The lesson demonstrates the effect of learning and physiological processes on reaction times to a visual stimulus.
Students see two presentation schedules of visual LED stimulation. The Subject presses a pushbutton hand switch as quickly as possible after seeing the LED blink.
Students can then perform a statistical analysis of the results including: group mean, variance and standard deviation.
Observe the effect of learning and the effect of anticipating the stimulus delivery on reaction time.
Compare reaction times in four stimulus-response situations:
a) Fixed interval stimulus presentation using the dominant hand for the response
b) Random interval stimulus presentation using the dominant hand for the response.
c) Fixed interval stimulus presentation using the nondominant hand for the response.
d) Random interval stimulus presentation using the nondominant hand for the response.
Compare the reaction times for groups of subjects by calculating the statistics of group mean, variance, and standard deviation in each of the four stimulus-response situations.
Compare the visual stimulus reaction times to the auditory stimulus reaction times obtained in Lesson 11 (Reaction Time I).
Tasks Performed by the Student
BSL Lessons are designed to allow at least four students to record and save data in a normal lab period (60-90 minutes). Typically, labs work most efficiently with three or more students working together at each BSL station.
React to a schedule of fixed interval LED blinks using dominant hand on pushbutton, then repeat using non-dominant hand.
React to a schedule of random interval LED blinks using dominant hand on pushbutton, then repeat using non-dominant hand.
Add active learning segments designed by students or instructor to expand this lesson.
Very easy to setup and record the data.
Automatically calculates the reaction time.
Guides the student through the statistical analysis of a data set.
The software automates the setup procedure for the student. There are no knobs and dials to confuse them.
On-screen images and prompts guide students throughout the lesson.
BIOPAC’s Simple Sensors warn students if they plug the wrong device or transducer into the system.
The lesson will also work with different stimuli (see Lesson 11 for auditory stimulus)
The lesson will also work as part of a group study.
BSL Instructor’s Guide provides lab tips and lesson options.
BSL Answer Guide included.
Biopac Student Lab Student Download
This lesson requires a Biopac Student Lab (BSL) System and the following hardware. If your BSL System does not include all hardware items, expand your system by selecting required items below. For more details, review the Lesson: L# BSL Lessons - see the Lab Manual or launch BSL; A# and H# BSL PRO Lessons, click the PDF link above to review full setup, recording, and analysis procedures.
fNIR Imaging Systems are stand-alone functional brain imaging solutions for continuous NIR spectroscopy (NIRS). They provide an in-lab cognitive function assessment and eliminate a great many of the drawbacks of a functional MRI. fNIR optical imaging technology measures neural activity and hemodynamic response in the prefrontal cortex. Subjects wear an fNIR sensor (IR light sources […]
Alan Macy Answers Proust Questionnaire BIOPAC co-founder and R&D Director, Alan Macy, was interviewed recently by Roger Durling for the Santa Barbara Independent. The article, “The S.B. Questionnaire: Alan Macy,” provided a background excerpt of the Santa Barbara entrepreneurs’ past as well as his answers to the Proust Questionnaire. The biomedical technology developed at BIOPAC reflects an ambitious […]
Physiological researchers have been studying the lower body through examining impacts of training, movement instruction, and innovative research measurements on an individual’s well being. The following articles represent recent developments in physiological research, moving our understanding of lower limbs and the body as a whole forward, one step at a time. The Importance of Form Improper […]