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An example of second-order conditioning. In classical conditioning, second-order conditioning or higher-order conditioning is a form of learning in which a stimulus is first made meaningful or consequential for an organism through an initial step of learning, and then that stimulus is used as a basis for learning about some new stimulus.
In 2001, psychologist Ian J. Deary published the first large-scale study of intelligence and reaction time in a representative population sample across a range of ages, finding a correlation between psychometric intelligence and simple reaction time of –0.31 and four-choice reaction time of –0.49.
Data from W. E. Hick (1952) demonstrating Hick's Law: The relationship between reaction time and number of response options across two participants (red and blue). Given n equally probable choices, the average reaction time T required to choose among the choices is approximately: = (+)
The order of reaction is a number which quantifies the degree to which the rate of a chemical reaction depends on concentrations of the reactants. [2] In other words, the order of reaction is the exponent to which the concentration of a particular reactant is raised. [2]
The power law of practice states that the logarithm of the reaction time for a particular task decreases linearly with the logarithm of the number of practice trials taken. It is an example of the learning curve effect on performance.
Carl Jung took up the idea in his book Psychological Types, arguing that in psychology "one sees what one can best see oneself". [6] He continued to wrestle in later writings with the problems of psychological solipsism and infinite regress this potentially posed, [ 7 ] and considered every therapist should have at least a good working ...
[a] phobia is an example of a reaction formation. The person wants what he fears. He is not afraid of the object; he is afraid of the wish for the object. The reactive fear prevents the dreaded wish from being fulfilled. [2] The concept of reaction formation has been used to explain responses to external threats as well as internal anxieties.
Stimulus onset asynchrony, the time that lapses between the presentations of the two stimuli, acts as the independent variable in this paradigm, and the reaction time to the second stimulus acts as the dependent variable. [1] Figure 1. Model of the central bottleneck accounting for the psychological refractory period.