Simple Reaction Time

JESUS IS LORD COLLEGES FOUNDATION, INC.
Bunlo, Bocaue, Bulacan | SY 2022 - 2023 1
Experiment No. 2
Simple Reaction Time
Rufino, Aira Jheanne M.
BS Psychology 2A
Mrs. Ruth Ann D. Naungayan-Bitos
Instructor
Experimental Psychology: PY 228

Simple Reaction Time
I. Objective
To acquaint the students in reading laboratory primers and organize data
into summarizes and graphs.
II. Introduction
One of the basic premises in cognitive psychology is reaction time
measurement. The time between the start of a stimulus or response cue and a
participant's response is commonly used to measure reaction time (RT).
Participants in simple reaction time experiments react as quickly as they can
whenever a stimulus appears. In essence, simple reaction time is a "baseline"
measurement of how quickly a person reacts when no additional mental
processing is needed (such as discrimination or response type).
Some experiments were conducted to investigate the time required for a
specific response, which was referred to as the reaction time. Reaction time is
essential to our functional ability, motor skills, and cognitive processes. It also
serves as a reliable indicator of an individual's performance and sensorimotor
coordination. It determines the subject's level of attentiveness especially for those
who require extreme alertness, such as those in the military, medical staff, pilots,
drivers, nurses, security guards, and athletes.
III. Abstract/Procedure:
A series of scenarios will be presented by the researcher, on which the
respondents will reflect and relate. The respondents will have two minutes for
each scenario to describe and write their experiences. The participants will note
when they began and stopped writing. The participants will take a 60-second
break between each set to count the words they have written.

IV. Apparatus
● Ballpen
● Paper
● Timer
V. Subjects
The subject is the students from BS Psychology 2A from Jesus is Lord
Colleges Foundation Inc.
VI. Results
Table 1. The Result of Subject No. 38’s Reaction Time in Given Set of Scenarios in
Life.
Events Start End No. of Words
Set 1 Grade 7 6 secs 2 minute 67
Set 2 Grade 3 9 secs 1 minute 32 51

seconds
Set 3 Grade 12 6 secs 2 minute 69
Set 4 Kinder 2 6 secs 2 minute 71
Table 1 shows the result of the subject’s time response when given a
specific scenario in life.
Table 2. The Summary of Data of the Class’ Reaction Time in Given Set of
Scenarios in Life.
NO. OF WORDS PER SET

SUBJECT CODE
SET 1 SET 2 SET 3 SET 4 AVERAGE
SUBJECT 1 56 49 50 56 52.75

SUBJECT 2 54 48 57 56 53.75
SUBJECT 3 42 25 42 39 37
SUBJECT 4 47 37 47 56 46.75
SUBJECT 5 33 42 47 45 41.75
SUBJECT 6 50 66 56 69 60.25
SUBJECT 7 37 21 48 34 35
SUBJECT 8 44 35 42 44 41.25
SUBJECT 9 50 42 51 45 47
SUBJECT 10 36 41 39 40 39
SUBJECT 11 53 68 52 59 58
SUBJECT 12 71 68 71 84 73.5
SUBJECT 13 20 43 42 53 39.5
SUBJECT 14 42 37 49 27 38.75
SUBJECT 15 51 26 30 51 39.5
SUBJECT 16 46 68 49 74 57.5
SUBJECT 17 42 48 38 33 40.25
SUBJECT 18 43 43 58 31 43.75
SUBJECT 19 35 43 44 48 42.5
SUBJECT 20 53 28 52 56 47.25
SUBJECT 21 42 41 44 50 44.25
SUBJECT 22 39 42 58 42 45.25
SUBJECT 23 42 24 35 21 30.5
SUBJECT 24 30 40 29 54 38.25
SUBJECT 25 40 53 50 24 41.75
SUBJECT 26 48 57 71 57 58.25
SUBJECT 27 50 50 55 60 53.75
SUBJECT 28 38 40 41 38 39.25
SUBJECT 29 35 30 41 45 37.75
SUBJECT 30 40 33 54 37 41
SUBJECT 31 29 14 21 9 18.25
SUBJECT 32 21 12 22 16 17.75
SUBJECT 33 46 50 55 60 52.75
SUBJECT 34 24 31 29 39 30.75
SUBJECT 35 43 50 41 67 50.25

