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Response Time on Math Skills and Its Association with Math Skills Accuracy and Physics Course Grades
Harish Moni Prakash; Andrew F. Heckler – Physical Review Physics Education Research, 2025
Accuracy on assessments is commonly studied in education research but response time (RT) is relatively less investigated even though decades of research in cognitive sciences indicate that time can be an important dimension for understanding student learning. To better understand RT and the potentially important relations between accuracy and RT…
Descriptors: Reaction Time, Accuracy, Physics, Science Education
Domingue, Benjamin W.; Kanopka, Klint; Stenhaug, Ben; Sulik, Michael J.; Beverly, Tanesia; Brinkhuis, Matthieu; Circi, Ruhan; Faul, Jessica; Liao, Dandan; McCandliss, Bruce; Obradovic, Jelena; Piech, Chris; Porter, Tenelle; Soland, James; Weeks, Jon; Wise, Steven L.; Yeatman, Jason – Journal of Educational and Behavioral Statistics, 2022
The speed-accuracy trade-off (SAT) suggests that time constraints reduce response accuracy. Its relevance in observational settings--where response time (RT) may not be constrained but respondent speed may still vary--is unclear. Using 29 data sets containing data from cognitive tasks, we use a flexible method for identification of the SAT (which…
Descriptors: Accuracy, Reaction Time, Task Analysis, College Entrance Examinations
Jana Welling; Timo Gnambs; Claus H. Carstensen – Educational and Psychological Measurement, 2024
Disengaged responding poses a severe threat to the validity of educational large-scale assessments, because item responses from unmotivated test-takers do not reflect their actual ability. Existing identification approaches rely primarily on item response times, which bears the risk of misclassifying fast engaged or slow disengaged responses.…
Descriptors: Foreign Countries, College Students, Guessing (Tests), Multiple Choice Tests
M. M. Elsherif; J. C. Catling – Scientific Studies of Reading, 2024
Purpose: Adults recognize words that are acquired during childhood more quickly than words acquired during adulthood. This is known as the Age of Acquisition (AoA) effect. The AoA effect, according to the integrated account, manifests in tasks necessitating greater semantic processing and in tasks with arbitrary input-output mapping. Compound…
Descriptors: Age Differences, Word Recognition, Linguistic Input, Reading Processes
Joyce, Hannah; Aguado-Orea, Javier – International Journal of Developmental Science, 2022
The Assessment of Language in Adults using Self-reported Skills (ALASS) is an online tool aimed at providing a rapid indication of language-related skills at two levels: basic performance and social use. In Study 1, we have developed and validated a new tool with two objective measures: a lexical decision test and a grammaticality judgement test,…
Descriptors: Adults, Language Skills, Interpersonal Communication, Predictor Variables
Juhasz, Barbara J.; Yap, Melvin J.; Raoul, Akila; Kaye, Micaela – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2019
Word frequency is an important predictor of lexical-decision task performance. The current study further examined the role of this variable by exploring the influence of frequency trajectory. Frequency trajectory is measured by how often a word occurs in childhood relative to adulthood. Past research on the role of this variable in word…
Descriptors: Word Frequency, Predictor Variables, Grade 1, College Students
Song, Shuxian; Li, Dechao – Interpreter and Translator Trainer, 2023
Cognitive factors have been recognised as important in the interpreting process, but whether they could serve as valid components of interpreting aptitude still awaits further investigation. This study explores the predictive value of cognitive fluency in the simultaneous interpreting (SI) performance of trainee interpreters. Cognitive fluency…
Descriptors: Translation, Language Fluency, Psycholinguistics, Language Aptitude
Jost, Kerstin; Wendt, Mike; Luna-Rodriguez, Aquiles; Löw, Andreas; Jacobsen, Thomas – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2017
In choice reaction time (RT) tasks, performance is often influenced by the presence of nominally irrelevant stimuli, referred to as distractors. Recent research provided evidence that distractor processing can be adjusted to the utility of the distractors: Distractors predictive of the upcoming target/response were more attended to and also…
Descriptors: Reaction Time, Stimuli, College Students, Foreign Countries
Stevens, Christopher A.; Carlson, Richard A. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2016
Many studies have examined how people recall the locations of objects in spatial layouts. However, little is known about how people monitor the accuracy of judgments based on those memories. The goal of the present experiments was to examine the effect of reference frame characteristics on metacognitive accuracy for spatial judgments. Reference…
Descriptors: Spatial Ability, Metacognition, Undergraduate Students, Perspective Taking
Yap, Melvin J.; Sibley, Daragh E.; Balota, David A.; Ratcliff, Roger; Rueckl, Jay – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2015
Researchers have extensively documented how various statistical properties of words (e.g., word frequency) influence lexical processing. However, the impact of lexical variables on nonword decision-making performance is less clear. This gap is surprising, because a better specification of the mechanisms driving nonword responses may provide…
Descriptors: Decision Making, English, Psycholinguistics, Regression (Statistics)
Al-Hilawani, Yasser A. – International Journal of Progressive Education, 2016
The relationship between metacognition in real life situations and study skills and habits was examined using a sample of college students. Results showed no significant relationship between these two variables nor was there a significant relationship between study skills and reaction time as measured on the metacognitive test. However, there was…
Descriptors: Metacognition, Study Skills, Study Habits, Cognitive Tests
Meier, Matt E.; Kane, Michael J. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2015
Three experiments examined the relation between working memory capacity (WMC) and 2 different forms of cognitive conflict: stimulus-stimulus (S-S) and stimulus-response (S-R) interference. Our goal was to test whether WMC's relation to conflict-task performance is mediated by stimulus-identification processes (captured by S-S conflict),…
Descriptors: Experimental Psychology, Short Term Memory, Executive Function, Cognitive Processes
Janczyk, Markus; Pfister, Roland; Wallmeier, Gloria; Kunde, Wilfried – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2014
Psychological research has documented again and again marked performance decrements whenever humans perform 2 or more tasks at the same time. In fact, the available evidence seems to suggest that any type of behavior is subject to such limitations. The present experiments employed the psychological refractory period (PRP) paradigm to identify a…
Descriptors: Foreign Countries, Task Analysis, Experimental Psychology, Experiments
Schwartz, Geoffrey – Second Language Research, 2016
Acoustic and perceptual studies investgate B2-level Polish learners' acquisition of second language (L2) English word-boundaries involving word-initial vowels. In production, participants were less likely to produce glottalization of phrase-medial initial vowels in L2 English than in first language (L1) Polish. Perception studies employing word…
Descriptors: Second Language Learning, Acoustics, Auditory Perception, English (Second Language)
Protopapas, Athanassios; Kapnoula, Efthymia C. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2016
Effects of lexical and sublexical variables on visual word recognition are often treated as homogeneous across participants and stable over time. In this study, we examine the modulation of frequency, length, syllable and bigram frequency, orthographic neighborhood, and graphophonemic consistency effects by (a) individual differences, and (b) item…
Descriptors: Word Recognition, Foreign Countries, Greek, Syllables
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