Getting it right takes time: response time and performance in secondary school students.
The relation between response time and performance in cognitive tasks is increasingly evident. In the present study, we analyzed the effect of participants' spontaneous speed when responding to a mental rotation task. We carried out a data reanalysis from a previous study where a training of 3 pract...
| Publicado en: | Journal of General Psychology Vol. 151; no. 3; pp. 357 - 374 |
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| Autores principales: | , , , , , |
| Formato: | Artículo |
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Taylor & Francis Ltd
Jul-Sep2024
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=178024926&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 178024926 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00221309 JGP jtl: Journal of General Psychology issn: 00221309 maglogo: N pubinfo: dt: Jul-Sep2024 vid: 151 iid: 3 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 178024926 10.1080/00221309.2023.2275304 ppf: 357 ppct: 17 formats: tig: atl: Getting it right takes time: response time and performance in secondary school students. aug: au: Rodán, Antonio Romero, Miriam Casadevante, Cristina Santacreu, José Montoro, Pedro R. Contreras, María José affil: Universidad San Pablo-CEU, CEU Universities Universidad Europea de Madrid Universidad Autónoma de Madrid Universidad Nacional de Educación a Distancia su: High school students Fluid intelligence Stimulus & response (Psychology) Secondary school students Mental rotation Task analysis sug: subj: High school students Fluid intelligence Stimulus & response (Psychology) Secondary school students Mental rotation Task analysis keyword: Individual differences performance response time time factors (learning) visuospatial ability Individual differences performance response time time factors (learning) visuospatial ability ab: The relation between response time and performance in cognitive tasks is increasingly evident. In the present study, we analyzed the effect of participants' spontaneous speed when responding to a mental rotation task. We carried out a data reanalysis from a previous study where a training of 3 practice sessions of 100 trials each was applied. The procedure was applied to a sample of 21 high school students (11 boys, 10 girls). The relation between response time and performance (hits) across the training trials was analyzed. In addition, we carried out a regression analysis of performance on the learning task as a function of response time on that same task, as well as with the score on two previously applied tests of spatial intelligence and fluid intelligence. Results showed, (a) a significant relationship (r = 0.624) between response time and hits, (b) that the group of participants with longer response times performed better; (c) that participants' response time explained most of the variance of their score on the training task in the regression analysis, although spatial and fluid intelligence scores improved the prediction of performance. Our results suggest that the reflective style achieves greater performance in solving spatial tasks, which could have important practical implications to promote a slower and more reflective style when solving school tasks with spatial components. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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