scholarly journals INDIVIDUALŪS VIENU METU IR NUOSEKLIAI PATEIKIAMŲ VAIZDŲ TAPATUMO VERTINIMO SKIRTUMAI

Psichologija ◽  
2005 ◽  
Vol 31 ◽  
pp. 124-137
Author(s):  
Alvydas Šoliūnas ◽  
Ona Gurčinienė
Keyword(s):  
Reaction Time ◽  
Simultaneous Presentation ◽  
Time Interval ◽  
Successive Presentation ◽  
Performance Accuracy ◽  
The Subject ◽  
Interstimulus Intervals ◽  
The Difference ◽  
And Performance ◽  
Degree Of Similarity

Nustatyta, kad atliekant tapatumo vertinimo užduotį, kai reikia atsakyti, ar keli pateikti stimulai yra vienodi (tapatūs), ar skirtingi, tiriamieji gali naudoti stimulų sulyginimo strategiją – holistinę arba analitinę. Šiame tyrime bandyta nustatyti, ar tokių individualių skirtumų pasireiškimas gali priklausyti nuo stimulų pateikimo metodo – nuoseklaus arba vienalaikio. Atlikti psichofizikiniai tapatumo vertinimo tyrimai, kuriuose įvairaus tarpusavio panašumo laipsnio netaisyklingi daugiakampiai buvo pateikiami poromis vienu metu arba nuosekliai. Nuoseklaus figūrų pateikimo atveju tiriamieji išsiskyrė į dvi grupes: daugumai tiriamųjų figūrų tapatumo vertinimas tiesiškai priklausė nuo jų tarpusavio panašumo – didėjant figūrų panašumui ilgėjo reakcijos laikas ir daugėjo klaidų; kitų tiriamųjų tapatumo vertinimas nepriklausė nuo figūrų panašumo laipsnio. Vienalaikio pateikimo atveju tiriamieji aiškiai neišsiskyrė pagal užduoties atlikimo strategiją. Praktika vienalaikio stimulų pateikimo atveju ir tarpstimulinis intervalas nuoseklaus stimulų pateikimo atveju neturėjo įtakos figūrų tapatumo vertinimo greičio priklausomybei nuo jų tarpusavio panašumo laipsnio, bet sąlygojo bendrą reakcijos laiko sutrumpėjimą praktikos metu ir pailgėjimą, ilgėjant tarpstimuliniam intervalui tarp pirmos ir antros figūrų. INDIVIDUAL DIFFERENCES IN SAME-DIFFERENT EVALUATION OF FIGURES WHEN THEY ARE PRESENTED SIMULTANEOUSLY OR SUCCESSIVELYAlvydas Šoliūnas, Ona Gurčinienė SummaryIt is known that in same-different task, in which the subject must answer whether two presented stimuli are the same or different, the performance of the subjects can achieve two different modes – holistic and analytic. The other question is how the estimation of stimuli sameness depends on two prevailing methods used in same-different task – successive and simultaneous stimuli presentation. The purpose of this paper was to investigate whether the different modes in subject’s performance depend on these two methods of stimuli presentation.Psychophysical same-different experiment was performed in which the pairs of irregular polygons were presented simultaneously or successively. Five groups of stimuli pairs with different degree of reciprocal similarity were composed from the set of 12 polygons. Three interstimulus intervals were used under successive presentation conditions: 500 ms, 1000 ms, and 1500 ms. Stimuli were presented briefly (for 67–350 ms under simultaneous and for 33–100 ms under successive presentation conditions, and this time interval was established individually during training sessions) on computer screen. The subjects were required to answer whether two figures were the same or different.Under successive presentation conditions, the subjects fell into two different groups. For the majority of subjects, the performance directly depended on the degree of similarity between two figures – the more the figures were similar the longer the reaction time was and the more mistakes the subjects made. For other subjects, the performance accuracy but not the reaction time depended on the degree of figure similarity. Performance of these two groups of subjects could be attributed to the analytic and holistic strategies respectively. Under simultaneous presentation conditions, the subjects’ performance clearly did not split into two different modes: both the reaction time and performance accuracy depended on the degree of similarity of two figures. This result could suppose that all subjects probably use analytic strategy when compare two simultaneously presented stimuli.The practice under simultaneous presentation conditions and the difference in interstimulus interval under successive presentation conditions did not effect the character of the dependence of the accuracy and reaction time of the estimation of figure sameness, and the only effect was that the reaction time decreased with practice and increased with longer interstimulus intervals.

