Stimulus Tempos and the Reliability of the Successive Choice Reaction Test

Uchida, Yu; Demura, Shinichi; Nagayama, Ryoichi; Kitabayashi, Tamotsu

doi:10.1519/jsc.0b013e31825c2f23

Cited by 4 publications

(10 citation statements)

References 13 publications

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“…If the stimulus presentation pattern is the same among all the trials, then the subjects might remember the reaction directions (Uchida et al, 2013). Therefore, to comply with this requirement, the five rapid instruction patterns used in a report by Uchida et al (2013) were used in this research as well. Figure 1 shows the placement of the sheet on which the participants stood.…”

Section: ) Participantsmentioning

confidence: 99%

“…Eight rapid movement possibilities (left, right, forward, back, or diagonally in any of the four possible directions) were used in combinations that compelled participants to move once in each of the eight directions; the patterns were constructed to ensure that all movements would be to adjacent cells only (Uchida et al, 2013). The chosen tempo was 20 bpm.…”

Section: ) Participantsmentioning

confidence: 99%

“…Table 1 shows the five instruction patterns used in this research. Pattern A, for example, led the participant from the center cell to the upper right, and subsequently to the lower right, the center, the upper left, the center, the right, the bottom, and back to the center (Uchida et al, 2013).…”

Section: ) Participantsmentioning

confidence: 99%

“…In recent years, consecutive and selective reaction-time tests that use on-screen directions have been developed for adults (Uchida et al, 2013). It can be reasonably presumed that these tests are appropriately applicable to young children as well.…”

Section: Introductionmentioning

confidence: 99%

“…Existing research has used instruction patterns having five different directions to avoid the possibility of participants remembering and predicting instructions on tests that repeat the same instruction sets in multiple cycles. The evaluation variable is the average reaction time for each pattern (Uchida et al, 2013). Young children, however, differ from adults because of their undeveloped muscular and neurological functions; thus, the required movements' order may substantially affect reaction times.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Differences and Correlations between Instruction Patterns in Consecutive, Selective Reaction-Time Tests Administered to Early Childhood Participants

Yamanaka¹,

Sugimoto²,

Sato³

et al. 2017

APE

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This research considered the effect of differences between instruction patterns in consecutive, selective reaction-time tests administered to early childhood participants. Participants included 62 young male children (mean age 5.3 ± 0.6 years, mean height 107.4 ± 5.5 cm, mean mass 17.9 ± 2.2 kg). Starting from a standing position, each participant rapidly moved eight times on a sheet-either left, right, forward, backward, or diagonal-in accordance with the given target. Five different combinations were used; each combination required participants to move in each of the eight possible directions once, including the four diagonal directions. On each pattern, the total times for all participants were added to yield a consecutive, selective reaction time for that pattern. Single-factor dispersion analysis results did not indicate a statistically significant difference in reaction times between the test patterns (the level of significance was determined as 0.05). Furthermore, a greater-than-medium correlation between the five patterns with regard to their total consecutive, selective reaction-times was observed. Consequently, while no large difference was demonstrated between patterns, a relatively high correlation was observed between patterns on consecutive, selective reaction-time tests administered to young children.

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Section: ) Participantsmentioning

confidence: 99%

Section: ) Participantsmentioning

confidence: 99%

Section: ) Participantsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Differences and Correlations between Instruction Patterns in Consecutive, Selective Reaction-Time Tests Administered to Early Childhood Participants

Yamanaka¹,

Sugimoto²,

Sato³

et al. 2017

APE

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A Comparison of Blue Light and Caffeine Effects on Cognitive Function and Alertness in Humans

Beaven

Ekström

2013

PLoS ONE

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The alerting effects of both caffeine and short wavelength (blue) light have been consistently reported. The ability of blue light to enhance alertness and cognitive function via non-image forming neuropathways have been suggested as a non-pharmacological countermeasure for drowsiness across a range of occupational settings. Here we compare and contrast the alerting and psychomotor effects of 240 mg of caffeine and a 1-h dose of ~40 lx blue light in a non-athletic population. Twenty-one healthy subjects performed a computer-based psychomotor vigilance test before and after each of four randomly assigned trial conditions performed on different days: white light/placebo; white light/240 mg caffeine; blue light/placebo; blue light/240 mg caffeine. The Karolinska Sleepiness Scale was used to assess subjective measures of alertness. Both the caffeine only and blue light only conditions enhanced accuracy in a visual reaction test requiring a decision and an additive effect was observed with respect to the fastest reaction times. However, in a test of executive function, where a distraction was included, caffeine exerted a negative effect on accuracy. Furthermore, the blue light only condition consistently outperformed caffeine when both congruent and incongruent distractions were presented. The visual reactions in the absence of a decision or distraction were also enhanced in the blue light only condition and this effect was most prominent in the blue-eyed participants. Overall, blue light and caffeine demonstrated distinct effects on aspects of psychomotor function and have the potential to positively influence a range of settings where cognitive function and alertness are important. Specifically, despite the widespread use of caffeine in competitive sporting environments, the possible impact of blue light has received no research attention.

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Validnost I Pouzdanost Testa Za Procenu Vremena Reakcije I Brzine Kretanja U Odbrambenom Košarkaškom Stavu

Vučković¹,

Gadžić²,

Sekulić³

et al. 2022

FU Phys Ed Sport

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The aim of the present study was to examine the content validity and reliability of the newly developed Reaction Time and Defensive Slide Test (RTADST). Thirty-six female basketball players were recruited from three professional State Basketball league of Bosnia and Herzegovina clubs (age: 18.81 ± 2.58 years) who completed three separate trials of the RTADST with each trial consisting of fast shuffling movements left and right. Each athlete performed the test 3 times in one day, and repeated testing was conducted the following day at evening basketball sessions. The RTADST relative reliability was evaluated by Cronbach’s alpha and ICC. Cronbach’s alpha coefficient was 0.81 which indicates good reliability. When recommendations from Bucheit et al. (2011) were taken into account, the value of ICC <0.69 indicated poor reliability. Absolute reliability of RTADST was assessed by CV, and its value was 5.3%, which is somewhat above the 5%, or the limit of acceptable reliability. Parameters of relative and absolute reliability after the exclusion of the first trial (familiarization with the test task), were more acceptable. Cronbach’s alpha coefficient was 0.90 and ICC = 0.82 compared to the one from all three trials. Considering absolute reliability, it could be concluded that the test is reliable since the CV value is below 5% (3.9%). Reliability between two days was assessed by ICC, and its value was 0.74, which confirms good reliability. Finally, the RTADST can be considered as a valid test that discriminates female basketball perimeter players and post players in reaction time and basketball defensive slide speed, while conditioning programs for the development of these abilities need to be carried out with a tool such is RTADST for the initial and final evaluation of these abilities.

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Stimulus Tempos and the Reliability of the Successive Choice Reaction Test

Cited by 4 publications

References 13 publications

Differences and Correlations between Instruction Patterns in Consecutive, Selective Reaction-Time Tests Administered to Early Childhood Participants

Differences and Correlations between Instruction Patterns in Consecutive, Selective Reaction-Time Tests Administered to Early Childhood Participants

A Comparison of Blue Light and Caffeine Effects on Cognitive Function and Alertness in Humans

Validnost I Pouzdanost Testa Za Procenu Vremena Reakcije I Brzine Kretanja U Odbrambenom Košarkaškom Stavu

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