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.
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.
SMI Eye Tracking Glasses 2W with HD Scene Camera Now researchers can easily record, synchronize, and analyze biometric data and mobile eye tracking data during interactive tasks using SMI Eye Tracking Glasses 2 Wireless (ETG 2w) by SensoMotoric Instruments (SMI) BIOPAC wireless, wearable BioNomadix Logger, and BIOPAC AcqKnowledge software. The ETG 2w eye tracking glasses […]
The Human Anatomy & Physiology Society (HAPS) found that BIOPAC’s Student Lab System (BSL) and AcqKnowledge software were the number one ranked data acquisition and analysis systems for physiology experiments performed in introductory A&P labs. According to HAPS surveys conducted in 2013 and 2016, BIOPAC products are used and preferred by members in more labs than […]
Hardware and software packages from BIOPAC allow commercial consumer marketing teams to easily combine precise eye tracking data with physiological data recording. Here are a few notable studies recording physiology with eye tracking data: Predicting Advertising Success: While neurophysiological methods have become increasingly popular to better understand marketing phenomena among academics and practitioners, the success of […]