The Effect of Knowledge of Results on Learning and Performance IV. The Direction of the Error in Very Simple Skills

1951 ◽  
Vol 3 (1) ◽  
pp. 36-42 ◽  
Author(s):  
Valerie Dees ◽  
G. C. Grindley
Keyword(s):  
Short Interval ◽  
The Other ◽  
Time Interval ◽  
Knowledge Of Results ◽  
Short Intervals ◽  
Visual Knowledge ◽  
Other Hand ◽  
The Subject ◽  
And Performance ◽  
Learning And Performance

Re-examination of the data discussed in previous papers of this series shows a greater tendency toward “overshooting” when the time interval between trials, in some of the experiments, is short than when it is longer. The subject tends to make a bigger movement or exert more pressure with short intervals. This seems to be true with or without visual knowledge of results. On the other hand, with the experiments in which the task was to press a key for a given short interval, the effect was not conclusively shown. A hypothesis is put forward to explain these results in terms of proprioceptive adaptation.

Expectancy and Intermittency

1965 ◽  
Vol 17 (1) ◽  
pp. 75-78 ◽  
Author(s):  
R. Davis
Keyword(s):  
Reaction Time ◽  
Interstimulus Interval ◽  
Human Subject ◽  
Reaction Times ◽  
Clear Indication ◽  
Temporal Uncertainty ◽  
The Subject ◽  
Interstimulus Intervals

When a human subject responds to the second of two closely succeeding stimuli, his reaction time to the second stimulus tends to increase sharply as the interstimulus interval decreases. Controversy has centred on the issue of whether this increase is mainly due to the effects of the first stimulus in producing some kind of block in the central analysing systems or whether it is mainly due to the temporal uncertainty of the second signal, as determined by the distribution of interstimulus intervals used. By substituting for the first stimulus a spontaneous response on the part of the subject and holding the distribution of interstimulus intervals constant, it is shown that the delays in responding to the succeeding signal are eliminated, even at intervals as short as 50 millisec. This is interpreted as evidence in support of the intermittency hypothesis and as a clear indication that the increase in reaction times normally observed is not a result of the distribution of interstimulus intervals.

Effects of Changes in the Intensity of White Noise on Simultaneity Judgements and Simple Reaction Time

1971 ◽  
Vol 23 (3) ◽  
pp. 296-303 ◽  
Author(s):  
A. J. Sanford
Keyword(s):  
Reaction Time ◽  
White Noise ◽  
Simple Reaction Time ◽  
Random Noise ◽  
Difference Threshold ◽  
Response Initiation ◽  
Simple Reaction ◽  
Informal Observation ◽  
The Subject ◽  
The Difference

On the basis of earlier work and informal observation it was suspected that the effect of loudness on simple reaction time (RT) could not be accounted for by changes in the time it takes the subject to hear the stimulus. Two experiments are described in which an increment in the level of background random noise is presented to the subject. The effect of increment size on RT and on a simultaneity judgement are investigated using a range of increments from just above difference threshold to moderately loud and clear. The difference in the size of loudness effects in the two tasks lends some support to a model which explains the influence of loudness on RT largely in terms of latency of response initiation.

scholarly journals Estimation of water quality index using artificial intelligence approaches and multi-linear regression

