Visit the following website and follow the directions on screen to complete the Reaction Time Test. Record your times for each trial, as well as your ending average time.
Next, ask two other people to complete the exercise and record their times. This can include spouses, family members, friends, co-workers, or whomever you wish. However, make every attempt to ensure that these people differ from you in age. Preferably attempt to recruit people who are 10 years (or more) apart from you in age (either older or younger). Doing so will help you to better answer the required questions.
Include any references used on a separate reference page at the end of the worksheet. References should be formatted in APA format (7th edition), both in-text and on your reference page. Please visit the APUS Writing Center or the Purdue OWL website for examples of APA formatted references.
Name:
Date:
Assignment Title:
Exercise Results:
Your own Average Reaction Time: ________________
Person #1 Average Reaction Time: ________________
Person #2 Average Reaction Time: ________________
As per your readings and your own research on the subject matter, answer the following questions:
Briefly (2-3 sentences) summarize your results and the results of your two subjects (be sure to list your age and the ages of your two subjects). What similarities and differences did you note between everyone’s average reaction time?
Briefly (2-3 sentences) describe what the research literature shows us about trends in reaction time as we move through adulthood toward old age.
Explain (3-4 sentences), in your own words the relevancy of reaction time to “real life.” Provide one example in real life where reaction time could affect one’s life positively or negatively. Why is reaction time important?
Exercise: Reaction Time Rubric
Component
Excellent
Satisfactory
Needs Improvement
Unsatisfactory
Points Earned
Completed the Reaction Time Rubric
20 Points Possible
Student completed all required trials of the exercise (including self and two other subjects), clearly recording the results.
Student completed exercise him/herself and recruited one subject to complete exercise.
Student completed exercise him/herself but did not recruit subjects to complete exercise.
Student did not report results of completed exercise trials.
Interpretation of Results
20 Points Possible
Student provides an accurate, thorough description of the pattern of results, explaining how his/her results were similar or different to the other subjects.
Student provides a mostly accurate description of the pattern of results, explaining how they were similar or different to the other subjects. At times description lacks coherence.
Student provides a marginal description of the pattern of results, explaining how they were similar or different to the other subjects. Sufficient details and supporting evidence are lacking.
Student does not provide a description of the pattern of results, and does not explain how they were similar or different to the other subjects.
Description of Research Findings on Reaction Time
20 Points Possible
Student provides an accurate, thorough description in his/her own words of research findings on developmental changes in reaction time.
Student provides a mostly accurate description in his/her own words of research findings on developmental changes in reaction time. At times definition lacks coherence.
Student provides a marginal description in his/her own words of research findings on developmental changes in reaction time or uses only the words of others to define.
Student does not describe in his/her own words research findings on developmental changes in reaction time.
Relevancy of Reaction Time
30 Points Possible
Student provides an insightful and creative discussion of the relevancy of reaction time and includes a clear example of the importance of reaction time in real life.
Student provides a discussion of the relevancy of reaction and includes a somewhat clear example of the importance of reaction time in real life.
Student provides a discussion of the relevancy of reaction time, but does not include a clear example of the importance of reaction time in real life.
Student does not discuss the relevancy of the reaction time or include a clear example of the importance of reaction time in real life.
Formatting/Writing
10 Points Possible
Work is presented in a logical and coherent way. Writing is clear, articulate, and error free. Citations are composed in proper format with few or no errors.
Work is grammatically sound with a few minor errors. Citations are composed in the proper format with some errors.
Work contains frequent grammatical errors. Citations are inaccurate or improperly formatted.
Work does not demonstrate appropriate undergraduate level writing.
Rubric Name: PSYC343 Developmental Changes in Reaction Time Assignment
Criteria
Exemplary
Accomplished
Developing
Beginning
Did not attempt
Criterion Score
Completed Rubric
20 points
Student fully completed all required trials of the exercise (including self and two other subjects), clearly recording the results.
