FREE ESSAY ON DISJUNCTIVE REACTION TIME AS IT RELATES TO COMPLEXITY LEVEL

DISJUNCTIVE REACTION TIME AS IT RELATES TO COMPLEXITY LEVEL

Abstract
The reaction time for subject with increase complexity is the focus of this study. The
ten respondents were randomly selected on the campus of University Wisconsin at
Milwaukee. Ten subjects reaction time was evaluated with a computer simulation program
using one, two, or four choice trails, which lasted forty to sixty minutes. The data were
analyzed using t test and ANOVA. The t test showed no significance as far as practice
effects were concerned, but inferences can be made. Also the ANOVA showed a significant
difference with reaction time as it relates to complexity. I found that as the level of
complexity increase so does the reaction time.
Disjunctive Reaction Time Measure as it relates to Complexity of Task
This study was conducted to prove that reaction time increases as the level of complexity
increases. Disjunctive reaction time was measured to eliminate subject reacting too early
to the stimulus. Also make the tack more complicated and for subject to uses
discrimination before responding to stimulus. Postman and Egan (1949) defines disjunctive
reaction time as "two or more different stimuli are presented in random order...the
subject is instructed to react to one but not to the other stimuli"(p 240). Rikli and
Busch (1986) defined reaction time "as the latency from the onset of the visual stimulus
to the depression of the microswitch"(p 646). Although a joystick was used to respond to
the visual stimulus the same principle applies. For the purposes of this study both
definition of reaction time were incorporated to facilitate proper measurement. 
Baron and Journey (1989) tried to prove that with increase age so did the reaction time.
Also within the study they also found that as the level of complexity increased so did
the reaction time for the young group 18 to 26 and the old group 62 to 75. For their
study the stimulus was a pair of asterisks presented in a square, where one the four
symmetrical positions on the screen of the monitor, center on the right left side or the
top or bottom. The respondent used a lever to indicate what direction the asterisk
appeared on the screen. Also in Baron and Journey (1989) study three level of complexity
were presented, there were one, two and four choice intervals. As a result of there study
the found that reaction time increase with increased alternatives. This also seems to be
the case with Rikil and Bush (1986), although they compared age with reaction time; they
also found that with increase complexity reaction time increased.
Method
Participants
Ten subjects, men and women, were randomly selected at various locations on the campus of
University of Wisconsin at Milwaukee. Subjects were between the age of 18 to 35.
Procedure 
The procedure used for this used for this experiment is modeled after the one used by
Baron and Journey (1989). Using a microcomputer the reaction time is measured with an
associated response lever, a joystick. The joystick can be moved left, rift, back and
forward. The stimuli are presented on the computer monitor, and the response involves
appropriate operation of the lever. When the appropriate response is given, by using
different directions as responses this ensures that reaction time can be measured as a
function of complexity.
Before each subject participated in the study in formed consent was given. Prior to
subject being seated, the experimenter test equipment to make sure it is functioning
properly. The subject is seated in front of the monitor, where instruction for the
experiment appears on the screen. The experimenter is seated next to the subject where
they are able to access the keyboard to press enter after every trail. The experiment
starts with 12 practice trails, with 144 total test trails. When the 12 practice trails
are finished the experimenter informs the subject that the test trails are about to
begin, and if the subject has any questions ask them now, because during the test trails
the experimenter is not allowed to answer any questions.
The subject starts the beginning of test trails, when the subject presses a key at the
base of the joystick. When key is pressed a stimulus appears on the screen. It is a
circle where one, two, or four arrowheads are positioned inside. The pace where the
arrowhead appears gives the subject an indication where the arrowhead may appear again.
With one choice trails, the single arrowhead provides information about the direction,
where the arrowhead will appear again. With the two choice trails, the information either
left or right, or back or forward. Finally, with four choice trails, all four
alternatives are possible. At this juncture the subject should not respond to the just
observed display.
When the arrowheads disappear from the screen, the circle remaining, the subject must
wait for a variable fore period of one to three seconds. A single arrowhead is displayed
at this point the subject should react as quickly as possible to the stimulus in the
appropriate direction. The response ends the trail. At this time the results are
displayed on the screen. The experimenter who is not depressing the ENTER key on the
keyboard should record the result on a data sheet. The data sheet should include trail
number, trail type, required response, subject response, and latency rounded to the
nearest millisecond, and a column for failed responses. Failed responses included those
responses in the foreperiod and those responses to the wrong direction. After all 144
trail are complete, thank the subject for their time and offer answer any question the
may have.
Results
The means of the first 36 trails and the last 36 trails were analyzed. Within the first
and last36 trails an equal number of one choice, two choice and four choice stimuli were
supplied. An examination of reaction time as it compares to complexity of task revealed a
simple main effect, suggesting that as the level of complexity increase so do reaction
time. An analysis using ANOVA supported this observation, F (2,18) = 5.98, p * .014 as
seen in Figure 1. An analysis using t test revealed (M = 461.50) for the first 36 and the
(M=408.89) for last 36 trails, t (9) = 0.718 p = .497 for 1 choice, was not significantly
different. The (M=569.59) for the first 36 trails and the (M = 554.84) for last 36
trails, t (9) .560 p = 594 for 2 choice, was not significantly different. The (M=597.366)
for first 36 trail and the (M =554.84) the last 36 trails, t (9) 1.092 p =. 304 there
were no significant findings, suggesting no practice effects seen in table 1.
Discussion
Although t test did not provide any significant results, the inference can be made that
practice effects may have occurred because the means of the first 36 trails were shorter
than those of the last 36 trials. Also the inference of fatigue or boredom may be a
reasons that the t test were not significant. Postaman and Eagan (1949) propose that the
subjects has an "concentrated attention on the stimulus,"(p. 255) if the subject becomes
bored or fatigue with repeatedly doing the same task practice effect result may not
occur. Another reason that practice effects result did not occur may have been the sample
size and number of trials. With Rikli and Busch (1989) the sample size was 60 adult
females, compared to 10 randomly chosen adults for this study. The number of trails for
the Rikli and Busch (1989) study was 10, where that last 8 trails were used to determine
the mean scores for the analysis, this procedure has a reliability of .87. This study
also used the last trials to determine variance however, fatigue or boredom may have set
in by the last 36 trails of 144 trails.
However, there were increases in reaction time when the complexity level increase,
similar to the results in Baron and Journey (1989). Rikli and Bucsh (1986) comapred the
means of the simple reaction time versus choice reaction time, the choice reaction time
was twice that of the simple reaction time suggesting with increase complexity the
reaction time increases. The means of the one choice, two choice and four choice, for
last 36 trails showed that with increased complexity reaction time increased, as seen in
figure 1.
Abstract
The reaction time for subject with increase complexity is the focus of this study. The
ten respondents were randomly selected on the campus of University Wisconsin at
Milwaukee. Ten subjects reaction time was evaluated with a computer simulation program
using one, two, or four choice trails, which lasted forty to sixty minutes. The data were
analyzed using t test and ANOVA. The t test showed no significance as far as practice
effects were concerned, but inferences can be made. Also the ANOVA showed a significant
difference with reaction time as it relates to complexity. I found that as the level of
complexity increase so does the reaction time.
