Using response time data to reduce testing time in cognitive tests.

2018 ◽  
Vol 30 (3) ◽  
pp. 328-338 ◽  
Author(s):  
Maria Bertling ◽  
Jonathan P. Weeks
Keyword(s):  
Response Time ◽  
Response Time Data ◽  
Testing Time ◽  
Cognitive Tests ◽  
Time Data

scholarly journals Dose-Response-Time Data Analysis: An Underexploited Trinity

2018 ◽  
Vol 71 (1) ◽  
pp. 89-122 ◽  
Author(s):  
Johan Gabrielsson ◽  
Robert Andersson ◽  
Mats Jirstrand ◽  
Stephan Hjorth
Keyword(s):  
Data Analysis ◽  
Response Time ◽  
Dose Response ◽  
Response Time Data ◽  
Time Data

Early evidence affects later decisions: Why evidence accumulation is required to explain response time data

2014 ◽  
Author(s):  
Jasper Winkel ◽  
Max C. Keuken ◽  
Leendert van Maanen ◽  
Eric-Jan Wagenmakers ◽  
Birte U. Forstmann
Keyword(s):  
Response Time ◽  
Response Time Data ◽  
Time Data ◽  
Evidence Accumulation ◽  
Early Evidence

scholarly journals Saccadic and manual response time data on inhibition of return during and after a visual search

Data in Brief ◽  
2021 ◽  
pp. 107565
Author(s):  
Margit Höfler ◽  
Sebastian A. Bauch ◽  
Katrin Liebergesell ◽  
Iain D. Gilchrist ◽  
Anja Ischebeck ◽  
...  
Keyword(s):  
Visual Search ◽  
Response Time ◽  
Inhibition Of Return ◽  
Response Time Data ◽  
Time Data ◽  
Manual Response

scholarly journals Investigating the role of attention in the identification of associativity shortcuts using a microgenetic measure of implicit shortcut use

2020 ◽  
Vol 73 (7) ◽  
pp. 1017-1035
Author(s):  
Joanne Eaves ◽  
Camilla Gilmore ◽  
Nina Attridge
Keyword(s):  
Visual Attention ◽  
Response Time ◽  
Response Time Data ◽  
Time Data ◽  
Trial Number ◽  
Mathematics Problems ◽  
Strategy Identification ◽  
Novel Method ◽  
Time Point

Many mathematics problems can be solved in different ways or by using different strategies. Good knowledge of arithmetic principles is important for identifying and using strategies that are more sophisticated. For example, the problem “6 + 38 − 35” can be solved through a shortcut strategy where the subtraction “38 − 35 = 3” is performed before the addition “3  + 6  = 9,” a strategy that is derived from the arithmetic principle of associativity. However, both children and adults make infrequent use of this shortcut and the reasons for this are currently unknown. To uncover these reasons, new sensitive measures of strategy identification and use must first be developed, which was one goal of our research. We built a novel method to detect the time-point when individuals first identify an arithmetic strategy, based on trial-by-trial response time data. Our second goal was to use this measure to investigate the contribution of one particular factor, attention, in the identification of the associativity shortcut. In two studies, we found that manipulating visual attention made no difference to the number of people who identified the shortcut, the trial number on which they first identified it, or their accuracy and response time for solving shortcut problems. We discuss the theoretical and methodological contribution of our findings and argue that the origin of people’s difficulty with associativity shortcuts may lie beyond attention.

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