17 points
Student fully completed exercise him/herself and recruited one subject to complete exercise.
15 points
Student fully completed exercise him/herself, but did not recruit subjects to complete exercise.
13 points
Student partially completed exercise him/herself, but did not recruit subjects to complete exercise.
0 points
Student did not report results of completed exercise trials.
Score of Completed Rubric,
/ 20
Results
20 points
Student provides an accurate, thorough description of the pattern of results, explaining how his/her results were similar or different to the other subjects.
17 points
Student provides a mostly accurate description of the pattern of results, explaining how they were similar or different to the other subjects. At times, description lacks coherence.
15 points
Student provides a marginal description of the pattern of results, explaining how they were similar or different to the other subjects. Sufficient details and supporting evidence are lacking.
13 points
Student attempts to provide a description of the results of patterns and/or how they were similar or different to the other subjects, but description is difficult to understand.
0 points
Student does not provide a description of the pattern of results, and does not explain how they were similar or different to the other subjects.
Score of Results,
/ 20
Research Findings
20 points
Student provides an accurate, thorough description in his/her own words of research findings on developmental changes in reaction time.
17 points
Student provides a mostly accurate description in his/her own words of research findings on developmental changes in reaction time. At times, definition lacks coherence.
15 points
Student provides a marginal description in his/her own words of research findings on developmental changes in reaction time or uses only the words of others to define.
13 points
Student attempts to provide a description of research findings on developmental changes in reaction time, but description in inaccurate or is difficult to understand.
0 points
Student does not describe in his/her own words research findings on developmental changes in reaction time.
Score of Research Findings,
/ 20
Relevancy
30 points
Student provides an insightful and creative discussion of the relevancy of reaction time and includes a clear example of the importance of reaction time in real life.
25.5 points
Student provides a discussion of the relevancy of reaction time and includes a somewhat clear example of the importance of reaction time in real life.
22.5 points
Student provides a discussion of the relevancy of reaction time and the importance of reaction time in real life, but discussion is unclear or difficult to understand.
19.5 points
Student provides either a discussion of the relevancy of reaction time or includes an example of the importance of reaction time in real life, but not both.
0 points
Student does not discuss the relevancy of reaction time or include a clear example of the importance of reaction time in real life.
Score of Relevancy,
/ 30
Formatting/Writing
10 points
Work is presented in a logical and coherent way. Writing is clear, articulate, and error free. Citations, if used, are composed in proper format with few or no errors.
8.5 points
Work is grammatically sound with a few minor errors. Citations, if used, are composed in the proper format with some errors.
7.5 points
Work contains frequent grammatical errors. Citations, if used, are inaccurate or improperly formatted.
6.5 points
Writing errors are so prevalent as to interfere with understanding of the content.
0 points
Work does not demonstrate appropriate undergraduate level writing. Lists, bullet points, or sentence fragments are the primary means of answering questions.
Score of Formatting/Writing,
/ 10
TotalScore of PSYC343 Developmental Changes in Reaction
Time Assignment,
/ 100
Overall Score
Exemplary
90 points minimum
Accomplished
80 points minimum
Developing
70 points minimum
Beginning
60 points minimum
Did not attempt
0 points minimum
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Answer preview
As alluded to earlier in the paper, understanding one’s reaction time is vital. People will often find themselves in situations requiring quick reactions to avoid injury or gain an advantage over a rival in a competitive setting. If the end goal is to prevent injury, slow reaction time will inadvertently prevent the attainment of this goal. However, if one’s reaction time is fast, the risk of injury significantly declines. An illustration using an example will help drive this point home. Every person has used a kitchen knife to prepare a meal at some point in their life. Sometimes the knife slips from one’s hand and falls to the floor. When this happens, a person with slow reaction times might get injured by the falling knife since they might not retract their feet or move away fast enough. However, a person with faster reaction times will quickly move away from the falling knife, preventing injury.
Week 2 Exercise-Developmental Changes in Reacti…
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