Disjunctive Reaction Time Measure as it relates to Complexity of Task
This study was conducted to prove that reaction time increases as the level of complexity
increases. Disjunctive reaction time was measured to eliminate subject reacting too early
to the stimulus. Also make the tack more complicated and for subject to uses
discrimination before responding to stimulus. Postman and Egan (1949) defines disjunctive
reaction time as "two or more different stimuli are presented in random order...the
subject is instructed to react to one but not to the other stimuli"(p 240). Rikli and
Busch (1986) defined reaction time "as the latency from the onset of the visual stimulus
to the depression of the microswitch"(p 646). Although a joystick was used to respond to
the visual stimulus the same principle applies. For the purposes of this study both
definition of reaction time were incorporated to facilitate proper measurement. 
Baron and Journey (1989) tried to prove that with increase age so did the reaction time.
Also within the study they also found that as the level of complexity increased so did
the reaction time for the young group 18 to 26 and the old group 62 to 75. For their
study the stimulus was a pair of asterisks presented in a square, where one the four
symmetrical positions on the screen of the monitor, center on the right left side or the
top or bottom. The respondent used a lever to indicate what direction the asterisk
appeared on the screen. Also in Baron and Journey (1989) study three level of complexity
were presented, there were one, two and four choice intervals. As a result of there study
the found that reaction time increase with increased alternatives. This also seems to be
the case with Rikil and Bush (1986), although they compared age with reaction time; they
also found that with increase complexity reaction time increased.
Method
Participants
Ten subjects, men and women, were randomly selected at various locations on the campus of
University of Wisconsin at Milwaukee. Subjects were between the age of 18 to 35.
Procedure 
The procedure used for this used for this experiment is modeled after the one used by
Baron and Journey (1989). Using a microcomputer the reaction time is measured with an
associated response lever, a joystick. The joystick can be moved left, rift, back and
forward. The stimuli are presented on the computer monitor, and the response involves
appropriate operation of the lever. When the appropriate response is given, by using
different directions as responses this ensures that reaction time can be measured as a
function of complexity.
Before each subject participated in the study in formed consent was given. Prior to
subject being seated, the experimenter test equipment to make sure it is functioning
properly. The subject is seated in front of the monitor, where instruction for the
experiment appears on the screen. The experimenter is seated next to the subject where
they are able to access the keyboard to press enter after every trail. The experiment
starts with 12 practice trails, with 144 total test trails. When the 12 practice trails
are finished the experimenter informs the subject that the test trails are about to
begin, and if the subject has any questions ask them now, because during the test trails
the experimenter is not allowed to answer any questions.
The subject starts the beginning of test trails, when the subject presses a key at the
base of the joystick. When key is pressed a stimulus appears on the screen. It is a
circle where one, two, or four arrowheads are positioned inside. The pace where the
arrowhead appears gives the subject an indication where the arrowhead may appear again.
With one choice trails, the single arrowhead provides information about the direction,
where the arrowhead will appear again. With the two choice trails, the information either
left or right, or back or forward. Finally, with four choice trails, all four
alternatives are possible. At this juncture the subject should not respond to the just
observed display.
When the arrowheads disappear from the screen, the circle remaining, the subject must
wait for a variable fore period of one to three seconds. A single arrowhead is displayed
at this point the subject should react as quickly as possible to the stimulus in the
appropriate direction. The response ends the trail. At this time the results are
displayed on the screen. The experimenter who is not depressing the ENTER key on the
keyboard should record the result on a data sheet. The data sheet should include trail
number, trail type, required response, subject response, and latency rounded to the
nearest millisecond, and a column for failed responses. Failed responses included those
responses in the foreperiod and those responses to the wrong direction. After all 144
trail are complete, thank the subject for their time and offer answer any question the
may have.
Results
The means of the first 36 trails and the last 36 trails were analyzed. Within the first
and last36 trails an equal number of one choice, two choice and four choice stimuli were
supplied. An examination of reaction time as it compares to complexity of task revealed a
simple main effect, suggesting that as the level of complexity increase so do reaction
time. An analysis using ANOVA supported this observation, F (2,18) = 5.98, p * .014 as
seen in Figure 1. An analysis using t test revealed (M = 461.50) for the first 36 and the
(M=408.89) for last 36 trails, t (9) = 0.718 p = .497 for 1 choice, was not significantly
different. The (M=569.59) for the first 36 trails and the (M = 554.84) for last 36
trails, t (9) .560 p = 594 for 2 choice, was not significantly different. The (M=597.366)
for first 36 trail and the (M =554.84) the last 36 trails, t (9) 1.092 p =. 304 there
were no significant findings, suggesting no practice effects seen in table 1.
Discussion
Although t test did not provide any significant results, the inference can be made that
practice effects may have occurred because the means of the first 36 trails were shorter
than those of the last 36 trials. Also the inference of fatigue or boredom may be a
reasons that the t test were not significant. Postaman and Eagan (1949) propose that the
subjects has an "concentrated attention on the stimulus,"(p. 255) if the subject becomes
bored or fatigue with repeatedly doing the same task practice effect result may not
occur. Another reason that practice effects result did not occur may have been the sample
size and number of trials. With Rikli and Busch (1989) the sample size was 60 adult
females, compared to 10 randomly chosen adults for this study. The number of trails for
the Rikli and Busch (1989) study was 10, where that last 8 trails were used to determine
the mean scores for the analysis, this procedure has a reliability of .87. This study
also used the last trials to determine variance however, fatigue or boredom may have set
in by the last 36 trails of 144 trails.
However, there were increases in reaction time when the complexity level increase,
similar to the results in Baron and Journey (1989). Rikli and Bucsh (1986) comapred the
means of the simple reaction time versus choice reaction time, the choice reaction time
was twice that of the simple reaction time suggesting with increase complexity the
reaction time increases. The means of the one choice, two choice and four choice, for
last 36 trails showed that with increased complexity reaction time increased, as seen in
figure 1.
Abstract
The reaction time for subject with increase complexity is the focus of this study. The
ten respondents were randomly selected on the campus of University Wisconsin at
Milwaukee. Ten subjects reaction time was evaluated with a computer simulation program
using one, two, or four choice trails, which lasted forty to sixty minutes. The data were
analyzed using t test and ANOVA. The t test showed no significance as far as practice
effects were concerned, but inferences can be made. Also the ANOVA showed a significant
difference with reaction time as it relates to complexity. I found that as the level of
complexity increase so does the reaction time.
Disjunctive Reaction Time Measure as it relates to Complexity of Task
This study was conducted to prove that reaction time increases as the level of complexity
increases. Disjunctive reaction time was measured to eliminate subject reacting too early
to the stimulus. Also make the tack more complicated and for subject to uses
discrimination before responding to stimulus. Postman and Egan (1949) defines disjunctive
reaction time as "two or more different stimuli are presented in random order...the
subject is instructed to react to one but not to the other stimuli"(p 240). Rikli and
Busch (1986) defined reaction time "as the latency from the onset of the visual stimulus
to the depression of the microswitch"(p 646). Although a joystick was used to respond to
the visual stimulus the same principle applies. For the purposes of this study both
definition of reaction time were incorporated to facilitate proper measurement. 
Baron and Journey (1989) tried to prove that with increase age so did the reaction time.
