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Fischman, Mark G.; Christina, Robert W.; Anson, J. Greg – Research Quarterly for Exercise and Sport, 2008
Franklin Henry's "memory drum" theory of neuromotor reaction (Henry & Rogers, 1960) was one of the most influential studies of the response programming stage of information processing. The paper is the most-cited study ever published in the "Research Quarterly for Exercise and Sport." However, few people know there is a noteworthy error in the…
Descriptors: Theories, Motor Reactions, Memory, Reaction Time

Christina, Robert W.; And Others – Research Quarterly for Exercise and Sport, 1985
Two experiments investigated alternative interpretations of simple reaction time to the one proposed by Christina et al. (1982). Results are presented which do not support the alternative interpretations. The authors conclude that an increase in simple reaction time is due more to number of movement parts than to accuracy demands. (Author/MT)
Descriptors: Higher Education, Motor Reactions, Reaction Time

Christina, Robert W.; Rose, Debra J. – Research Quarterly for Exercise and Sport, 1985
Two experiments were conducted to identify response elements responsible for the complexity effect found by Henry and Rogers. Results suggest that, as the number of movement parts and the accuracy demands increase, programing time increases, supporting the hypothesis that response initiation time becomes longer as programing becomes more complex.…
Descriptors: Encoding (Psychology), Higher Education, Motor Reactions, Reaction Time
Goggin, Noreen L.; Christina, Robert W. – Research Quarterly, 1979
Short rapid movements of great precision increase programming time for motor reaction. (JD)
Descriptors: Kinesthetic Perception, Motor Reactions, Perceptual Motor Coordination, Reaction Time

Margolis, Julie F.; Christina, Robert W. – Research Quarterly for Exercise and Sport, 1981
Research using subjects wearing glasses that allowed them to see a target but not their responding limb or the outcome of movement indicated that there is a relationship between proficiency of performance and variability of target practice. (CJ)
Descriptors: Conceptual Tempo, Motor Reactions, Perceptual Development, Perceptual Motor Learning