scholarly journals Symbolic distance: Unfamiliar versus familiar space

Psihologija ◽  
2007 ◽  
Vol 40 (1) ◽  
pp. 93-110 ◽  
Author(s):  
Radmila Stojanovic ◽  
Suncica Zdravkovic
Keyword(s):  
Reaction Time ◽  
Linear Relation ◽  
Mental Representations ◽  
Reaction Times ◽  
Distance Effect ◽  
Professional Orientation ◽  
Symbolic Distance Effect ◽  
Symbolic Distance ◽  
Male Subjects

The symbolic distance effect was investigated using both realistic distances and distances represented on the map. The influence of professional orientation and sex on mental visualization was measured. The results showed that an increase of distance leads to an increase in reaction time. The slope for realistic distances was steeper. Male subjects always had longer reaction times, although the effect differs for the two types of distances. Professional orientation did not play a role. The obtained relation between reaction time and distance is a confirmation of theories proposing that mental representations encompass structure and metric characteristics. The confirmed role of the effect of symbolic distance additionally supports Kosslyn?s theory: there is a linear relation between the time and distance.

The Symbolic Distance Effect for Alphabetic Order Judgements: A Subjective Report and Reaction Time Analysis

1978 ◽  
Vol 30 (1) ◽  
pp. 33-41 ◽  
Author(s):  
J. M. E. Hamilton ◽  
A. J. Sanford
Keyword(s):  
Reaction Time ◽  
Important Determinant ◽  
Distance Effect ◽  
Order Information ◽  
Reaction Time Analysis ◽  
Time Analysis ◽  
Subjective Report ◽  
Symbolic Distance Effect ◽  
Symbolic Distance ◽  
Selection Of

The time needed to decide whether a pair of letters is in the correct alphabetic order varies inversely with alphabetic separation. This is an example of a phenomenon generally found with the comparison of ordered symbols or concepts, called the symbolic distance effect (Moyer and Bayer, 1976). It is argued that when letters are compared, an important determinant of this effect is the degree to which subjects subvocally run-through parts of the alphabet to determine the correctness of the order of a stimulus pair. A trial-by-trial introspection procedure coupled with reaction time measurements is used in the present experiment, in which letter order judgements were made over a range of separations. RTs increased with increasing number of letters in the reported run-through. At small letter separations, run-through occurred more frequently, and this was found to be the basis of the symbolic distance effect. For trials on which no run-through was reported the symbolic distance effect was absent. The data are summarized as a model in which comparisons are made from directly available order information from memory, or with an additional run-through process. The details of the run-through process suggest that groupings learned in childhood are probably involved in the selection of the starting letter for run-through.

Dissecting the symbolic distance effect: Comparison and priming effects in numerical and nonnumerical orders

2008 ◽  
Vol 15 (2) ◽  
pp. 419-425 ◽  
Author(s):  
Filip Van Opstal ◽  
Wim Gevers ◽  
Wendy De Moor ◽  
Tom Verguts
Keyword(s):  
Distance Effect ◽  
Priming Effects ◽  
Symbolic Distance Effect ◽  
Symbolic Distance

Effects of Uncertainties of Time and Occurrence on Reaction Time of Mentally Handicapped Students

1981 ◽  
Vol 53 (2) ◽  
pp. 355-360 ◽  
Author(s):  
Paul R. Surburg
Keyword(s):  
Reaction Time ◽  
Reaction Times ◽  
Reaction Time Task ◽  
Mentally Handicapped ◽  
Treatment Groups ◽  
Time Task

The purpose of this study was to determine the effects of uncertainties of time and occurrence on reaction time of mildly handicapped students. 33 students were randomly assigned to the following treatment groups: no catch-trials, 10% catch-trials, and 20% catch-trials. Randomly varied foreperiods of 1.5, 3.0, and 4.5 sec. were used in a reaction time task. The role of catch-trials varied over four days of testing. Reaction times following 3.0- and 4.5-sec. were significantly faster than measurements following a 1.5-sec. foreperiod.

scholarly journals Zinc Removal from ZnO Industrial Wastewater by Hydroxide Precipitation and Coagulation Methods: The Role of pH and Coagulant Dose

2020 ◽  
Vol 11 (2) ◽  
pp. 35-42
Author(s):  
Ratnawati Ratnawati
Keyword(s):  
Reaction Time ◽  
Industrial Wastewater ◽  
Waste Treatment ◽  
Liquid Waste ◽  
Reaction Times ◽  
Quality Standards ◽  
Government Regulations ◽  
Zinc Removal ◽  
Zn Concentration