Also within the study they also found that as the level of complexity increased so did
the reaction time for the young group 18 to 26 and the old group 62 to 75. For their
study the stimulus was a pair of asterisks presented in a square, where one the four
symmetrical positions on the screen of the monitor, center on the right left side or the
top or bottom. The respondent used a lever to indicate what direction the asterisk
appeared on the screen. Also in Baron and Journey (1989) study three level of complexity
were presented, there were one, two and four choice intervals. As a result of there study
the found that reaction time increase with increased alternatives. This also seems to be
the case with Rikil and Bush (1986), although they compared age with reaction time; they
also found that with increase complexity reaction time increased.
Method
Participants
Ten subjects, men and women, were randomly selected at various locations on the campus of
University of Wisconsin at Milwaukee. Subjects were between the age of 18 to 35.
Procedure 
The procedure used for this used for this experiment is modeled after the one used by
Baron and Journey (1989). Using a microcomputer the reaction time is measured with an
associated response lever, a joystick. The joystick can be moved left, rift, back and
forward. The stimuli are presented on the computer monitor, and the response involves
appropriate operation of the lever. When the appropriate response is given, by using
different directions as responses this ensures that reaction time can be measured as a
function of complexity.
Before each subject participated in the study in formed consent was given. Prior to
subject being seated, the experimenter test equipment to make sure it is functioning
properly. The subject is seated in front of the monitor, where instruction for the
experiment appears on the screen. The experimenter is seated next to the subject where
they are able to access the keyboard to press enter after every trail. The experiment
starts with 12 practice trails, with 144 total test trails. When the 12 practice trails
are finished the experimenter informs the subject that the test trails are about to
begin, and if the subject has any questions ask them now, because during the test trails
the experimenter is not allowed to answer any questions.
The subject starts the beginning of test trails, when the subject presses a key at the
base of the joystick. When key is pressed a stimulus appears on the screen. It is a
circle where one, two, or four arrowheads are positioned inside. The pace where the
arrowhead appears gives the subject an indication where the arrowhead may appear again.
With one choice trails, the single arrowhead provides information about the direction,
where the arrowhead will appear again. With the two choice trails, the information either
left or right, or back or forward. Finally, with four choice trails, all four
alternatives are possible. At this juncture the subject should not respond to the just
observed display.
When the arrowheads disappear from the screen, the circle remaining, the subject must
wait for a variable fore period of one to three seconds. A single arrowhead is displayed
at this point the subject should react as quickly as possible to the stimulus in the
appropriate direction. The response ends the trail. At this time the results are
displayed on the screen. The experimenter who is not depressing the ENTER key on the
keyboard should record the result on a data sheet. The data sheet should include trail
number, trail type, required response, subject response, and latency rounded to the
nearest millisecond, and a column for failed responses. Failed responses included those
responses in the foreperiod and those responses to the wrong direction. After all 144
trail are complete, thank the subject for their time and offer answer any question the
may have.
Results
The means of the first 36 trails and the last 36 trails were analyzed. Within the first
and last36 trails an equal number of one choice, two choice and four choice stimuli were
supplied. An examination of reaction time as it compares to complexity of task revealed a
simple main effect, suggesting that as the level of complexity increase so do reaction
time. An analysis using ANOVA supported this observation, F (2,18) = 5.98, p * .014 as
seen in Figure 1. An analysis using t test revealed (M = 461.50) for the first 36 and the
(M=408.89) for last 36 trails, t (9) = 0.718 p = .497 for 1 choice, was not significantly
different. The (M=569.59) for the first 36 trails and the (M = 554.84) for last 36
trails, t (9) .560 p = 594 for 2 choice, was not significantly different. The (M=597.366)
for first 36 trail and the (M =554.84) the last 36 trails, t (9) 1.092 p =. 304 there
were no significant findings, suggesting no practice effects seen in table 1.
Discussion
Although t test did not provide any significant results, the inference can be made that
practice effects may have occurred because the means of the first 36 trails were shorter
than those of the last 36 trials. Also the inference of fatigue or boredom may be a
reasons that the t test were not significant. Postaman and Eagan (1949) propose that the
subjects has an "concentrated attention on the stimulus,"(p. 255) if the subject becomes
bored or fatigue with repeatedly doing the same task practice effect result may not
occur. Another reason that practice effects result did not occur may have been the sample
size and number of trials. With Rikli and Busch (1989) the sample size was 60 adult
females, compared to 10 randomly chosen adults for this study. The number of trails for
the Rikli and Busch (1989) study was 10, where that last 8 trails were used to determine
the mean scores for the analysis, this procedure has a reliability of .87. This study
also used the last trials to determine variance however, fatigue or boredom may have set
in by the last 36 trails of 144 trails.
However, there were increases in reaction time when the complexity level increase,
similar to the results in Baron and Journey (1989). Rikli and Bucsh (1986) comapred the
means of the simple reaction time versus choice reaction time, the choice reaction time
was twice that of the simple reaction time suggesting with increase complexity the
reaction time increases. The means of the one choice, two choice and four choice, for
last 36 trails showed that with increased complexity reaction time increased, as seen in
figure 1.
Abstract
The reaction time for subject with increase complexity is the focus of this study. The
ten respondents were randomly selected on the campus of University Wisconsin at
Milwaukee. Ten subjects reaction time was evaluated with a computer simulation program
using one, two, or four choice trails, which lasted forty to sixty minutes. The data were
analyzed using t test and ANOVA. The t test showed no significance as far as practice
effects were concerned, but inferences can be made. Also the ANOVA showed a significant
difference with reaction time as it relates to complexity. I found that as the level of
complexity increase so does the reaction time.
Disjunctive Reaction Time Measure as it relates to Complexity of Task
This study was conducted to prove that reaction time increases as the level of complexity
increases. Disjunctive reaction time was measured to eliminate subject reacting too early
to the stimulus. Also make the tack more complicated and for subject to uses
discrimination before responding to stimulus. Postman and Egan (1949) defines disjunctive
reaction time as "two or more different stimuli are presented in random order...the
subject is instructed to react to one but not to the other stimuli"(p 240). Rikli and
Busch (1986) defined reaction time "as the latency from the onset of the visual stimulus
to the depression of the microswitch"(p 646). Although a joystick was used to respond to
the visual stimulus the same principle applies. For the purposes of this study both
definition of reaction time were incorporated to facilitate proper measurement. 
Baron and Journey (1989) tried to prove that with increase age so did the reaction time.
Also within the study they also found that as the level of complexity increased so did
the reaction time for the young group 18 to 26 and the old group 62 to 75. For their
study the stimulus was a pair of asterisks presented in a square, where one the four
symmetrical positions on the screen of the monitor, center on the right left side or the
top or bottom. The respondent used a lever to indicate what direction the asterisk
appeared on the screen. Also in Baron and Journey (1989) study three level of complexity
were presented, there were one, two and four choice intervals. As a result of there study
the found that reaction time increase with increased alternatives. This also seems to be
the case with Rikil and Bush (1986), although they compared age with reaction time; they
also found that with increase complexity reaction time increased.
Method
Participants
Ten subjects, men and women, were randomly selected at various locations on the campus of
University of Wisconsin at Milwaukee. Subjects were between the age of 18 to 35.
