Reaction TimeCondition 1 – Eyes OpenCondition 2 – Eyes ClosedData Analysis and ReportTHE LAB REPORTWHAT YOU ARE TURNING INReaction time KIN 460 – Motor Control Lab Section 3 Lab 8: Reaction Time Voluntary reactions to visual and auditory stimuli We are constantly reacting to stimuli. Reactions are generally characterized as voluntary actions in response to a stimulus and are typically desirable responses for an intended outcome. For example, we may want to respond to an incoming baseball by either raising a hand to catch it or ducking to avoid getting hit. Generally, the nervous system requires information about a stimulus which is then used to make a decision about the appropriate action to take and the movements required to be successful. We can use information from all senses, and each has its own contribution to the decision process (many times we combine information from many sensory systems, such as vision and vestibular input to say, prevent a fall by taking a step). Stimulus presentation can affect the response time. More complex stimuli make take longer to encode, and depending on the sensory system, can take longer to reach the brain area responsible for interpreting the information, causing differences in reaction time between sensory processing systems. Today, you will perform an experiment and test hypotheses about how different types of information is processed and executed. Lab objectives 1. Learn about differences between visual and auditory reactions to a stimulus 2. Learn about how stimulus presentation can affect the response time 3. Learn how experience can improve reaction time Reaction Time Setup 1. Set up each workstation accordingly. Make sure you have: a. Computer with Biopac MP3X unit b. Hand switch. c. Headphones. 2. The hand switch should go into Channel 1, the headphones into OUT1 (back of unit). 3. Select Lesson 11 (Reaction Time 1) and type your name. Calibration 1. Subject should sit with eyes closed and headphones on, with thumb ready to click the hand switch button. 2. Click ‘Calibrate’ and then click OK. 3. Press the hand switch when you hear a click. Wait for the calibration to end. Review the data. Data Recording For this portion of the experiment, you will do the same experiment in two conditions. Condition 1 – Eyes Open, Condition 2 – Eyes Closed. Do the two conditions in whatever order you choose. Have at least 3 people from your group perform the experiment. Condition 1 – Eyes Open 1. In the Eyes Open Condition, once you hit record, the subject will be looking for a little green arrow at the top of the recording window. 2. The subject should click as fast as possible after they see the green arrow.Reaction time KIN 460 – Motor Control Lab Section 3 3. Perform this for random intervals as well as fixed intervals. See below for data extraction instructions before moving to the next condition. Condition 2 – Eyes Closed 1. Ask subject to close eyes, then click ‘Record’. 2. The subject should click as fast as possible after they hear a click. Their partner should watch the screen and control the ‘Record’ and ‘Resume’ buttons as appropriate. 3. Perform this for random intervals as well as fixed intervals. Data Extraction 1. The data you want is in the “Reaction Time Summary” at the bottom at the bottom of your screen. Copy and paste this information into Microsoft Excel. 2. Repeat this process for both conditions. Data Analysis and Report DATA PRESENTATION 1. Present a table with all subject data. 2. Make a bar graph displaying group means and standard deviations for each condition (i.e. Random and fixed intervals with eyes open and eyes closed. THE LAB REPORT 1. Which presentation scheme would you expect to have the quickest reactions times, fixed or random intervals? Explain why you would expect this and provide a neurological justification (i.e. what information can we use to improve our performance?). 2. Which presentation scheme would you expect to have the quickest reactions times, eyes open or eyes closed? Explain why you would expect this and provide a neurological justification (i.e. what is anatomically different between vision and audition, how much information has to be processed?). 3. Why might you expect to see a learning effect in one of the reaction time conditions and how would learning influence the results? WHAT YOU ARE TURNING IN • Table(s) with all individual data. Round values to nearest tenth where necessary. • Bar graph with error bars for all conditions, using group averages. Use appropriate axes labels and units. • Brief concise answers to each of the above questions. Limit to about four sentences