Information-Processing: Choice Reaction Times of First- and Third-Grade Students for Two Types of Associations

1965 ◽  
Vol 36 (3) ◽  
pp. 713
Author(s):  
Robert E. Morin ◽  
Bert Forrin
Keyword(s):  
Information Processing ◽  
Reaction Times ◽  
Third Grade ◽  
Third Grade Students ◽  
Choice Reaction Times

The Effects of Ethyl Alcohol on a Driver's Driving Skill, Visual Perception, Risk Acceptance, Choice Reaction Times and Information Processing Rates

1974 ◽  
Vol 18 (2) ◽  
pp. 116-116
Author(s):  
Helmut T. Zwahlen
Keyword(s):  
Information Processing ◽  
Standard Deviation ◽  
Visual Perception ◽  
Reaction Times ◽  
Driving Skill ◽  
Alcohol Condition ◽  
The Mean ◽  
Risk Acceptance ◽  
Standard Deviations ◽  
Choice Reaction Times

Twelve subjects (20–37 years old) were tested in the laboratory and eleven out of these were also tested in a car in the field, first under a no alcohol condition and then under an alcohol condition (approximately 0.10% BAC). In the laboratory the subjects simple and choice reaction times for two uncertainty modes were measured and their information processing rates (3 bits unsertainty) were determined. In the field the subjects driving skill for driving through a gap with 20 inches total clearance at 20 MPH was measured, as well as their static visual perceptual capabilities and risk acceptance decisions for a 46 feet viewing distance using psychophysical experimental methods. Based upon the driving skill measure (standard deviation of centerline deviations in the gap), the mean of the psychometric visual gap perception function and the mean of the psychometric gap risk acceptance function, the “Safety Distance” and the “Driver Safety Index” (DSI) were obtained. Based upon a statistical analysis of the data we may conclude first that the effects of alcohol (approximately 0.10% BAC) vary widely from one subject to another (slighthly improved performance to highly impaired performance) and that the changes in the group averages of the means and standard deviations of the psychometric visual perception and risk acceptance functions, the driving skill distributions, the “Safety Distances” and the DSI's for the subjects (although all changes in the group averages are in the expected direction) are statistically not significant (α = .05). Second, the group average of the means of the choice reaction times for the subjects increased by 5% under the alcohol condition (statistically significant, α = .05), but more important the group average of the standard deviations of the choice reaction times for the subjects increased by 23% (statistically significant, α = .05). The group average of the information processing rates for the subjects decreased by 3% (statistically not significant, α = .05) under the alcohol condition. A system model in which the system demands on the driver are represented in terms of choice reaction times is used to demonstrate that the increase in performance variability (expressed by the standard deviation of choice reaction times) under the influence of alcohol provides a much better explanation for the higher accident involvement than the historically most frequently used rather small increase in average performance (expressed by the mean of choice reaction times).

Faster Choice-Reaction Times to Positive than to Negative Facial Expressions

2003 ◽  
Vol 17 (3) ◽  
pp. 113-123 ◽  
Author(s):  
Jukka M. Leppänen ◽  
Mirja Tenhunen ◽  
Jari K. Hietanen
Keyword(s):  
Facial Expressions ◽  
Cognitive Processing ◽  
Response Selection ◽  
Reaction Times ◽  
Happy Face ◽  
Response Onset ◽  
Response Execution ◽  
Onset Response ◽  
Positive Stimuli ◽  
Choice Reaction Times

Abstract Several studies have shown faster choice-reaction times to positive than to negative facial expressions. The present study examined whether this effect is exclusively due to faster cognitive processing of positive stimuli (i.e., processes leading up to, and including, response selection), or whether it also involves faster motor execution of the selected response. In two experiments, response selection (onset of the lateralized readiness potential, LRP) and response execution (LRP onset-response onset) times for positive (happy) and negative (disgusted/angry) faces were examined. Shorter response selection times for positive than for negative faces were found in both experiments but there was no difference in response execution times. Together, these results suggest that the happy-face advantage occurs primarily at premotoric processing stages. Implications that the happy-face advantage may reflect an interaction between emotional and cognitive factors are discussed.

PENERAPAN MODEL PEMBALAJARAN KOOPERATIF TIPE QUICK ON THE DRAW UNTUK MENINGKATKAN MOTIVASI BELAJAR MATEMATIKA PADA MATERI PECAHAN SISWA KELAS III SDN 001 PAGARAN TAPAH DARUSSALAM KABUPATEN ROKAN HULU

2017 ◽  
Vol 6 (1) ◽  
pp. 165
Author(s):  
Maidar Maidar
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Learning Model ◽  
Third Grade ◽  
Motivation To Learn ◽  
Class Iii ◽  
Third Grade Students ◽  
Classroom Action Research

This study aims to determine whether there is an increased motivation to learn mathematics of third grade students of SDN 001 Pagaran Tapah Darussalam Rokan Hulu after application of cooperative learning model of quick on the draw. The problems of the research is "What type of cooperative learning model of application quick on the draw can Increase the motivation to learn mathematics 001 third grade students of SDN Pagaran Tapah Darussalam Rokan Hulu?" This research is a classroom action research conducted in SDN 001 Pagarah Tapah Darussalam. The subjects were students of class III is 31 students. Collecting the data in this study using sheets of observations made every meeting. Based on the results of this study concluded that using cooperative learning model of the type of quick on the draw can Increase the motivation to learn mathematics 001 third grade students of SDN Pagaran Tapah Darussalam Rokan Hulu.Keywords: cooperative quick on the draw, the motivation to learn math

VARIOUS PROBLEMS FOR TEACHING GEOMETRY TO THIRD GRADE STUDENTS

2018 ◽  
Vol 28 (3) ◽  
pp. 997-1003
Author(s):  
Gergana Hristova
Keyword(s):  
General Education ◽  
Third Grade ◽  
The European Union ◽  
School Year ◽  
Third Grade Students ◽  
Teaching Geometry ◽  
New Curriculum ◽  
Mathematical Problems ◽  
Key Competencies ◽  
Geometrical Knowledge

The knowledge on geometry are of great importance for the understanding of reality. Spatial notion and geometrical concepts, graphical skills and habits are an important part of the study of geometrical knowledge in elementary school as propedeutics of the system course on geometry in the next school levels. In the recent years, education in Bulgaria follows the trends imposed by the European Union related to the acquiring of some basic key competencies. They promote to the improvement of knowledge, skills, abilities and attitudes of students and their more successful social development. From the school year 2016/2017, the education in the Bulgarian schools is in accordance with the new Law on pre-school and school education. Under this law, students are teached under new curriculum and teaching kits for the corresponding class. According to the new curriculum, the general education of the students of I-IV grade, covers basic groups of key competencies. Here, much more attention is paid also to the results of international researches on the students’ performance in mathematics. Primary school students participate in international competitions and Olympiads, which lead to the need of working on more mathematical problems with geometric content of the relevant specific types. This allows to study and use author’s various mathematical problems for teaching geometry. Their purpose is to contribute to the expansion of space notions of the students, to develop their thinking and imagination. This article is dedicated to the application of author’s various mathematical problems and exercises for teaching students from the third grade through which the geometrical knowledge and skills of the students develop and build. The solving of the mathematical problems is realized on a rich visual-practical basis, providing conditions for inclusion of the students in various activities. The proposed various mathematical problems are developed by themes including fully geometric problems and exercises for teaching mathematics to third grade students. Teaching by using the various mathematical problems was held with 149 students from third grade, from five schools - three in Sofia and two in smaller towns, in the school year 2016/2017.

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