Procedure 
The procedure used for this used for this experiment is modeled after the one used by
Baron and Journey (1989). Using a microcomputer the reaction time is measured with an
associated response lever, a joystick. The joystick can be moved left, rift, back and
forward. The stimuli are presented on the computer monitor, and the response involves
appropriate operation of the lever. When the appropriate response is given, by using
different directions as responses this ensures that reaction time can be measured as a
function of complexity.
Before each subject participated in the study in formed consent was given. Prior to
subject being seated, the experimenter test equipment to make sure it is functioning
properly. The subject is seated in front of the monitor, where instruction for the
experiment appears on the screen. The experimenter is seated next to the subject where
they are able to access the keyboard to press enter after every trail. The experiment
starts with 12 practice trails, with 144 total test trails. When the 12 practice trails
are finished the experimenter informs the subject that the test trails are about to
begin, and if the subject has any questions ask them now, because during the test trails
the experimenter is not allowed to answer any questions.
The subject starts the beginning of test trails, when the subject presses a key at the
base of the joystick. When key is pressed a stimulus appears on the screen. It is a
circle where one, two, or four arrowheads are positioned inside. The pace where the
arrowhead appears gives the subject an indication where the arrowhead may appear again.
With one choice trails, the single arrowhead provides information about the direction,
where the arrowhead will appear again. With the two choice trails, the information either
left or right, or back or forward. Finally, with four choice trails, all four
alternatives are possible. At this juncture the subject should not respond to the just
observed display.
When the arrowheads disappear from the screen, the circle remaining, the subject must
wait for a variable fore period of one to three seconds. A single arrowhead is displayed
at this point the subject should react as quickly as possible to the stimulus in the
appropriate direction. The response ends the trail. At this time the results are
displayed on the screen. The experimenter who is not depressing the ENTER key on the
keyboard should record the result on a data sheet. The data sheet should include trail
number, trail type, required response, subject response, and latency rounded to the
nearest millisecond, and a column for failed responses. Failed responses included those
responses in the foreperiod and those responses to the wrong direction. After all 144
trail are complete, thank the subject for their time and offer answer any question the
may have.
Results
The means of the first 36 trails and the last 36 trails were analyzed. Within the first
and last36 trails an equal number of one choice, two choice and four choice stimuli were
supplied. An examination of reaction time as it compares to complexity of task revealed a
simple main effect, suggesting that as the level of complexity increase so do reaction
time. An analysis using ANOVA supported this observation, F (2,18) = 5.98, p * .014 as
seen in Figure 1. An analysis using t test revealed (M = 461.50) for the first 36 and the
(M=408.89) for last 36 trails, t (9) = 0.718 p = .497 for 1 choice, was not significantly
different. The (M=569.59) for the first 36 trails and the (M = 554.84) for last 36
trails, t (9) .560 p = 594 for 2 choice, was not significantly different. The (M=597.366)
for first 36 trail and the (M =554.84) the last 36 trails, t (9) 1.092 p =. 304 there
were no significant findings, suggesting no practice effects seen in table 1.
Discussion
Although t test did not provide any significant results, the inference can be made that
practice effects may have occurred because the means of the first 36 trails were shorter
than those of the last 36 trials. Also the inference of fatigue or boredom may be a
reasons that the t test were not significant. Postaman and Eagan (1949) propose that the
subjects has an "concentrated attention on the stimulus,"(p. 255) if the subject becomes
bored or fatigue with repeatedly doing the same task practice effect result may not
occur. Another reason that practice effects result did not occur may have been the sample
size and number of trials. With Rikli and Busch (1989) the sample size was 60 adult
females, compared to 10 randomly chosen adults for this study. The number of trails for
the Rikli and Busch (1989) study was 10, where that last 8 trails were used to determine
the mean scores for the analysis, this procedure has a reliability of .87. This study
also used the last trials to determine variance however, fatigue or boredom may have set
in by the last 36 trails of 144 trails.
However, there were increases in reaction time when the complexity level increase,
similar to the results in Baron and Journey (1989). Rikli and Bucsh (1986) comapred the
means of the simple reaction time versus choice reaction time, the choice reaction time
was twice that of the simple reaction time suggesting with increase complexity the
reaction time increases. The means of the one choice, two choice and four choice, for
last 36 trails showed that with increased complexity reaction time increased, as seen in
figure 1.
vAbstract
The reaction time for subject with increase complexity is the focus of this study. The
ten respondents were randomly selected on the campus of University Wisconsin at
Milwaukee. Ten subjects reaction time was evaluated with a computer simulation program
using one, two, or four choice trails, which lasted forty to sixty minutes. The data were
analyzed using t test and ANOVA. The t test showed no significance as far as practice
effects were concerned, but inferences can be made. Also the ANOVA showed a significant
difference with reaction time as it relates to complexity. I found that as the level of
complexity increase so does the reaction time.
Disjunctive Reaction Time Measure as it relates to Complexity of Task
This study was conducted to prove that reaction time increases as the level of complexity
increases. Disjunctive reaction time was measured to eliminate subject reacting too early
to the stimulus. Also make the tack more complicated and for subject to uses
discrimination before responding to stimulus. Postman and Egan (1949) defines disjunctive
reaction time as "two or more different stimuli are presented in random order...the
subject is instructed to react to one but not to the other stimuli"(p 240). Rikli and
Busch (1986) defined reaction time "as the latency from the onset of the visual stimulus
to the depression of the microswitch"(p 646). Although a joystick was used to respond to
the visual stimulus the same principle applies. For the purposes of this study both
definition of reaction time were incorporated to facilitate proper measurement. 
Baron and Journey (1989) tried to prove that with increase age so did the reaction time.
Also within the study they also found that as the level of complexity increased so did
the reaction time for the young group 18 to 26 and the old group 62 to 75. For their
study the stimulus was a pair of asterisks presented in a square, where one the four
symmetrical positions on the screen of the monitor, center on the right left side or the
top or bottom. The respondent used a lever to indicate what direction the asterisk
appeared on the screen. Also in Baron and Journey (1989) study three level of complexity
were presented, there were one, two and four choice intervals. As a result of there study
the found that reaction time increase with increased alternatives. This also seems to be
the case with Rikil and Bush (1986), although they compared age with reaction time; they
also found that with increase complexity reaction time increased.
Method
Participants
Ten subjects, men and women, were randomly selected at various locations on the campus of
University of Wisconsin at Milwaukee. Subjects were between the age of 18 to 35.
Procedure 
The procedure used for this used for this experiment is modeled after the one used by
Baron and Journey (1989). Using a microcomputer the reaction time is measured with an
associated response lever, a joystick. The joystick can be moved left, rift, back and
forward. The stimuli are presented on the computer monitor, and the response involves
appropriate operation of the lever. When the appropriate response is given, by using
different directions as responses this ensures that reaction time can be measured as a
function of complexity.
Before each subject participated in the study in formed consent was given. Prior to
subject being seated, the experimenter test equipment to make sure it is functioning
properly. The subject is seated in front of the monitor, where instruction for the
experiment appears on the screen. The experimenter is seated next to the subject where
they are able to access the keyboard to press enter after every trail. The experiment
starts with 12 practice trails, with 144 total test trails. When the 12 practice trails
are finished the experimenter informs the subject that the test trails are about to
begin, and if the subject has any questions ask them now, because during the test trails
the experimenter is not allowed to answer any questions.