2020 ◽  
Vol 9 (1) ◽  
pp. 126 ◽  
Author(s):  
Muhammad Sani Gaya ◽  
Sani Isah Abba ◽  
Aliyu Muhammad Abdu ◽  
Abubakar Ibrahim Tukur ◽  
Mubarak Auwal Saleh ◽  
...  
Keyword(s):  
Artificial Intelligence ◽  
Water Quality ◽  
Linear Regression ◽  
Water Quality Index ◽  
Quality Index ◽  
Mean Squared Error ◽  
Performance Accuracy ◽  
Multi Linear Regression ◽  
The Difference ◽  
And Performance

<span lang="EN-US">Water quality index is a measure of water quality at a certain location and over a period of time. High value indicates that the water is unsafe for drinking and inadequate in quality to meet the designated uses. Most of the classical models are unreliable producing unpromising forecasting results. This study presents Artificial Intelligence (AI) techniques and a Multi Linear Regression (MLR) as the classical linear model for estimating the Water Quality Index (WQI) of Palla station of Yamuna river, India. Full-scale data of the river were used in validating the models. Performance measures such as Mean Square Error (MSE), Root Mean Squared Error (RMSE) and Determination Coefficient (DC) were utilized in evaluating the accuracy and performance of the models. The obtained result depicted the superiority of AI models over the MLR model. The results also indicated that, the best model of both ANN and ANFIS proved high improvement in performance accuracy over MLR up to 10% in the verification phase. The difference between ANN and ANFIS accuracy is negligible due to a slight increment in performance accuracy indicating that both ANN and ANFIS could serve as reliable models for the estimation of WQI</span>.

Perceptual Anticipation and Reaction Time

1950 ◽  
Vol 2 (3) ◽  
pp. 99-112 ◽  
Author(s):  
E. C. Poulton
Keyword(s):  
Reaction Time ◽  
Time Interval ◽  
Short Time Interval ◽  
Different Types ◽  
The Subject ◽  
Auditory Signals ◽  
Short Time ◽  
Refractory Phase ◽  
Made In

To determine the effect of perceptual anticipation upon reaction time, two different types of experiment were carried out. In the first a skilled response had occasionally to be altered at a given point after a variable warning period. In the second the subject had to react to two auditory signals separated by a short time interval which was systematically varied, the second signal being expected or unexpected. It was found that lack of readiness to respond to a signal, as revealed by a lengthened reaction time, may be due either to the subject not having prepared himself, as he was not expecting the signal; or to the subject not being able to prepare himself in time. Preparation for reacting to the second of the two signals, when both are expected and have to be reacted to, never appears to take more than between 0·2 and 0·4 seconds, as judged by reaction time. On the majority of occasions it appears to be complete in 0·2 seconds. These times are shorter than those usually given, because the extra delay due to incorrect anticipation has been excluded. With intervals of 0·1 seconds or less, delay in the second reaction may be due to the mechanical difficulty of responding quickly enough, especially when the two reactions have to be made in opposite directions. The finding that lack of readiness might be due to the subject not expecting the signal, and the further finding that preparation took longer when a skilled response had to be extended than when it had to be stopped, both suggest that so-called Psychological refractoriness is due to lack of fore period in which to prepare for the response, rather than to a “Psychological refractory phase” comparable to the refractory phase of nerves. If, by dividing his attention, the subject was able to prepare for his next response while making his previous one, so-called Psychological refractoriness could be completely absent.

A Modification of the Payne-Jones Method of Identifying Abnormal Differences in WISC-R Performance and Verbal IQ's

1996 ◽  
Vol 12 (1) ◽  
pp. 27-32 ◽  
Author(s):  
Louis M. Hsu
Keyword(s):  
Full Scale ◽  
True Score ◽  
Verbal Iq ◽  
Score Difference ◽  
The Difference ◽  
And Performance

