Average Response Time Difference Between Dominant And Non Dominant Hand Users

The Memory Interference Test (MIT) is a computerized experiment that gauges the cognitive functioning of undergraduate students through visual or auditory prompts to test memory. The MIT is particularly used to test patient’s memory in situations where a brain injury is in question, the results in performance are compared to standardized scores of their peers. There is an inverse relationship between the amount of memory target items and performance: as the number of items the subject was exposed to increased their performance significantly decreased (Komori 2016). Does previous expose to the MIT and thus previous exposure to other target items account for the decrease in number of correct items?

(Carey, 2010) Testing is a different way of storing information in your brain. Tests are often challenging which make it the best studying tool because the harder it is to remember something, the harder it is to

The first being the subjects both read off a computer screen which increased the likelihood for distraction because there weren’t just the words to look at. Also in an exercise testing memory, people will always use some method or tactic to remember words for example relating words to surroundings or well-known items. For example, subject A remembers dog because she owns one and calculates because she was doing her maths homework within the hour before the recall. Subject B, on the other hand, noticed that the words dog and odd kind of rhymed so remembered

In addition to testing both males and females, three different age groups including 16-18 year olds, 21-23 year olds and 47-49 year olds will be have their reaction times assessed. Incorporating a range of individuals from teenagers to middle aged people will allow inferences to be made regarding the effect that age has on reaction time. Across the experiments, two other aspects will be varied including using dominant or non-dominant hands

• Not suitable for assessing large amounts of subject knowledge and understanding as it not supposed to be a memory test. It is best utilised to plug knowledge gaps that have occurred in other areas of assessment.

This Independent Research Project will be studying if your Eye/Hand Dominance will affect the serve of volleyball players. Many volleyball players serve a different way and some have a stronger serve one way rather than the other is it because of the Hand/Eye dominance or for another reason. If you are crossed it means your Right Hand dominant and Left Eye dominant and same for Left Hand and Right Eye. If you're not crossed it means you are Right Hand dominant and Right Eye dominate, same for Left hand and eye. We will be testing volleyball players ages 16-18 on their serve, the reason why we are testing this age group is because at this age many of the players serves are similar and we will only be testing the top national teams for each age

In this paper, I will present my findings about the two testing (Cognitive Ability Test

of visual imagery and list type. They believe that imagery could possibly affect false memories in different ways depending on the list item associated.Researchers still have to investigate the outcome of visualizing phonologically. They have even said that investigating phonological lists through meaning could be difficult because they are theorized to happen through sound with phonological lists. Their secondary goal was to assess whether imagery instructions could influence false memories based on the nature of how the memory test is used. The participants of the memory test completed immediate recall tests. They were administered list by list, and at the end there was a final

- My hypothesis said that the dominant hand would be faster than the non-dominant hand. I reject my hypothesis because the non-dominant hand happens to be faster than the dominant

Allport, Postman (1947) and Loftus (1974) also support Bartlett’s idea of reconstructive memory. Loftus mainly focused on the reliability of eyewitness testimonies. As done in this experiment, Loftus and Palmer conducted a study on the effects of wording a question differently and how that would affect the answer. In the experiment the researchers used two different verbs on two different test groups. One was “contact” the other was “smashed”. The effect of this was a change in the speed estimated by the participants. The verb “contact” gave an average speed of 32mph while the verb “smash” gave an average of 41 mph in the experiment conducted by Loftus. There is a positive correlation between word use and how memory is retrieved because of it.

But when there was no oxygen available to use it became harder to press down the clothespin at a faster pace. Around the fifth trial, the lactic acid was becoming visible as the fingers and muscles were starting to get sore. The hypothesis that was created was rejected because the original hypothesis was that number of squeezes done in 30 seconds over the 10 trials would be greater in the dominant hand compared to the non-dominant hand. In most cases, the dominant hand is stronger than the non-dominant hand but that was not the case for this experiment. According to graph 1.3 the number of squeezes from the non-dominant hand was greater compared to the amount of squeezes to the dominant hand. According to table 1.2, the average number of squeezes in 30 seconds for 10 trials for the dominant hand was 74.3. Finally, according to table 1.3 the average number of squeezes in 30 seconds for 10 trials for non-dominant hands was 83.2. This data supports that the non-dominant hand averaged more squeezes than the dominant

The hypothesis was tested though various different results that were obtained through the experiment. The muscle strength of the individuals was tested initially and then related to the muscle activity preformed during the experiment. This help conclude that the hip muscle was the most important muscle when completing the task. The muscle strength of the hip in the elderly was less than the young which explains the time and speed differences between the subject groups occurred.

The only experiment in which we found any evidence that a bias was transferred to the other limb was experiment 2, where the movement of the cursor and wrist were dissociated, making it possible that spatial attention could have affected the magnitude of the effect. It is well established that a skill acquired with one limb can be transferred to the other limb and that this effect depends on M1 activity (Lee et al., 2010). However, skills transfer is very rarely complete (Poh et al., 2016), making it more difficult to observe an effect of similar magnitude on the limb that did not execute unilateral contractions within the short time scale of our experiments. This problem is worsened by the fact that in average, across all experiments, the bias observed on the side performing unilateral contractions was only 6 degrees, which assuming a partial transfer of 50%, would amount to a 3º bias. Moreover, even though the critical involvement of the M1 in skill transfer is clear (Lee et al., 2010), one cannot completely discard that adaptations below M1 may also contribute somewhat to directional biases (Classen et al., 1998), making the magnitude of the possible transfer effect even smaller. Therefore, if use-dependent biases can be transferred to the non-trained limb on the short time scale employed in our studies, the rate of

What is the effect of using your dominate hand vs your non-dominant hand when testing sensitivity? The purpose of answering this question is to help scientists understand if your hand dominance affects your sensitivity. One reason I chose this topic is because I have previously seen a similar experiment in a museum, and I would like to test one of my own. Another reason I chose this topic is because I am very interested in the outcome. I hope to discover if hand dominance influences sensitivity. This project will test your dominant hand vs your non – dominant hand when testing sensitivity.

The present study follows a 2 X 9 X 2 within-subjects design. The independent variables were Block (with 2 levels), Serial Position (with 9 levels: digits 1-9), and Trial Type (with 2 levels: quiet, or irrelevant speech). The dependent variable was Probability of Correct Serial Recall.