The subject starts the beginning of test trails, when the subject presses a key at the
base of the joystick. When key is pressed a stimulus appears on the screen. It is a
circle where one, two, or four arrowheads are positioned inside. The pace where the
arrowhead appears gives the subject an indication where the arrowhead may appear again.
With one choice trails, the single arrowhead provides information about the direction,
where the arrowhead will appear again. With the two choice trails, the information either
left or right, or back or forward. Finally, with four choice trails, all four
alternatives are possible. At this juncture the subject should not respond to the just
observed display.
When the arrowheads disappear from the screen, the circle remaining, the subject must
wait for a variable fore period of one to three seconds. A single arrowhead is displayed
at this point the subject should react as quickly as possible to the stimulus in the
appropriate direction. The response ends the trail. At this time the results are
displayed on the screen. The experimenter who is not depressing the ENTER key on the
keyboard should record the result on a data sheet. The data sheet should include trail
number, trail type, required response, subject response, and latency rounded to the
nearest millisecond, and a column for failed responses. Failed responses included those
responses in the foreperiod and those responses to the wrong direction. After all 144
trail are complete, thank the subject for their time and offer answer any question the
may have.
Results
The means of the first 36 trails and the last 36 trails were analyzed. Within the first
and last36 trails an equal number of one choice, two choice and four choice stimuli were
supplied. An examination of reaction time as it compares to complexity of task revealed a
simple main effect, suggesting that as the level of complexity increase so do reaction
time. An analysis using ANOVA supported this observation, F (2,18) = 5.98, p * .014 as
seen in Figure 1. An analysis using t test revealed (M = 461.50) for the first 36 and the
(M=408.89) for last 36 trails, t (9) = 0.718 p = .497 for 1 choice, was not significantly
different. The (M=569.59) for the first 36 trails and the (M = 554.84) for last 36
trails, t (9) .560 p = 594 for 2 choice, was not significantly different. The (M=597.366)
for first 36 trail and the (M =554.84) the last 36 trails, t (9) 1.092 p =. 304 there
were no significant findings, suggesting no practice effects seen in table 1.
Discussion
Although t test did not provide any significant results, the inference can be made that
practice effects may have occurred because the means of the first 36 trails were shorter
than those of the last 36 trials. Also the inference of fatigue or boredom may be a
reasons that the t test were not significant. Postaman and Eagan (1949) propose that the
subjects has an "concentrated attention on the stimulus,"(p. 255) if the subject becomes
bored or fatigue with repeatedly doing the same task practice effect result may not
occur. Another reason that practice effects result did not occur may have been the sample
size and number of trials. With Rikli and Busch (1989) the sample size was 60 adult
females, compared to 10 randomly chosen adults for this study. The number of trails for
the Rikli and Busch (1989) study was 10, where that last 8 trails were used to determine
the mean scores for the analysis, this procedure has a reliability of .87. This study
also used the last trials to determine variance however, fatigue or boredom may have set
in by the last 36 trails of 144 trails.
However, there were increases in reaction time when the complexity level increase,
similar to the results in Baron and Journey (1989). Rikli and Bucsh (1986) comapred the
means of the simple reaction time versus choice reaction time, the choice reaction time
was twice that of the simple reaction time suggesting with increase complexity the
reaction time increases. The means of the one choice, two choice and four choice, for
last 36 trails showed that with increased complexity reaction time increased, as seen in
figure 1.
Abstract
The reaction time for subject with increase complexity is the focus of this study. The
ten respondents were randomly selected on the campus of University Wisconsin at
Milwaukee. Ten subjects reaction time was evaluated with a computer simulation program
using one, two, or four choice trails, which lasted forty to sixty minutes. The data were
analyzed using t test and ANOVA. The t test showed no significance as far as practice
effects were concerned, but inferences can be made. Also the ANOVA showed a significant
difference with reaction time as it relates to complexity. I found that as the level of
complexity increase so does the reaction time.
Disjunctive Reaction Time Measure as it relates to Complexity of Task
This study was conducted to prove that reaction time increases as the level of complexity
increases. Disjunctive reaction time was measured to eliminate subject reacting too early
to the stimulus. Also make the tack more complicated and for subject to uses
discrimination before responding to stimulus. Postman and Egan (1949) defines disjunctive
reaction time as "two or more different stimuli are presented in random order...the
subject is instructed to react to one but not to the other stimuli"(p 240). Rikli and
Busch (1986) defined reaction time "as the latency from the onset of the visual stimulus
to the depression of the microswitch"(p 646). Although a joystick was used to respond to
the visual stimulus the same principle applies. For the purposes of this study both
definition of reaction time were incorporated to facilitate proper measurement. 
Baron and Journey (1989) tried to prove that with increase age so did the reaction time.
Also within the study they also found that as the level of complexity increased so did
the reaction time for the young group 18 to 26 and the old group 62 to 75. For their
study the stimulus was a pair of asterisks presented in a square, where one the four
symmetrical positions on the screen of the monitor, center on the right left side or the
top or bottom. The respondent used a lever to indicate what direction the asterisk
appeared on the screen. Also in Baron and Journey (1989) study three level of complexity
were presented, there were one, two and four choice intervals. As a result of there study
the found that reaction time increase with increased alternatives. This also seems to be
the case with Rikil and Bush (1986), although they compared age with reaction time; they
also found that with increase complexity reaction time increased.
Method
Participants
Ten subjects, men and women, were randomly selected at various locations on the campus of
University of Wisconsin at Milwaukee. Subjects were between the age of 18 to 35.
Procedure 
The procedure used for this used for this experiment is modeled after the one used by
Baron and Journey (1989). Using a microcomputer the reaction time is measured with an
associated response lever, a joystick. The joystick can be moved left, rift, back and
forward. The stimuli are presented on the computer monitor, and the response involves
appropriate operation of the lever. When the appropriate response is given, by using
different directions as responses this ensures that reaction time can be measured as a
function of complexity.
Before each subject participated in the study in formed consent was given. Prior to
subject being seated, the experimenter test equipment to make sure it is functioning
properly. The subject is seated in front of the monitor, where instruction for the
experiment appears on the screen. The experimenter is seated next to the subject where
they are able to access the keyboard to press enter after every trail. The experiment
starts with 12 practice trails, with 144 total test trails. When the 12 practice trails
are finished the experimenter informs the subject that the test trails are about to
begin, and if the subject has any questions ask them now, because during the test trails
the experimenter is not allowed to answer any questions.
The subject starts the beginning of test trails, when the subject presses a key at the
base of the joystick. When key is pressed a stimulus appears on the screen. It is a
circle where one, two, or four arrowheads are positioned inside. The pace where the
arrowhead appears gives the subject an indication where the arrowhead may appear again.
With one choice trails, the single arrowhead provides information about the direction,
where the arrowhead will appear again. With the two choice trails, the information either
left or right, or back or forward. Finally, with four choice trails, all four
alternatives are possible. At this juncture the subject should not respond to the just
observed display.
When the arrowheads disappear from the screen, the circle remaining, the subject must
wait for a variable fore period of one to three seconds. A single arrowhead is displayed
at this point the subject should react as quickly as possible to the stimulus in the
appropriate direction. The response ends the trail. At this time the results are
displayed on the screen. The experimenter who is not depressing the ENTER key on the
keyboard should record the result on a data sheet. The data sheet should include trail
number, trail type, required response, subject response, and latency rounded to the
nearest millisecond, and a column for failed responses. Failed responses included those
responses in the foreperiod and those responses to the wrong direction. After all 144
trail are complete, thank the subject for their time and offer answer any question the
may have.
