Developmental Variability in Reaction Time

Eckert, Helen M.; Eichorn, Dorothy H.

doi:10.1111/j.1467-8624.1977.tb01182.x

Cited by 16 publications

(5 citation statements)

References 6 publications

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“…Once again this was supported by a main effect for age group, F(1,24)=17.50, p<0.05, with the older group (M=353, SD=145 ms) having significantly faster arm RT compared to the young group (M=479, SD=208 ms); regardless of treatment, test, or direction. These findings support a wealth of literature that as children develop through childhood their reaction times improve (e.g., Eckert and Eichorn 1977). This was further supported by the smaller standard deviations exhibited by the older group across all three treatment groups and all three directions when compared to the younger group.…”

Section: Inferential Findingssupporting

confidence: 85%

Caution regarding exergames: a skill acquisition perspective

Pedersen

Cooley

Cruickshank

2016

Physical Education and Sport Pedagogy

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Background: The advent of technology use in physical education is upon us. But the implications of using exergames as a substitute for traditional physical education instruction for some students raise questions. Although exergames have the potential to increase energy expenditure and motivation in some children, it is less clear whether they can provide skill acquisition benefits that are similar to those found in traditional physical education.Purpose: In a previous experiment from our laboratory we found that deliberate practice can significantly reduce the planning time required for lateral arm movements. The purpose of this study was to determine if exergames can produce a similar effect, by reducing the processing time required for children to initiate arm movements to the contralateral and ipsilateral space.Participants and setting: Thirty children (boys=15, girls=15), between the ages of 7 and 12 years, participated in a pre and posttest each taking 30 minutes and one 30 minute treatment session in a university laboratory.Research design: A repeated measures design was employed to test the effects of deliberate laterality practice on processing speed. Children were randomly assigned (n=10) to either a Nintendo Wii tennis contralateral movement experimental group, Nintendo Wii bowling ipsilateral movement experimental group, or hand-held video game control group. Each child participated in one 30 minute treatment session. Data collection: Upper extremity choice reaction time was measured through 27 goal-directed aiming movements for each arm separately, during the pretest and posttest. The stimulusresponse trials occurred in three randomly presented directions (ipsilateral, contralateral, and midline). EXERGAMES AND SKILL ACQUISITION3 Data analysis: A 3 (treatment group) × 2 (age group) × 2 (test) × 3 (direction) mixed design analysis of variance with repeated measures on the last two factors was used to test for significant differences, with an alpha level set at 0.05.Findings: There were no significant treatment effects on reaction time across all groups indicating that a short bout of exergame training was unsuccessful in improving lateral movement processing.Conclusions: Deliberate laterality practice using exergames did not improve the motor processing speed of lateral arm movements in the same manner of traditional physical activity as indicated by our previous research. Explanations as to why exergames do not exhibit the same positive transfer for skill acquisition as traditional physical education instruction are discussed within this paper.

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Section: Inferential Findingssupporting

confidence: 85%

Caution regarding exergames: a skill acquisition perspective

Pedersen

Cooley

Cruickshank

2016

Physical Education and Sport Pedagogy

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“…However, post-hoc analyses examining regression coefficients to compare reaction time changes as a function of the number of search items in relation to age shows significant differences in the rate of change between adults and children (t = −5.27, p < .001) as children in this task took on average 107 ms (SD = 18.9) more for each additional search item. This may be a result of differences in selection across age, but is more likely a result of large differences in reaction times as a function of motor development (both hand and eye movements) that would influence the rate of change (e.g., Eckert & Eichorn, 1977), as well as reflect differences in the strategies children use during visual search tasks (Donnelly, Cave, & Geenway, 2007).…”

Section: Discussionmentioning

confidence: 99%

Visual search and contextual cueing: differential effects in 10-year-old children and adults

Couperus

Hunt

Nelson

et al. 2010

Atten Percept Psychophys

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The development of contextual cueing specifically in relation to attention was examined in two experiments. Adult and 10-year-old participants completed a context cueing visual search task (Jiang & Chun, The Quarterly Journal of Experimental Psychology, 54A(4), 1105-1124, 2001) containing stimuli presented in an attended (e.g., red) and unattended (e.g., green) color. When the spatial configuration of stimuli in the attended and unattended color was invariant and consistently paired with the target location, adult reaction times improved, demonstrating learning. Learning also occurred if only the attended stimuli's configuration remained fixed. In contrast, while 10 year olds, like adults, showed incrementally slower reaction times as the number of attended stimuli increased, they did not show learning in the standard paradigm. However, they did show learning when the ratio of attended to unattended stimuli was high, irrespective of the total number of attended stimuli. Findings suggest children show efficient attentional guidance by color in visual search but differences in contextual cueing.

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“…We predicted that ADHD individuals would perform more poorly than controls in childhood and would continues to do so in adolescence regardless of whether they continued to have ADHD. We further predicted that the performance of ADHD individuals would improve between childhood and adolescence, as these skills are refined as children age (Eckert & Eichorn, 1977;McAuley & White, 2011), but that the extent of improvement would be comparable amongst those with persistent, remittent, and partially remitted forms of the disorder.…”

Section: Introductionmentioning

confidence: 99%

The persistence of cognitive deficits in remitted and unremitted ADHD: a case for the state‐independence of response inhibition

McAuley

Crosbie

Charach

et al. 2013

Child Psychology Psychiatry

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BackgroundResponse inhibition, working memory, and response variability are possible endophenotypes of ADHD based on their association with the disorder and evidence of heritability. One of the critical although rarely studied criteria for a valid endophenotype is that it persists despite waxing and waning of the overt manifestations of the disorder, a criterion known as state-independence. This study examined whether these aspects of cognition exhibit state-independence in ADHD.MethodsOne hundred and seventy-nine children diagnosed with ADHD in a rigorous baseline assessment were contacted for follow-up assessment in adolescence. Of this sample, 130 (73%) were reascertained. At follow-up, children previously diagnosed with ADHD were identified as remittent (n = 24), persistent (n = 64), or in partial remission (n = 42) based on symptoms and impairment of the disorder. Response inhibition, working memory, and response variability were assessed both in childhood (baseline) and adolescence (follow-up) and were compared with age-matched controls (40 children and 28 adolescents) seen at either time point.ResultsRelative to controls, ADHD children showed baseline deficits in response inhibition, working memory, and response variability. Only the group difference in response inhibition remained significant in adolescence. In general, cognitive performance among ADHD participants improved with age and did so regardless of changes in ADHD symptoms and impairment. Within the ADHD group, however, cognitive performance in childhood and in adolescence did not differ amongst those with persistent, remittent, and partially remittent forms of the disorder.ConclusionsResults demonstrate that response inhibition not only distinguishes ADHD children from their unaffected peers but is also state-independent, such that deficits remain present irrespective of changes in the disease phenotype. In other words, inhibitory deficits measured in childhood persist into adolescence even when the ADHD phenotype remits. These findings provide further evidence that the ability to stop prepotent actions is an endophenotype of ADHD.

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Developmental Variability in Reaction Time

Cited by 16 publications

References 6 publications

Caution regarding exergames: a skill acquisition perspective

Caution regarding exergames: a skill acquisition perspective

Visual search and contextual cueing: differential effects in 10-year-old children and adults

The persistence of cognitive deficits in remitted and unremitted ADHD: a case for the state‐independence of response inhibition

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