Liquid waste from the ZnO industry must be treated to meet the quality standards of wastewater into water bodies, according to the Minister of Environment Regulations No.5, 2014. It still contains 79 mg/L of Zn metal, cloudy with turbidity above 500 NTU, and COD value around 222 mg/L. This study aims to determine the effect of pH on reducing Zn metal and the coagulant dose to minimize turbidity and COD in liquid waste produced by the ZnO factory in Depok, West Java. The waste treatment has been carried out by adding alkaline to neutralize the acid conditions in the equalization basin. However, the results have not met the requirements. It is necessary to vary the pH (8.5; 9.0; 9.5; 10.0 and 10.5) to precipitate of Zn optimally, modify the dose of coagulants (50; 100 and 150 mg/L) and reaction times (10; 15 and 20 minutes) to reduce its turbidity and COD concentration. The best results were obtained at a pH of 9.5 with a coagulant dose of 50 mg/L and a reaction time of 10 minutes. This condition can reduce Zn concentration (79 to 3.71 mg/L), turbidity (557 to 1.42 NTU), COD (222 to 68 mg/L) with a removal efficiency of 95.3%; 99.7%; and 69.4% respectively. These values have met the standard requirements according to government regulations.

scholarly journals Learning to search. The importance of eye movements in the decrease of response times during a visual choice reaction time task

2016 ◽  
Vol 9 (5) ◽  
Author(s):  
Aleksandra Kroll ◽  
Monika Mak ◽  
Jerzy Samochowiec
Keyword(s):  
Eye Movements ◽  
Reaction Time ◽  
Choice Reaction Time ◽  
Visual Target ◽  
Response Times ◽  
Reaction Times ◽  
Reaction Time Task ◽  
Visual Tasks ◽  
Target Searching

Reaction times are often used as an indicator of the efficiency of the processes in thecentral nervous system. While extensive research has been conducted on the possibleresponse time correlates, the role of eye movements in visual tasks is yet unclear. Here wereport data to support the role of eye movements during visual choice reaction time training.Participant performance, reaction times, and total session duration improved. Eyemovementsshowed expected changes in saccade amplitude and resulted in improvementin visual target searching.

scholarly journals To Google or Not: Differences on How Online Searches Predict Names and Faces

Mathematics ◽  
2020 ◽  
Vol 8 (11) ◽  
pp. 1964
Author(s):  
Carmen Moret-Tatay ◽  
Abigail G. Wester ◽  
Daniel Gamermann
Keyword(s):  
Reaction Time ◽  
Bayes Factor ◽  
Reaction Times ◽  
Online News ◽  
Additional Test ◽  
Contextual Diversity ◽  
Computer Calculations ◽  
Online Searches ◽  
The Stability

Word and face recognition are processes of interest for a large number of fields, including both clinical psychology and computer calculations. The research examined here aims to evaluate the role of an online frequency’s ability to predict both face and word recognition by examining the stability of these processes in a given amount of time. The study will further examine the differences between traditional theories and current contextual frequency approaches. Reaction times were recorded through both a logarithmic transformation and through a Bayesian approach. The Bayes factor notation was employed as an additional test to support the evidence provided by the data. Although differences between face and name recognition were found, the results suggest that latencies for both face and name recognition are stable for a period of six months and online news frequencies better predict reaction time for both classical frequentist analyses. These findings support the use of the contextual diversity approach.

Changing “EUROpe”

1999 ◽  
Vol 4 (3) ◽  
pp. 152-156 ◽  
Author(s):  
J. Frederico Marques
Keyword(s):  
Numerical Cognition ◽  
Distance Effect ◽  
Point Of View ◽  
Problem Size ◽  
Psychological Literature ◽  
Price Comparison ◽  
Symbolic Distance Effect ◽  
Symbolic Distance

The present paper reviews some of the changes that the introduction of a new currency—the euro—will bring to our everyday behavior, from the point of view of the psychological literature on numerical cognition. Problems that can be foreseen converting and using the euro are reviewed, including changes in terms of language (i. e., money labels and its lexicosyntactic structure) and price comparison. Possible answers to some of these problems are presented, considering the numerical cognition literature and several widely reported effects (e. g., the problem size/difficulty effect, symbolic distance effect). New opportunities for research in this domain both within countries and across countries are also discussed.

Evaluation of the Influence of Illiteracy on Neuropsychological Performances by Elderly Persons

1993 ◽  
Vol 77 (3) ◽  
pp. 859-866 ◽  
Author(s):  
D. Grossi ◽  
G. Correra ◽  
C. Cause ◽  
M. A. Ruscitto ◽  
V. Vecchione ◽  
...  
Keyword(s):  
Reaction Time ◽  
Reaction Times ◽  
General Strategy ◽  
Elderly Persons ◽  
Formal Schooling ◽  
Rural Village ◽  
Early School ◽  
Constructional Apraxia ◽  
Better Than

The aim of the present study was to verify the role of the primary notions acquired in early school in the formation of a general strategy in elaboration of information. For this purpose we selected a tiny rural village in southern Italy which comprises a substantial number of elderly persons having very little formal schooling. These subjects were screened using a test battery composed of classic neuropsychological tests and reaction-time tests. In the subjects studied we observed a significant correlation between the amount of education and the neuropsychological performances, although no such correlation existed for reaction times. Subjects having little schooling (up to 3 years) performed better than the illiterate persons on the Constructional Apraxia test and on the Raven Matrices. However, the reaction times were similar in these groups. On this basis we claim that reaction-time tests might form a basic tool in evaluating cognitive performances of persons with very little schooling. Further, the primary notions learned during the first few years of schooling induce an improvement in mental strategies that is well-preserved in the normal aging process.

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