Results
The means of the first 36 trails and the last 36 trails were analyzed. Within the first
and last36 trails an equal number of one choice, two choice and four choice stimuli were
supplied. An examination of reaction time as it compares to complexity of task revealed a
simple main effect, suggesting that as the level of complexity increase so do reaction
time. An analysis using ANOVA supported this observation, F (2,18) = 5.98, p * .014 as
seen in Figure 1. An analysis using t test revealed (M = 461.50) for the first 36 and the
(M=408.89) for last 36 trails, t (9) = 0.718 p = .497 for 1 choice, was not significantly
different. The (M=569.59) for the first 36 trails and the (M = 554.84) for last 36
trails, t (9) .560 p = 594 for 2 choice, was not significantly different. The (M=597.366)
for first 36 trail and the (M =554.84) the last 36 trails, t (9) 1.092 p =. 304 there
were no significant findings, suggesting no practice effects seen in table 1.
Discussion
Although t test did not provide any significant results, the inference can be made that
practice effects may have occurred because the means of the first 36 trails were shorter
than those of the last 36 trials. Also the inference of fatigue or boredom may be a
reasons that the t test were not significant. Postaman and Eagan (1949) propose that the
subjects has an "concentrated attention on the stimulus,"(p. 255) if the subject becomes
bored or fatigue with repeatedly doing the same task practice effect result may not
occur. Another reason that practice effects result did not occur may have been the sample
size and number of trials. With Rikli and Busch (1989) the sample size was 60 adult
females, compared to 10 randomly chosen adults for this study. The number of trails for
the Rikli and Busch (1989) study was 10, where that last 8 trails were used to determine
the mean scores for the analysis, this procedure has a reliability of .87. This study
also used the last trials to determine variance however, fatigue or boredom may have set
in by the last 36 trails of 144 trails.
However, there were increases in reaction time when the complexity level increase,
similar to the results in Baron and Journey (1989). Rikli and Bucsh (1986) comapred the
means of the simple reaction time versus choice reaction time, the choice reaction time
was twice that of the simple reaction time suggesting with increase complexity the
reaction time increases. The means of the one choice, two choice and four choice, for
last 36 trails showed that with increased complexity reaction time increased, as seen in
figure 1.
Abstract
The reaction time for subject with increase complexity is the focus of this study. The
ten respondents were randomly selected on the campus of University Wisconsin at
Milwaukee. Ten subjects reaction time was evaluated with a computer simulation program
using one, two, or four choice trails, which lasted forty to sixty minutes. The data were
analyzed using t test and ANOVA. The t test showed no significance as far as practice
effects were concerned, but inferences can be made. Also the ANOVA showed a significant
difference with reaction time as it relates to complexity. I found that as the level of
complexity increase so does the reaction time.
Disjunctive Reaction Time Measure as it relates to Complexity of Task
This study was conducted to prove that reaction time increases as the level of complexity
increases. Disjunctive reaction time was measured to eliminate subject reacting too early
to the stimulus. Also make the tack more complicated and for subject to uses
discrimination before responding to stimulus. Postman and Egan (1949) defines disjunctive
reaction time as "two or more different stimuli are presented in random order...the
subject is instructed to react to one but not to the other stimuli"(p 240). Rikli and
Busch (1986) defined reaction time "as the latency from the onset of the visual stimulus
to the depression of the microswitch"(p 646). Although a joystick was used to respond to
the visual stimulus the same principle applies. For the purposes of this study both
definition of reaction time were incorporated to facilitate proper measurement. 
Baron and Journey (1989) tried to prove that with increase age so did the reaction time.
Also within the study they also found that as the level of complexity increased so did
the reaction time for the young group 18 to 26 and the old group 62 to 75. For their
study the stimulus was a pair of asterisks presented in a square, where one the four
symmetrical positions on the screen of the monitor, center on the right left side or the
top or bottom. The respondent used a lever to indicate what direction the asterisk
appeared on the screen. Also in Baron and Journey (1989) study three level of complexity
were presented, there were one, two and four choice intervals. As a result of there study
the found that reaction time increase with increased alternatives. This also seems to be
the case with Rikil and Bush (1986), although they compared age with reaction time; they
also found that with increase complexity reaction time increased.
Method
Participants
Ten subjects, men and women, were randomly selected at various locations on the campus of
University of Wisconsin at Milwaukee. Subjects were between the age of 18 to 35.
Procedure 
The procedure used for this used for this experiment is modeled after the one used by
Baron and Journey (1989). Using a microcomputer the reaction time is measured with an
associated response lever, a joystick. The joystick can be moved left, rift, back and
forward. The stimuli are presented on the computer monitor, and the response involves
appropriate operation of the lever. When the appropriate response is given, by using
different directions as responses this ensures that reaction time can be measured as a
function of complexity.
Before each subject participated in the study in formed consent was given. Prior to
subject being seated, the experimenter test equipment to make sure it is functioning
properly. The subject is seated in front of the monitor, where instruction for the
experiment appears on the screen. The experimenter is seated next to the subject where
they are able to access the keyboard to press enter after every trail. The experiment
starts with 12 practice trails, with 144 total test trails. When the 12 practice trails
are finished the experimenter informs the subject that the test trails are about to
begin, and if the subject has any questions ask them now, because during the test trails
the experimenter is not allowed to answer any questions.
The subject starts the beginning of test trails, when the subject presses a key at the
base of the joystick. When key is pressed a stimulus appears on the screen. It is a
circle where one, two, or four arrowheads are positioned inside. The pace where the
arrowhead appears gives the subject an indication where the arrowhead may appear again.
With one choice trails, the single arrowhead provides information about the direction,
where the arrowhead will appear again. With the two choice trails, the information either
left or right, or back or forward. Finally, with four choice trails, all four
alternatives are possible. At this juncture the subject should not respond to the just
observed display.
When the arrowheads disappear from the screen, the circle remaining, the subject must
wait for a variable fore period of one to three seconds. A single arrowhead is displayed
at this point the subject should react as quickly as possible to the stimulus in the
appropriate direction. The response ends the trail. At this time the results are
displayed on the screen. The experimenter who is not depressing the ENTER key on the
keyboard should record the result on a data sheet. The data sheet should include trail
number, trail type, required response, subject response, and latency rounded to the
nearest millisecond, and a column for failed responses. Failed responses included those
responses in the foreperiod and those responses to the wrong direction. After all 144
trail are complete, thank the subject for their time and offer answer any question the
may have.
Results
The means of the first 36 trails and the last 36 trails were analyzed. Within the first
and last36 trails an equal number of one choice, two choice and four choice stimuli were
supplied. An examination of reaction time as it compares to complexity of task revealed a
simple main effect, suggesting that as the level of complexity increase so do reaction
time. An analysis using ANOVA supported this observation, F (2,18) = 5.98, p * .014 as
seen in Figure 1. An analysis using t test revealed (M = 461.50) for the first 36 and the
(M=408.89) for last 36 trails, t (9) = 0.718 p = .497 for 1 choice, was not significantly
different. The (M=569.59) for the first 36 trails and the (M = 554.84) for last 36
trails, t (9) .560 p = 594 for 2 choice, was not significantly different. The (M=597.366)
for first 36 trail and the (M =554.84) the last 36 trails, t (9) 1.092 p =. 304 there
were no significant findings, suggesting no practice effects seen in table 1.