The difference (D) between a person's Verbal IQ (VIQ) and Performance IQ (PIQ) has for some time been considered clinically meaningful ( Kaufman, 1976 , 1979 ; Matarazzo, 1990 , 1991 ; Matarazzo & Herman, 1985 ; Sattler, 1982 ; Wechsler, 1984 ). Particularly useful is information about the degree to which a difference (D) between scores is “abnormal” (i.e., deviant in a standardization group) as opposed to simply “reliable” (i.e., indicative of a true score difference) ( Mittenberg, Thompson, & Schwartz, 1991 ; Silverstein, 1981 ; Payne & Jones, 1957 ). Payne and Jones (1957) proposed a formula to identify “abnormal” differences, which has been used extensively in the literature, and which has generally yielded good approximations to empirically determined “abnormal” differences ( Silverstein, 1985 ; Matarazzo & Herman, 1985 ). However applications of this formula have not taken into account the dependence (demonstrated by Kaufman, 1976 , 1979 , and Matarazzo & Herman, 1985 ) of Ds on Full Scale IQs (FSIQs). This has led to overestimation of “abnormality” of Ds of high FSIQ children, and underestimation of “abnormality” of Ds of low FSIQ children. This article presents a formula for identification of abnormal WISC-R Ds, which overcomes these problems, by explicitly taking into account the dependence of Ds on FSIQs.

An Adaptive and Learning System for Feedback-Controlled Evoked Response Studies

1981 ◽  
Vol 20 (03) ◽  
pp. 169-173
Author(s):  
J. Wagner ◽  
G. Pfurtscheixer
Keyword(s):  
Brain Activity ◽  
Evoked Response ◽  
Learning System ◽  
Time Interval ◽  
Electrical Brain Activity ◽  
Long Time ◽  
The Subject ◽  
Eeg Power ◽  
Stimulation System ◽  
Background Eeg

The shape, latency and amplitude of changes in electrical brain activity related to a stimulus (Evoked Potential) depend both on the stimulus parameters and on the background EEG at the time of stimulation. An adaptive, learnable stimulation system is introduced, whereby the subject is stimulated (e.g. with light), whenever the EEG power is subthreshold and minimal. Additionally, the system is conceived in such a way that a certain number of stimuli could be given within a particular time interval. Related to this time criterion, the threshold specific for each subject is calculated at the beginning of the experiment (preprocessing) and adapted to the EEG power during the processing mode because of long-time fluctuations and trends in the EEG. The process of adaptation is directed by a table which contains the necessary correction numbers for the threshold. Experiences of the stimulation system are reflected in an automatic correction of this table. Because the corrected and improved table is stored after each experiment and is used as the starting table for the next experiment, the system >learns<. The system introduced here can be used both for evoked response studies and for alpha-feedback experiments.

Learning Language Levels in Students Accurate with a History Academic Achievement History

2017 ◽  
Vol 1 (2) ◽  
pp. 137
Author(s):  
Noorlela Binti Noordin ◽  
Abdul Razaq Ahmad ◽  
Anuar Ahmad
Keyword(s):  
Academic Achievement ◽  
Statistical Inference ◽  
Quantitative Data ◽  
Quantitative Methods ◽  
Descriptive Statistics ◽  
Language Test ◽  
The Subject ◽  
The Difference ◽  
Learning Language ◽  
The Relationship

This study was aimed to evaluate the Malay proficiency among students in Form Two especially non-Malay students and its relationship to academic achievement History. To achieve the purpose of the study there are two objectives, the first is to look at the difference between mean of Malay Language test influences min of academic achievement of History subject among non-Malay students in Form Two and the second is the relationship between the level of Malay proficiency and their academic achievement for History. This study used quantitative methods, which involved 100 people of Form Two non-Malay students in one of the schools in Klang, Selangor. This study used quantitative data were analyzed using descriptive statistics and statistical inference with IBM SPSS Statistics v22 software. This study found that there was a relationship between the proficiency of Malay language among non-Malay students with achievements in the subject of History. The implications of this study are discussed in this article.

