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Books on the topic 'Inhibition (Psychology) Reaction Time'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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1

Tucker, Lannie G. Fractionated reaction time and movement time in response to a visual stimulus. Eugene: Microform Publications, College of Human Development and Performance, University of Oregon, 1985.

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2

Hautala, Robert M. The influence of an enforced preparatory set on the reaction time, movement time, and total response time of children. Eugene, Oregon: Microform Publications, 1986.

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3

Müsseler, Jochen. Wahrnehmung und Handlungsplanung: Effekte kompatibler und inkompatibler Reize bei der Initiierung und Ausführung von Reaktionssequenzen. Aachen: Shaker, 1995.

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4

Lundy, David H. The effects of monitoring response-produced feedback on the psychological refractory period. Eugene: Microform Publications, College of Human Development and Performance, University of Oregon, 1987.

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5

Response times: Their role in inferring elementary mental organization. New York: Oxford University Press, 1986.

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6

Sidaway, Ben. Programming time as a function of the accuracy demand and number of movement parts of a rapid response. Eugene: Microform Publications, College of Human development and performance, University of Oregon, 1989.

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7

Spontaneity: A psychoanalytic enquiry. New York, NY: Routledge, 2009.

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8

Kondō, Fumisato. Seishin hakujakuji no shinkei shinrigakuteki kenkyū. Tōkyō: Kazama Shobō, 1990.

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9

Entwurf einer Anwendersprache zur Steuerung psychologischer Reaktionszeitexperimente. Frankfurt am Main: Lang, 1993.

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10

The effects of retroactive inhibition and contextual interference on learning a motor task. 1992.

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11

Fractionated reaction time and movement time in response to a visual stimulus. 1985.

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12

Fractionated reaction time and movement time in response to a visual stimulus. 1985.

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13

The influence of an enforced preparatory set on the reaction time, movement time, and total response time of children. 1986.

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14

The influence of an enforced preparatory set on the reaction time, movement time, and total response time of children. 1986.

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15

The influence of an enforced preparatory set on the reaction time, movement time, and total response time of children. 1986.

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16

Vigor: Neuroeconomics of Movement Control. MIT Press, 2020.

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17

Response Times: Their Role in Inferring Elementary Mental Organization (Oxford Psychology Series). Oxford University Press, USA, 1991.

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18

The effects of monitoring response-produced feedback on the psychological refractory period. 1986.

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19

The effects of monitoring response-produced feedback on the psychological refractory period. 1985.

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20

The effects of monitoring response-produced feedback on the psychological refractory period. 1986.

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21

The effects of monitoring response-produced feedback on the psychological refractory period. 1986.

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22

Response Times. New York: Oxford University Press, 2007.

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23

Temporal precision as a condition for a linear speed-accuracy trade-off in aimed movements. 1986.

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24

Programming time as a function of the accuracy demand and number of movement parts of a rapid response. 1989.

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25

Programming time as a function of the accuracy demand and number of movement parts of a rapid response. 1989.

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26

Programming time as a function of the accuracy demand and number of movement parts of a rapid response. 1988.

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27

Programming time as a function of the accuracy demand and number of movement parts of a rapid response. 1989.

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28

Perceptual moment length and tracking capabilities under restricted viewing conditions. 1988.

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29

Winter, Timothy P. Selective attention of hyperactive, hyperactive-learning disabled, learning disabled, and nondisabled young males: A signal detection analysis. 1986.

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30

On Flinching: Theatricality and Scientific Looking from Darwin to Shell-Shock. Oxford University Press, 2014.

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31

The visual guidance of aimed-hand movements to stationary and moving targets. 1988.

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32

The visual guidance of aimed-hand movements to stationary and moving targets. 1986.

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33

The visual guidance of aimed-hand movements to stationary and moving targets. 1988.

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34

The visual guidance of aimed-hand movements to stationary and moving targets. 1988.

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35

Differences in movement speed between six year old children and adults on three motor tasks. 1992.

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36

Analysis of the control and coordination of two-handed movements in stroke patients. 1988.

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37

Task complexity and advance information effects on preparation and execution of voluntary movements. 1988.

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38

Task complexity and advance information effects on preparation and execution of voluntary movements. 1986.

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39

Information processing as a function of exercise-induced activation. 1990.

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40

Acquisition and retention of a motor skill as a function of intra-task and inter-task processing. 1991.

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41

Acquisition and retention of a motor skill as a function of intra-task and inter-task processing. 1989.

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42

Acquisition and retention of a motor skill as a function of intra-task and inter-task processing. 1991.

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43

Callender, Craig. What Makes Time Special? Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198797302.001.0001.

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As we navigate through life, we model time as flowing, the present as special, and the past as “dead.” This model of time—manifest time—develops in childhood and later thoroughly infiltrates our language, thought, and behavior. It is part of what makes a human life recognizably human. Yet if physics is correct, this model of the world is deeply mistaken. This book is about this conflict between manifest and physical time. The first half dives into the physics and philosophy to establish the conflict’s existence; but it also argues that the claim that physics “spatializes” time is overstated. Rather, even relativity theory makes time special in deep and significant ways. The second half turns to psychology, biology, and more, seeking to understand why creatures like us develop manifest time. The novel picture that results is that manifest time is a natural reaction to the many cognitive and evolutionary challenges that we face. For subjects embedded in our circumstances, it makes sense to develop—even if fundamentally wrong.

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44

Contextual interference effects as a function of age. 1991.

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45

Contextual interference effects as a function of age. 1988.

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46

Coghill, David, Maggie Toplak, Sinead Rhodes, and Nicoletta Adamo. Cognitive functioning in ADHD. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198739258.003.0010.

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Inhibition, memory, temporal discounting, decision-making, timing, and intraindividual variability in reaction time have emerged as key cognitive domains for understanding neurocognitive deficits in individuals with ADHD. In the domain of inhibition, motor inhibition has been studied most extensively, with deficits demonstrated in both restraint and cancellation. Working memory difficulties have been identified using a broad range of tasks. Decision-making has been less well studied, but risky decision-making and temporal discounting have displayed relatively consistent effects. Motor timing, duration discrimination, duration reproduction, and variability on all of these tasks have also been implicated in ADHD. From a clinical perspective, whilst ADHD is clearly associated with a broad range of neuropsychological deficits, there is considerable heterogeneity and none of these deficits is required or necessary for a diagnosis. However, neuropsychological measures may help define cognitive subgroups within ADHD and these may in turn be useful in predicting course, outcome, and treatment response.

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47

Midline crossing effects upon the lower extremities of individuals 65 years and older. 1993.

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48

A comparison of the effect of experimenter and microcomputer delivered knowledge of results on the response speed of nonretarded and mentally retarded students. 1986.

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49

A comparison of the effect of experimenter and microcomputer delivered knowledge of results on the response speed of nonretarded and mentally retarded students. 1986.

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