Discussion
Although t test did not provide any significant results, the inference can be made that
practice effects may have occurred because the means of the first 36 trails were shorter
than those of the last 36 trials. Also the inference of fatigue or boredom may be a
reasons that the t test were not significant. Postaman and Eagan (1949) propose that the
subjects has an "concentrated attention on the stimulus,"(p. 255) if the subject becomes
bored or fatigue with repeatedly doing the same task practice effect result may not
occur. Another reason that practice effects result did not occur may have been the sample
size and number of trials. With Rikli and Busch (1989) the sample size was 60 adult
females, compared to 10 randomly chosen adults for this study. The number of trails for
the Rikli and Busch (1989) study was 10, where that last 8 trails were used to determine
the mean scores for the analysis, this procedure has a reliability of .87. This study
also used the last trials to determine variance however, fatigue or boredom may have set
in by the last 36 trails of 144 trails.
However, there were increases in reaction time when the complexity level increase,
similar to the results in Baron and Journey (1989). Rikli and Bucsh (1986) comapred the
means of the simple reaction time versus choice reaction time, the choice reaction time
was twice that of the simple reaction time suggesting with increase complexity the
reaction time increases. The means of the one choice, two choice and four choice, for
last 36 trails showed that with increased complexity reaction time increased, as seen in
figure 1.
Abstract
The reaction time for subject with increase complexity is the focus of this study. The
ten respondents were randomly selected on the campus of University Wisconsin at
Milwaukee. Ten subjects reaction time was evaluated with a computer simulation program
using one, two, or four choice trails, which lasted forty to sixty minutes. The data were
analyzed using t test and ANOVA. The t test showed no significance as far as practice
effects were concerned, but inferences can be made. Also the ANOVA showed a significant
difference with reaction time as it relates to complexity. I found that as the level of
complexity increase so does the reaction time.
Disjunctive Reaction Time Measure as it relates to Complexity of Task
This study was conducted to prove that reaction time increases as the level of complexity
increases. Disjunctive reaction time was measured to eliminate subject reacting too early
to the stimulus. Also make the tack more complicated and for subject to uses
discrimination before responding to stimulus. Postman and Egan (1949) defines disjunctive
reaction time as "two or more different stimuli are presented in random order...the
subject is instructed to react to one but not to the other stimuli"(p 240). Rikli and
Busch (1986) defined reaction time "as the latency from the onset of the visual stimulus
to the depression of the microswitch"(p 646). Although a joystick was used to respond to
the visual stimulus the same principle applies. For the purposes of this study both
definition of reaction time were incorporated to facilitate proper measurement. 
Baron and Journey (1989) tried to prove that with increase age so did the reaction time.
Also within the study they also found that as the level of complexity increased so did
the reaction time for the young group 18 to 26 and the old group 62 to 75. For their
study the stimulus was a pair of asterisks presented in a square, where one the four
symmetrical positions on the screen of the monitor, center on the right left side or the
top or bottom. The respondent used a lever to indicate what direction the asterisk
appeared on the screen. Also in Baron and Journey (1989) study three level of complexity
were presented, there were one, two and four choice intervals. As a result of there study
the found that reaction time increase with increased alternatives. This also seems to be
the case with Rikil and Bush (1986), although they compared age with reaction time; they
also found that with increase complexity reaction time increased.
Method
Participants
Ten subjects, men and women, were randomly selected at various locations on the campus of
University of Wisconsin at Milwaukee. Subjects were between the age of 18 to 35.
Procedure 
The procedure used for this used for this experiment is modeled after the one used by
Baron and Journey (1989). Using a microcomputer the reaction time is measured with an
associated response lever, a joystick. The joystick can be moved left, rift, back and
forward. The stimuli are presented on the computer monitor, and the response involves
appropriate operation of the lever. When the appropriate response is given, by using
different directions as responses this ensures that reaction time can be measured as a
function of complexity.
Before each subject participated in the study in formed consent was given. Prior to
subject being seated, the experimenter test equipment to make sure it is functioning
properly. The subject is seated in front of the monitor, where instruction for the
experiment appears on the screen. The experimenter is seated next to the subject where
they are able to access the keyboard to press enter after every trail. The experiment
starts with 12 practice trails, with 144 total test trails. When the 12 practice trails
are finished the experimenter informs the subject that the test trails are about to
begin, and if the subject has any questions ask them now, because during the test trails
the experimenter is not allowed to answer any questions.
The subject starts the beginning of test trails, when the subject presses a key at the
base of the joystick. When key is pressed a stimulus appears on the screen. It is a
circle where one, two, or four arrowheads are positioned inside. The pace where the
arrowhead appears gives the subject an indication where the arrowhead may appear again.
With one choice trails, the single arrowhead provides information about the direction,
where the arrowhead will appear again. With the two choice trails, the information either
left or right, or back or forward. Finally, with four choice trails, all four
alternatives are possible. At this juncture the subject should not respond to the just
observed display.
When the arrowheads disappear from the screen, the circle remaining, the subject must
wait for a variable fore period of one to three seconds. A single arrowhead is displayed
at this point the subject should react as quickly as possible to the stimulus in the
appropriate direction. The response ends the trail. At this time the results are
displayed on the screen. The experimenter who is not depressing the ENTER key on the
keyboard should record the result on a data sheet. The data sheet should include trail
number, trail type, required response, subject response, and latency rounded to the
nearest millisecond, and a column for failed responses. Failed responses included those
responses in the foreperiod and those responses to the wrong direction. After all 144
trail are complete, thank the subject for their time and offer answer any question the
may have.
Results
The means of the first 36 trails and the last 36 trails were analyzed. Within the first
and last36 trails an equal number of one choice, two choice and four choice stimuli were
supplied. An examination of reaction time as it compares to complexity of task revealed a
simple main effect, suggesting that as the level of complexity increase so do reaction
time. An analysis using ANOVA supported this observation, F (2,18) = 5.98, p * .014 as
seen in Figure 1. An analysis using t test revealed (M = 461.50) for the first 36 and the
(M=408.89) for last 36 trails, t (9) = 0.718 p = .497 for 1 choice, was not significantly
different. The (M=569.59) for the first 36 trails and the (M = 554.84) for last 36
trails, t (9) .560 p = 594 for 2 choice, was not significantly different. The (M=597.366)
for first 36 trail and the (M =554.84) the last 36 trails, t (9) 1.092 p =. 304 there
were no significant findings, suggesting no practice effects seen in table 1.
Discussion
Although t test did not provide any significant results, the inference can be made that
practice effects may have occurred because the means of the first 36 trails were shorter
than those of the last 36 trials. Also the inference of fatigue or boredom may be a
reasons that the t test were not significant. Postaman and Eagan (1949) propose that the
subjects has an "concentrated attention on the stimulus,"(p. 255) if the subject becomes
bored or fatigue with repeatedly doing the same task practice effect result may not
occur. Another reason that practice effects result did not occur may have been the sample
size and number of trials. With Rikli and Busch (1989) the sample size was 60 adult
females, compared to 10 randomly chosen adults for this study. The number of trails for
the Rikli and Busch (1989) study was 10, where that last 8 trails were used to determine
the mean scores for the analysis, this procedure has a reliability of .87. This study
also used the last trials to determine variance however, fatigue or boredom may have set
in by the last 36 trails of 144 trails.
