scholarly journals Testing the effect of audiovisual cues to prominence via a reaction-time experiment

2006 ◽  
Author(s):  
Emiel Krahmer ◽  
Marc Swerts
Keyword(s):  
Reaction Time ◽  
Reaction Time Experiment

scholarly journals The Effect of Word-word Space Reading and Resolutions on Ambiguities of Chinese Segmentation by Advanced L2 Learners of Chinese

2020 ◽  
Author(s):  
Ken Chen ◽  
Lei Gu ◽  
Hongshan Zuo ◽  
Qiaoyan Bai ◽  
Yanfei Zhu
Keyword(s):  
Reaction Time ◽  
Chinese Text ◽  
Word Boundary ◽  
Reaction Time Experiment ◽  
Word Combination ◽  
Language Classroom ◽  
L2 Learners ◽  
Within Subjects ◽  
Text Presentation ◽  
Main Effects

<p>That Chinese text does not have a word boundary pose a question of whether L2 learners of Chinese are affected by the text at a word boundary. The present study consisted of two related experiments, i.e., one reaction time experiment and one pencil-paper experiment on the ambiguity of Chinese segmentation. The reaction time experiment was conducted by 2×2×2 within-subjects ANOVA (analysis of variance) with text presentation, length and difficulty of a sentence as the independent variables, and reading reaction time as the dependent variable. The results indicated that there were only significant main effects for word boundaries, length and difficulty of a sentence while the two/three-way interactions were not significant. Meanwhile, the pencil-paper experiment was conducted by single factor within-subjects ANOVA with the possible number of word combination (PNWC) as the independent variable, and the incorrect number of the ambiguity of Chinese segmentation which was made by the subjects as the dependent variable. The results demonstrated that there was a significant main effect for PNWC, without significant two-way interaction. Word boundary can help L2 learners of Chinese reading texts and understanding the meaning of texts fast. Apart from theoretic implications, this paper also tried to propose an approach on Chinese segmentation which can be used in Chinese as a foreign language classroom.<b> </b></p>

scholarly journals The Effect of Word-word Space Reading and Resolutions on Ambiguities of Chinese Segmentation by Advanced L2 Learners of Chinese

2020 ◽  
Author(s):  
Ken Chen ◽  
Lei Gu ◽  
Hongshan Zuo ◽  
Qiaoyan Bai ◽  
Yanfei Zhu
Keyword(s):  
Reaction Time ◽  
Chinese Text ◽  
Word Boundary ◽  
Reaction Time Experiment ◽  
Word Combination ◽  
Language Classroom ◽  
L2 Learners ◽  
Within Subjects ◽  
Text Presentation ◽  
Main Effects

<p>That Chinese text does not have a word boundary pose a question of whether L2 learners of Chinese are affected by the text at a word boundary. The present study consisted of two related experiments, i.e., one reaction time experiment and one pencil-paper experiment on the ambiguity of Chinese segmentation. The reaction time experiment was conducted by 2×2×2 within-subjects ANOVA (analysis of variance) with text presentation, length and difficulty of a sentence as the independent variables, and reading reaction time as the dependent variable. The results indicated that there were only significant main effects for word boundaries, length and difficulty of a sentence while the two/three-way interactions were not significant. Meanwhile, the pencil-paper experiment was conducted by single factor within-subjects ANOVA with the possible number of word combination (PNWC) as the independent variable, and the incorrect number of the ambiguity of Chinese segmentation which was made by the subjects as the dependent variable. The results demonstrated that there was a significant main effect for PNWC, without significant two-way interaction. Word boundary can help L2 learners of Chinese reading texts and understanding the meaning of texts fast. Apart from theoretic implications, this paper also tried to propose an approach on Chinese segmentation which can be used in Chinese as a foreign language classroom.<b> </b></p>