ARTISTIC AND AESTHETIC EDUCATION AND MUSICAL PSYCHOTHERAPY OF A SPECIALIST’S TRAINING

2020 ◽  
Vol 384 (2) ◽  
pp. 222-232
Author(s):  
P. V. Menshikov ◽  
G. K. Kassymova ◽  
R. R. Gasanova ◽  
Y. V. Zaichikov ◽  
V. A. Berezovskaya ◽  
...  
Keyword(s):  
Performance Practice ◽  
Piano Music ◽  
Traumatic Experiences ◽  
Special Role ◽  
Native Culture ◽  
History Of ◽  
The Subject ◽  
And Performance ◽  
The Many ◽  
Special Meaning

A special role in the development of a pianist as a musician, composer and performer, as shown by the examples of the well-known, included in the history of art, and the most ordinary pianists, their listeners and admirers, lovers of piano music and music in general, are played by moments associated with psychotherapeutic abilities and music features. The purpose of the study is to comprehend the psychotherapeutic aspects of performing activities (using pianists as an example). The research method is a theoretical analysis of the psychotherapeutic aspects of performing activities: the study of the possibilities and functions of musical psychotherapy in the life of a musician as a “(self) psychotherapist” and “patient”. For almost any person, music acts as a way of self-understanding and understanding of the world, a way of self-realization, rethinking and overcoming life's difficulties - internal and external "blockages" of development, a way of saturating life with universal meanings, including a person in the richness of his native culture and universal culture as a whole. Art and, above all, its metaphorical nature help to bring out and realize internal experiences, provide an opportunity to look at one’s own experiences, problems and injuries from another perspective, to see a different meaning in them. In essence, we are talking about art therapy, including the art of writing and performing music - musical psychotherapy. However, for a musician, music has a special meaning, special significance. Musician - produces music, and, therefore, is not only an “object”, but also the subject of musical psychotherapy. The musician’s training includes preparing him as an individual and as a professional to perform functions that can be called psychotherapeutic: in the works of the most famous performers, as well as in the work of ordinary teachers, psychotherapeutic moments sometimes become key. Piano music and performance practice sets a certain “viewing angle” of life, and, in the case of traumatic experiences, a new way of understanding a difficult, traumatic and continuing to excite a person event, changing his attitude towards him. It helps to see something that was hidden in the hustle and bustle of everyday life or in the patterns of relationships familiar to a given culture. At the same time, while playing music or learning to play music, a person teaches to see the hidden and understand the many secrets of the human soul, the relationships of people.

The Idea of a Meaningful Synthesis of Marxist and Non-Marxist Systems of Political Economy as a Mirror of Intellectual Turmoil (About V.T. Ryazanov’s Book «Modern Political Economy: Prospects of Neo-Marxist Synthesis»)

2019 ◽  
pp. 74-98
Author(s):  
A.B. Lyubinin
Keyword(s):  
Economic Theory ◽  
Political Economy ◽  
Economic Status ◽  
Economic Science ◽  
Objective Reality ◽  
Commodity Production ◽  
Subjective Assessments ◽  
The Subject ◽  
The Difference ◽  
Political Economic

Review of the monograph indicated in the subtitle V.T. Ryazanov. The reviewer is critical of the position of the author of the book, believing that it is possible and even necessary (to increase the effectiveness of General economic theory and bring it closer to practice) substantial (and not just formal-conventional) synthesis of the Marxist system of political economy with its non-Marxist systems. The article emphasizes the difference between the subject and the method of the classical, including Marxist, school of political economy with its characteristic objective perception of the subject from the neoclassical school with its reduction of objective reality to subjective assessments; this excludes their meaningful synthesis as part of a single «modern political economy». V.T. Ryazanov’s interpretation of commodity production in the economic system of «Capital» of K. Marx as a purely mental abstraction, in fact — a fiction, myth is also counter-argued. On the issue of identification of the discipline «national economy», the reviewer, unlike the author of the book, takes the position that it is a concrete economic science that does not have a political economic status.

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