SUBJECT 36 13 26 20 4 15.75
SUBJECT 37 33 34 35 26 32
SUBJECT 38 67 51 69 71 64.5
SUBJECT 39 44 34 53 28 39.75
SUBJECT 40 36 26 51 48 40.25
SUBJECT 41 50 40 50 48 47
SUBJECT 42 52 74 80 67 68.25
Table 2 shows the summary of the result of BS Psychology class’ time response
when given a specific scenario in life.
VII. Discussion
Before the experiment begins, the instructor told the participants to focus and try
to remember the happenings in that timeline and write it down; even though it doesn’t
contain that much detail. While doing the experiment, all of the participants seemed to be
confused and in serious mode at that time. This observation is consistent from set 1 up to
set 2.
In Table 1, it shows the time interval of the response of subject number 38. On the
first set, the subject consumed the whole two minutes with only 67 written words. On the
second set, the subject only wrote 51 words in 1 minute and 32 seconds. Although there
are seconds left in the timer, the subject cannot seem to remember some scenarios in life.
The subject is consistent in set 3 and set 4, starting 6 seconds after the timer starts and
consuming the whole minutes left.
Table 2 contains all of the data from BS Psychology 2A class. Starting from set 1
to set 4, there are different results from each person. On other people set 4 might be hard
to remember, but for some, it can be just a piece of cake. Set 3 got the highest number of
words written which ranges from 20-80. On the other hand, set 4 got the least number of
words written which ranges from 3-60. The participants are also tasked to calculate their
average. According to the result, the lowest average is 17.75 % and the highest is 73.5 %.

VIII. Conclusion
Nobre and Stokes (2019), concluded that though memories are about the
past, they are useful for the present. The former aspect of research memory is
frequently emphasized as follows: emphasizing the functions that reconstruct
(remember) experience and clarifying the various types of memories and their
relationships, timescales, and its basic tenets. Memories of various types and
timescales have an essential function in adaptively, proactively, and dynamically
guiding perception and performance of an individual. From this viewpoint,
memories are frequently stored in accordance with anticipated future needs.
The length of time that has passed can significantly affect our ability to
remember past events. Generally, we tend to remember events that occurred more
recently better than those that occurred a long time ago. This is known as the
"recency effect" (Cherry, 2022).
When we try to recall events that happened a long time ago, our memories
may become hazy or distorted, and we may have trouble recalling specific details.
This is because memories tend to fade over time, and as time passes, our brains
may not be able to retrieve information as accurately as they once could. On the
other hand, when events occur more recently, they tend to be fresher in our minds,
and we may be able to recall specific details with greater ease. This is because the
memories are still "fresh" in our brains, and we haven't had as much time for the
details to fade.
However, there are some exceptions to this general rule. Some events that
are particularly emotionally charged or significant may be remembered vividly
even years or decades later. Similarly, if we actively work to reinforce our
memories through repetition or other techniques, we may be able to remember
events from the distant past more accurately.
In conclusion, the length of time that has passed can have a significant
impact on our ability to remember past events. Some may be easier to recall, some
events may be remembered vividly even years or decades later, our memories can
improve our ability to remember events from the distant past.

IX. References
Cherry, K. (2022). The Recency Effect in Psychology. Verywell Mind. Retrieved
from https://www.verywellmind.com/the-recency-effect-4685058.
Nobre, A. C., & Stokes, M. A. (2019). Premembering Experience: A Hierarchy of
Time-Scales for Proactive Attention. Neuron, 104(1), 132–146.
https://doi.org/10.1016/j.neuron.2019.08.030
Simple Reaction Time. Retrieved from
https://www.neurobs.com/manager/content/docs/psychlab101_experiments/Simple%20R
eaction%20Time/description.html.
X. Appendix

Simple Reaction Time - Lab Report

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JESUS IS LORD COLLEGES FOUNDATION, INC.

Bunlo, Bocaue, Bulacan | SY 2022 - 2023 1

Rufino, Aira Jheanne M.

Mrs. Ruth Ann D. Naungayan-Bitos

Experimental Psychology: PY 228