Reaction Time and the Expectancy Hypothesis

1964 ◽  
Vol 19 (2) ◽  
pp. 655-661 ◽  
Author(s):  
Lewis R. Aiken
Keyword(s):  
Reaction Time ◽  
Training Stimulus ◽  
Absolute Difference ◽  
Reaction Time Experiment ◽  
Single Test ◽  
Visual Reaction Time ◽  
Test Interval ◽  
Temporal Course ◽  
Visual Reaction ◽  
Mean Reaction Time

The measurement and meaning of the term expectancy and equivalent concepts as used in areas such as learning and vigilance are discussed briefly, and some experiments designed to measure the temporal course of expectancy are reviewed. A visual reaction time experiment is reported in which the effects of 1, 2, 3, or 4 recurrences of 2-, 3-, 4-, or 5-sec. “training” intervals on reaction time to a single “test” stimulus appearing 2, 3, 4, or 5 sec. after the last training stimulus were investigated. The results showed an insignificant effect of number of training intervals, but both the training and test interval effects and the interaction between the two were statistically significant. The general features of the curves plotted from the 16 training × test interval reaction time means illustrate that, under the conditions employed in the present experiment, mean reaction time is minimum when the training and test intervals are equal and increases as the absolute difference in duration of training and test intervals increases. Since expectancy in this investigation was operationally defined as the reciprocal of reaction time, the results obtained here are consistent with those of several previous investigations of the temporal course of expectancy.

Evaluation of Techniques for the Presentation of Laboratory Data: Support of Pattern Recognition

2000 ◽  
Vol 39 (01) ◽  
pp. 88-92 ◽  
Author(s):  
J. O. O. Hoeke ◽  
B. Bonke ◽  
R. van Strik ◽  
E. S. Gelsema
Keyword(s):  
Pattern Recognition ◽  
Reaction Time ◽  
Response Times ◽  
Laboratory Data ◽  
The Other ◽  
Experimental Setup ◽  
Reaction Time Experiment ◽  
Test Results ◽  
Median Response ◽  
Laboratory Test Results

Abstract:Two tabular and two graphical techniques for the presentation of laboratory test results were compared in a reaction-time experiment with 22 volunteers. The experimental setup was designed to determine whether one or more of the presentation techniques facilitated the recognition of four predefined combinations of abnormal test results. Using a conventional, tabular presentation technique as a reference, faster median response times were obtained with each of the other three presentation techniques, irrespective of pattern. The effect on accuracy was less clear, possibly due to the small number of errors made.

Error Patterns in a Chord Keyboard Response Task

1972 ◽  
Vol 24 (2) ◽  
pp. 139-148 ◽  
Author(s):  
D. J. Guest ◽  
M. E. Sime ◽  
T. R. G. Green
Keyword(s):  
Reaction Time ◽  
Choice Reaction Time ◽  
Correct Response ◽  
Reaction Time Experiment ◽  
Error Response ◽  
Keyboard Response ◽  
Random Fashion ◽  
Two Factors ◽  
The Difference ◽  
Response Task

Errors in a serial choice-reaction time experiment employing two-finger chord responses to alphabetic stimuli are shown to be distributed in a significantly non-random fashion. Two factors are postulated which are relevant to prediction of the error response. These are the presence or absence of a common finger, and the difference in finger separation, between the actual and the required response. It is suggested that the chord response is coded in terms of a pattern (the distance between the two response components). Responses which mirror the correct response about the centre of the hand are also shown to be significantly more frequent.

Modulation of premotor cortex caused by subliminal priming in a reaction time experiment

NeuroImage ◽  
2001 ◽  
Vol 13 (6) ◽  
pp. 1123
Author(s):  
Adam Aron ◽  
Friedericka Schlagheckent ◽  
Paul Fletcher ◽  
Ed Bullmore ◽  
Martin Eimert ◽  
...  
Keyword(s):  
Reaction Time ◽  
Premotor Cortex ◽  
Subliminal Priming ◽  
Reaction Time Experiment
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