However, there were increases in reaction time when the complexity level increase,
similar to the results in Baron and Journey (1989). Rikli and Bucsh (1986) comapred the
means of the simple reaction time versus choice reaction time, the choice reaction time
was twice that of the simple reaction time suggesting with increase complexity the
reaction time increases. The means of the one choice, two choice and four choice, for
last 36 trails showed that with increased complexity reaction time increased, as seen in
figure 1.
Abstract
The reaction time for subject with increase complexity is the focus of this study. The
ten respondents were randomly selected on the campus of University Wisconsin at
Milwaukee. Ten subjects reaction time was evaluated with a computer simulation program
using one, two, or four choice trails, which lasted forty to sixty minutes. The data were
analyzed using t test and ANOVA. The t test showed no significance as far as practice
effects were concerned, but inferences can be made. Also the ANOVA showed a significant
difference with reaction time as it relates to complexity. I found that as the level of
complexity increase so does the reaction time.
Disjunctive Reaction Time Measure as it relates to Complexity of Task
This study was conducted to prove that reaction time increases as the level of complexity
increases. Disjunctive reaction time was measured to eliminate subject reacting too early
to the stimulus. Also make the tack more complicated and for subject to uses
discrimination before responding to stimulus. Postman and Egan (1949) defines disjunctive
reaction time as "two or more different stimuli are presented in random order...the
subject is instructed to react to one but not to the other stimuli"(p 240). Rikli and
Busch (1986) defined reaction time "as the latency from the onset of the visual stimulus
to the depression of the microswitch"(p 646). Although a joystick was used to respond to
the visual stimulus the same principle applies. For the purposes of this study both
definition of reaction time were incorporated to facilitate proper measurement. 
Baron and Journey (1989) tried to prove that with increase age so did the reaction time.
Also within the study they also found that as the level of complexity increased so did
the reaction time for the young group 18 to 26 and the old group 62 to 75. For their
study the stimulus was a pair of asterisks presented in a square, where one the four
symmetrical positions on the screen of the monitor, center on the right left side or the
top or bottom. The respondent used a lever to indicate what direction the asterisk
appeared on the screen. Also in Baron and Journey (1989) study three level of complexity
were presented, there were one, two and four choice intervals. As a result of there study
the found that reaction time increase with increased alternatives. This also seems to be
the case with Rikil and Bush (1986), although they compared age with reaction time; they
also found that with increase complexity reaction time increased.
Method
Participants
Ten subjects, men and women, were randomly selected at various locations on the campus of
University of Wisconsin at Milwaukee. Subjects were between the age of 18 to 35.
Procedure 
The procedure used for this used for this experiment is modeled after the one used by
Baron and Journey (1989). Using a microcomputer the reaction time is measured with an
associated response lever, a joystick. The joystick can be moved left, rift, back and
forward. The stimuli are presented on the computer monitor, and the response involves
appropriate operation of the lever. When the appropriate response is given, by using
different directions as responses this ensures that reaction time can be measured as a
function of complexity.
Before each subject participated in the study in formed consent was given. Prior to
subject being seated, the experimenter test equipment to make sure it is functioning
properly. The subject is seated in front of the monitor, where instruction for the
experiment appears on the screen. The experimenter is seated next to the subject where
they are able to access the keyboard to press enter after every trail. The experiment
starts with 12 practice trails, with 144 total test trails. When the 12 practice trails
are finished the experimenter informs the subject that the test trails are about to
begin, and if the subject has any questions ask them now, because during the test trails
the experimenter is not allowed to answer any questions.
The subject starts the beginning of test trails, when the subject presses a key at the
base of the joystick. When key is pressed a stimulus appears on the screen. It is a
circle where one, two, or four arrowheads are positioned inside. The pace where the
arrowhead appears gives the subject an indication where the arrowhead may appear again.
With one choice trails, the single arrowhead provides information about the direction,
where the arrowhead will appear again. With the two choice trails, the information either
left or right, or back or forward. Finally, with four choice trails, all four
alternatives are possible. At this juncture the subject should not respond to the just
observed display.
When the arrowheads disappear from the screen, the circle remaining, the subject must
wait for a variable fore period of one to three seconds. A single arrowhead is displayed
at this point the subject should react as quickly as possible to the stimulus in the
appropriate direction. The response ends the trail. At this time the results are
displayed on the screen. The experimenter who is not depressing the ENTER key on the
keyboard should record the result on a data sheet. The data sheet should include trail
number, trail type, required response, subject response, and latency rounded to the
nearest millisecond, and a column for failed responses. Failed responses included those
responses in the foreperiod and those responses to the wrong direction. After all 144
trail are complete, thank the subject for their time and offer answer any question the
may have.
Results
The means of the first 36 trails and the last 36 trails were analyzed. Within the first
and last36 trails an equal number of one choice, two choice and four choice stimuli were
supplied. An examination of reaction time as it compares to complexity of task revealed a
simple main effect, suggesting that as the level of complexity increase so do reaction
time. An analysis using ANOVA supported this observation, F (2,18) = 5.98, p * .014 as
seen in Figure 1. An analysis using t test revealed (M = 461.50) for the first 36 and the
(M=408.89) for last 36 trails, t (9) = 0.718 p = .497 for 1 choice, was not significantly
different. The (M=569.59) for the first 36 trails and the (M = 554.84) for last 36
trails, t (9) .560 p = 594 for 2 choice, was not significantly different. The (M=597.366)
for first 36 trail and the (M =554.84) the last 36 trails, t (9) 1.092 p =. 304 there
were no significant findings, suggesting no practice effects seen in table 1.
Discussion
Although t test did not provide any significant results, the inference can be made that
practice effects may have occurred because the means of the first 36 trails were shorter
than those of the last 36 trials. Also the inference of fatigue or boredom may be a
reasons that the t test were not significant. Postaman and Eagan (1949) propose that the
subjects has an "concentrated attention on the stimulus,"(p. 255) if the subject becomes
bored or fatigue with repeatedly doing the same task practice effect result may not
occur. Another reason that practice effects result did not occur may have been the sample
size and number of trials. With Rikli and Busch (1989) the sample size was 60 adult
females, compared to 10 randomly chosen adults for this study. The number of trails for
the Rikli and Busch (1989) study was 10, where that last 8 trails were used to determine
the mean scores for the analysis, this procedure has a reliability of .87. This study
also used the last trials to determine variance however, fatigue or boredom may have set
in by the last 36 trails of 144 trails.
However, there were increases in reaction time when the complexity level increase,
similar to the results in Baron and Journey (1989). Rikli and Bucsh (1986) comapred the
means of the simple reaction time versus choice reaction time, the choice reaction time
was twice that of the simple reaction time suggesting with increase complexity the
reaction time increases. The means of the one choice, two choice and four choice, for
last 36 trails showed that with increased complexity reaction time increased, as seen in
figure 1.
Abstract
The reaction time for subject with increase complexity is the focus of this study. The
ten respondents were randomly selected on the campus of University Wisconsin at
Milwaukee. