽  
Visual Reaction Time ◽  
Student Group ◽  
Vehicular Pollution ◽  
Left Hand ◽  
Visual Reaction ◽  
One Year

Introduction: Driving is a highly demanding profession requiring heightened alertness while remaining in an ergonomically constrained position and also associated with exposure to vehicular pollution and whole body vibration. We explored whether drivers’ reaction time is different to student group who also remain in sitting position for long hours but not exposed to other factors. Materials and methods: Drivers with at least one year of occupational history and under/post-graduate students were randomly selected. Their reaction time in seconds (RT) was measured by the ruler drop method (RDM) and compared with independent t test. Right vs left hand RTs were compared within groups by paired t test. Results: Thirty students (21.8±2.25 years) and 37 drivers (33.73±9.77 years) participated in the study. The drivers had RT of 2.03±0.2s on both the hands; students’ RT were 2.01±0.16s on right and 2.02±0.17s on left hands. For both hands, the differences were not significant between drivers and students (p>0.5). Right and left RT were also comparable for both groups (p>0.5). Conclusions: Bus drivers with at least one year occupational exposure have reaction times ruler drop stimulus not significantly different from controls (students).

Properties of neuronal activity related to a visual reaction time task in the monkey prefrontal cortex

1987 ◽  
Vol 58 (5) ◽  
pp. 1080-1099 ◽  
Author(s):  
T. Sawaguchi
Keyword(s):  
Prefrontal Cortex ◽  
Reaction Time ◽  
Neuronal Activity ◽  
Decay Time ◽  
Reaction Time Task ◽  
Visual Reaction Time ◽  
Phase Type ◽  
Visual Reaction ◽  
Monkey Prefrontal Cortex ◽  
Lever Release

1. Quantitative properties of neuronal activity related to a visual reaction time task were studied in the monkey prefrontal cortex. The task consisted of an initial waiting phase (3.0-s period), a warning phase (green lamp, a variable period of 1.5-3.5 s), a go phase (red lamp), and a reward phase. 2. A total of 189 task-related neurons showed 233 changes in discharge rates during the warning (n = 86), GO (n = 103), and reward (n = 44) phases of the task. Most of the task-related neurons (145/189, 77%) showed changes during only one of the task phases, and were designated W (warning phase)-type (n = 42), GO (go phase)-type (n = 59), and RE (reward phase)-type (n = 44) neurons. The remainder (n = 44, 23%) showed changes during both the warning and the go phases, and were designated WG (warning and go phase)-type neurons. In each phase, onset latencies, peak latencies, and decay times of each change were measured and compared. 3. The changes during the warning phase (n = 86) were separated into three groups based on decay time; that is, phasic changes (n = 31), phasic-tonic changes (n = 23), and tonic changes (n = 32). Onset latencies and peak latencies were homogeneously distributed, and there were no clear groupings, although phasic and phasic-tonic changes tended to show shorter latencies than tonic changes. 4. The changes during the go phase (n = 103) did not show distinct differences, either in terms of decay time or of latency. The changes during the go phase showed various degrees of coupling to both the visual go signal (GS) and lever-release hand movement. To quantitate the coupling, a value to indicate the degrees of coupling (coupling index) was calculated. The changes coupled more strongly to the GS (cue coupled), those coupled more closely to the lever release (movement coupled), and intermediate changes could be distinguished from each other. The cue-coupled changes showed shorter latencies from the time onset of the GS than the movement-coupled changes, and the intermediate changes showed intermediate latencies. The decay time and the duration of the intermediate changes were longer than those of the cue-coupled changes and the movement-coupled changes. 5. The properties of WG-type neurons were compared with those of W-type and GO-type neurons.(ABSTRACT TRUNCATED AT 400 WORDS)

Catecholamine sensitivities of neurons related to a visual reaction time task in the monkey prefrontal cortex

1987 ◽  
Vol 58 (5) ◽  
pp. 1100-1122 ◽  
Author(s):  
T. Sawaguchi
Keyword(s):  
Prefrontal Cortex ◽  
Reaction Time ◽  
Background Activity ◽  
Reaction Time Task ◽  
Visual Reaction Time ◽  
Related Activity ◽  
Time Task ◽  
Visual Reaction ◽  
Monkey Prefrontal Cortex ◽  
A Current

1. Using microiontophoretic techniques and conscious monkeys, sensitivities to noradrenaline (NA) and dopamine (DA) of neurons of the prefrontal cortex (PFC), which showed changes in activity during a visual reaction time task, were investigated. The visual reaction time task was initiated by the pressing of a lever and consisted of four phases: an initial waiting phase of 3.0 s, a warning phase (green light of variable duration of 1.5-3.5 s), a lever release go phase (red light), and a final reward phase. 2. A total of 153 neurons, which showed changes in activity during one or two phase(s) of the task, were sampled. Of these neurons, 39 changed their activity during the warning phase, 48 changed their activity during the go phase, 38 changed their activity during both the warning and the go phases, and 28 changed their activity during the reward phase. 3. Iontophoretically applied NA and DA (with a current of 30-70 nA, but usually with a current of 50 nA) induced excitatory and/or inhibitory responses in 141 of the 153 task-related neurons. NA induced responses in 99 neurons, and these responses were predominantly inhibitory (n = 90). DA induced excitatory (n = 62) and inhibitory (n = 30) responses in 92 neurons. Fifty neurons were sensitive to both NA and DA. 4. The neurons showing changes in activity during different phases of the task showed different sensitivities to NA and DA applied with 50 nA. The warning phase-related neurons were primarily sensitive to NA (36/39), the go phase-related neurons were primarily sensitive to DA (44/48), neurons related to both the warning and go phases were sensitive to both NA and DA (33/38), and the reward phase-related neurons were primarily sensitive to NA (23/28). 5. In the neurons that showed increased changes in activity during the warning phase, NA reduced the background activity to a greater extent than the activity during the warning phase and increased the ratio of the warning phase-related activity to the background activity. In the neurons that showed decreased changes during the warning phase, NA reduced the activity during the warning phase to a great extent than the background activity, and increased ratio of the background activity to the warning phase-related activity. Furthermore, the latency of onset of the change in activity tended to become shorter by application of NA. Thus, NA enhanced the change in activity during the warning phase, irrespective of whether the direction of the change was toward an increase or a decrease.(ABSTRACT TRUNCATED AT 400 WORDS)

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