Assignment 2 (1)

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Oregon State University, Corvallis *

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311

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Psychology

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Dec 6, 2023

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pdf

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Assignment 2 Ac#vity Repeat the juggling or pen spinning ac5vity for 5 mins and record the number of successive juggles or spins. You will need this number (along with week 1’s number) for a future assignment. 1. How many juggles or spins did you achieve? (1 point) I prac5ced the pen spinning ac5vity for five minutes. I was able to spin the pen around my fingers for a total of 4 5mes within the 5 minutes. However, they were not consecu5ve spins. I was unsuccessful in spinning consecu5ve spins. Reac#on Time Ques#ons Watch the muddiest point videos and then complete the ques5ons below. Complete the simple reac5on 5me test at the following website hMps://faculty.washington.edu/ chudler/java/redgreen.html and then answer the following ques5ons. 2. Did your reac5on 5me improve across the 5 trials? Explain why do you believe your reac5on 5me did or did not improve? (1 point for explana5on) I found that my reac5on 5me started to decrease slowly. The reasoning behind this is that I began hesita5ng when it actually turned green. 3. How did the test prevent you from an5cipa5ng when the light would turn green? (1 point) I think that the test prevented me from an5cipa5ng when the light would turn green because the light changed at different 5mes rather than the turning green always at the same 5me. 4. What was your average reac5on 5me? It most likely was longer than the visual simple reac5on 5me for young adults of 0.190 seconds (or 190 milliseconds)? Why? (1 point for explana5on) My average 5me was 0.371 seconds. I think that the reason mine was slower than the visual simple reac5on 5me for young adults is because I needed to wait for the red light to turn green. Meaning that when I am wai5ng it can make your reac5on 5me slow because I’m expec5ng it. 5. How would you change this test from a simple reac5on 5me test to a choice reac5on 5me? (1 point) I would change this test from a simple reac5on 5me test to a choice reac5on 5me by allowing people to also press the buMon when the light turns yellow. It gives people a choice. Complete the Stroop Test at the following website: hMp://faculty.washington.edu/chudler/java/ ready.html . Make sure you do both word sets and then answer the following ques5on. 6. Your 5me on the second word test should have been slower than the first word set. What concept in the chapter explains why this is the case? (1 point) The concept of this chapter explains the Stroop effect. Addi5onal reac5on 5me ques5ons 7. Explain the difference between the psychological refractory period and s5mulus-response compa5bility. (2 points) The difference between the psychological refractory period and s5mulus response compa5bility is that the psychological rectory period has a delay in the response. The s5mulus response

compa5bility is the degree to which people perceive is consistent within the ac5ons that they take. 8. Explain the difference between event an5cipa5on and temporal an5cipa5on. (2 points) The difference between event an5cipa5on and temporal an5cipa5on is that in the event an5cipa5on is knowing the next likely event to occur, while temporal an5cipa5on is knowing when something is definitely going to happen. 9. Reac5on 5me has not been found to be a strong predictor of athle5c performance. Why do you think this is the case? (1 point) I think this is because there are many things that can aMribute to a strong predictor of athle5c performance. Each sport / athlete is different and all have different aMributes. Focus of a7en#on ques#ons You are teaching someone to strike an object, for example hi^ng a ball. Provide an example of where you might direct the aMen5on of the hiMer based on the two dimensions of aMen5on. (1 point for each answer, 4 points total) Sensory Contribu#ons 10. Propriocep5on provides informa5on about the rela5onship of body parts to one another and the sensa5on of movement. Two primary sense organs that provide propriocep5ve informa5on are located in the muscles. Explain the difference between what the muscle spindles and Golgi tendon organs sense in order to provide the central nervous system with propriocep5ve informa5on. (2 points) Muscle spindles sense the muscle length along with changes in the muscle length during contrac5on and or relaxa5on. Golgi tendon organs sense the muscle tension / force. Applica#on 11. List at least 3 principles covered in Chapter 2 that you could use when teaching or learning a motor skill related to your chosen career path. You can provide the actual principles or examples of using the principle with a specific motor skill. When answering the ques5on, you should imagine yourself as a prac55oner. (3 points) I think the three concepts from this chapter that I could use when teaching or learning a motor skill related to my chosen career path would be the muscle spindle, Golgi tendon organ, and reac5on 5me. Width of Focus Dir ec5 on of AM en 5o n Narrow Broad Int ern al 1. A goaltender may take a deep breath before facing penalty kicks to calm herself. 1. A goaltender may form a plan for each player taking a penalty kick aeer watching them shoot. Ext ern al 1. A hockey player may be extra aMen5on to the puck as it moves very quickly. 1. A hockey player may take a look at where their teammates are before passing the puck.

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