Interstimulus Interval Class Data

Question: Discuss about theInterstimulus Interval for Class Data. Answer: Reaction Time Graphs The Plot of Mean Reaction Time [RT] (y-axis) against the Interstimulus Interval [ISI] Using the class data. This plot has three different functions that represent the three matches; identical, name and different. Figure 1: Line graph of Reaction Time against ISI using class data Individual Data obtained has also been used to plot the line graph (Individual Data [y-axis] against Interstimulus interval [x-axis]), thus showing the three matches in graphical representations as shown below in figure 2. Figure 2: Line graph of Identical, Name and Different matches for Individual Data Accuracy Time Graphs The class data for accuracy, which is a proportion has been used to plot functions for Identical, Name, and Different matches. Therefore, a line graph has been generated for Accuracy (y-axis) data against the Interstimulus Interval (x-axis). Figure 3: A line graph for Accuracy against Interstimulus Interval for individual data Accuracy Individual Data has also been used to plot Identical, Name and Different functions with Accuracy as the y-axis and Interstimulus Interval as x-axis (Accuracy against ISI). Figure 4: Accuracy against ISI line graph using individual data Graphical representation for Physical match against name match Figure 5: Line graph for Physical match against the name match Evidence of Recoding According to George Miller (1994), recoding is the process in which visual information are changed/converted into a longer representation within the first second when an individual sets eyes on something or an object (Miller, 1994). Therefore, when the visual object have been processed within the first one second, it will be referred as memorable. Otherwise, it is lost forever. Therefore, based on the same discussion, Posner et al., 1969 stated that conversion of visual data entails recoding into phonetic or verbal representations. In this case, an individual will have to visualise an object or letters before the mind converts it into something verbal (Posner, Boies, Eichelman, Taylor, 1969). There is evidence of recoding in the data provided based on the difference in the reaction to the identical, name and different matches. Based on the class data, it has been shown that the response for the identical was fastest and different match was slowest. This data has clearly shown that there was evidence of recoding because the responses were not of the same timing. Based on data I collected, there were some differences in the expectations, that might have been affected by some factors, but recoding has been seen. There was a variation on the name match the time used to react on Identical was significantly slower than the reaction time for the different match. Are the No Responses Slower than the Yes Responses? My No responses were slower than Yes responses. Based on the individual data obtained, if the identical match is considered, the No response used less time than the first Yes response. On the Name match, both Yes responses were slower than the No response. Finally, the Different match had one yes response that was slower than one of the No responses and faster than the other. Therefore, it can be concluded that the No responses were slower than Yes responses because (75%) of the no responses were faster. Speed-Accuracy Trade-off. This is a condition in which when an individual who is faster in making a decision about a visual object is likely to make the wrong judgment about the real definition or seeing the subject under search. For instance, an individual who is using a computer, the faster the touchpad or mouse is moved, the higher the probability of not seeing a certain icon in the loaded desktop. In the case of the data recorded, the faster responses have produced higher levels of errors. Therefore, the impact of speed-accuracy trade-off is that the probability of making an error is always high (Samavatyan Leth-Steensen, 2009). References Craik, F. Lockhart, R. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11(6), 671-684. https://dx.doi.org/10.1016/s0022-5371(72)80001-x Miller, G. (1994). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 101(2), 343-352. https://dx.doi.org/10.1037/0033-295x.101.2.343 Posner, M., Boies, S., Eichelman, W., Taylor, R. (1969). Retention of visual and name codes of single letters. Journal of Experimental Psychology, 79(1, Pt.2), 1-16. https://dx.doi.org/10.1037/h0026947 Sperling, G. (1960). The information is available in brief visual presentations. Psychological Monographs: General and Applied, 74(11), 1-29. https://dx.doi.org/10.1037/h0093759 Samavatyan, H. Leth-Steensen, C. (2009). The time course of task switching: A speedaccuracy trade-off analysis. Memory Cognition, 37(7), 1051-1058. https://dx.doi.org/10.3758/mc.37.7.1051