Spacebar Experiment

In experiment 1, participants were instructed to press a key to determine if the stimulus was red, blue, yellow, or green. On the second half of the experiment, the stimulus appeared in grey with only one colored letter which was positioned randomly. Error rates for the experiment were below 2.5% for each condition, which is quite low. Experiment 2 was the same as experiment 1 except that there were 114 data collections instead of 288 and there were 36 practice trials instead of 72. According to experiment 1 and 2 it is suggested that the effect of

There is also another interesting finding concerning students’ performance in Task 2B (bead pattern A-B-C) and Task 2D (bead pattern A-A-B-B-B). According to our design estimation, the pattern A-B-C was considered of lower difficulty level. Surprisingly, Task 2D appeared to be easier for the participants than Task 2B.

In a quiet college classroom, participants were individually tested, with a seat positioned in view of a computer, and a seat on the side for the experimenter to sit. There were four tasks for the participants to complete, that were timed. The participants were told that if they were to make an error by naming the wrong color, to correct it and read the next color, as the experimenter would write how many errors

The author explains how many students, especially those in the focused-upon second grade class, have difficulty explaining their “mathematical thinking process”. While they may provide correct answers using memorized calculations, they are unable to demonstrate their conceptual understandings or explain how they achieved the right results. As stated by the researcher, “it is important for students to be able to demonstrate their mathematical thinking as well as their method of solving a problem” (Kostos & Shin, 2010, p.223).

Participants were led to an isolated lab room were they participated in a task-switching experiment. They were involved in 2 tasks a magnitude test and an odd even task. There was 100 randomly assigned trials 50% task-switch and 50% task-repeat that were completed by the participants. There were different type keys presented to the participants such as: z for an odd number, x for an even number, m for a number (>) than 5,

The magnet board and dots allow the students to interpret problems as the total number of objects in different groups; for example, 5x7 is interpreted as 5 groups of 7 objects each. The math fact table, supplied to Peter, will help build connection between prior learning that is essential for the lesson; furthermore, repetition of concepts over the course of the day will be supplied to the student. For example, the skills practiced will be extended into the other courses throughout the day (i.e. english, science, etc.) ]

Powell (1986) conducted a study in which individuals viewed a photo or slide. Individuals were required to scan images and decide on an image for the entire display (Powell, 1986). Objects were pointed to, and subjects were asked to identify its location (Powell, 1986). The subject was asked to close his or her eyes and were shown another image. The subjects were to decide if the object was in the correct position (Powell, 1986). The subjects would hear one of the objects and was required to focus on the object while keeping the entire image in his or her mind (Powell, 1986). When the next object was identified, the subjects were to move from the first object to the second watching a black dot moving in a straight line (Powell, 1986).

One learner was working one to one with a staff member who was administering and taking date on discrete trials. The staff member would present stimuli, in this case it was a math equation, the learner made a response, and depending on whether or not the response was correct the learner would receive verbal praise or an error correction procedure was implemented. While observing this particular student it was

These individuals believed in the idea of psychic staring. They were each tested separately in rooms with one way mirrors. They were then asked to sit with their backs to the mirror. All participants in the experiment were given the “first 12 sequences in the same order and there were twenty trials in each sequence”. (Marks and Colwell). At the beginning and end of each trial the conductor would signal to the staree. The stare would then indicate if they had felt that they were being stared at by pushing one of two buttons. For the first three sessions or sixty trials there was no feedback given. After which on the remaining 180 trials one was given a response of correct or incorrect after each word. In table one which I included

Then the participants and confederates were escorted to their testing cubicles. The experiment included a learning phase and two testing phases. The participants were shown and had to study twenty in-group (their ethnic group) or twenty out-group (different ethnic group) faces in the learning phase. Each face was shown for five seconds. After the learning phase, participants completed a memory test. The memory test included twenty new faces and twenty faces from the learning phase. The participant had to then decide if the face was an old or new face. After the first memory test, the participants then answered the following question: “How confident are you in your decision?” by clicking one of six boxes from fifty to one hundred percent. At the end of the task, the participants were distracted with a crossword puzzle. The experiment took the participants answer sheet and filled it out with the confederates answers. On the answer sheet, the confederate provided the opposite answer of the participant to ten faces and the others were marked as they both agreed on the same

The experiment consisted of 6 trials that contained words such as: sleep, bed, tired etc. The participants were asked to look at the rectangle on the screen before starting the trials. In the first trial, the participants were asked to press the “start trial” button because a fixation dot would appear in the middle of the screen. The participants were asked to stare at the computer until a sequence of words appeared, with each word was presented for one second. After a full sequence was presented, a set of buttons were shown, each labeled with a word. Some the words were on the list, and some were not. The participant’s task was to click or tap on the buttons to indicate which words were in the sequence. The sequence of words consisted of the actual words shown or related or unrelated words. For example, some trials consisted of all sleep related content to see if the participant would select items that were related or select items that were not in the sequence. After identifying the words that were shown in the sequence, they would receive feedback on the accuracy of their memory. After the participants were done

Numerosity Perception is defined as the way that we, as humans, can perceive numbers. This particular way that we perceive numbers is nonverbal, and even infants can even have numerosity perception. This is because there is no communication involved in being able to differentiate between certain quantities. By testing the numerosity perception in infants, you can determine how well they will do in mathematics in their education. The way that we can test this in humans is by a dot test. A dot test is when response time and accuracy are measured to see how many dots people perceive to be on a screen, (normally for 150ms.). While measuring the variable in this test, psychologists were able to see that numerosity perception activates the parietal

Multiplication by ten gives students opportunity to explore larger numbers, and can also be extended on(Reys et al. ch. 11.4). In addition, multiples of 10 give students the knowledge that all digits move left one place and an additional place hundreths. This concept can be used to introduce the decimal place which is also moving place each time something is multiplied by tens. Exposing students to a range of examples which displays patterns that occur when multiplying by tens and hundreths will generate meaning of digits moving place (Reys et al., ch. 11.4).

Participants could not correct mistakes in button presses. The experiment included two types of trials: some trials had an irrelevant speech background (a passage from Franz Kafka in German) and some had a quiet background. The order of background conditions Participants completed two blocks. Each block contained 30 trials.

We are replicating J.R. Stroop’s original experiment The Stroop Effect (Stroop, 1935). The aim of the study was to understand how automatic processing interferes with attempts to attend to sensory information. The independent variable of our experiment was the three conditions, the congruent words, the incongruent words, and the colored squares, and the dependent variable was the time that it took participants to state the ink color of the list of words in each condition. We used repeated measures for the experiment in order to avoid influence of extraneous variables. The participants were 16-17 years of age from Garland High School. The participants will be timed on how long it takes them to say the color of the squares and the color of the words. The research was conducted in the Math Studies class. The participants were aged 16-17 and were students at Garland High School. The results showed that participants took the most time with the incongruent words.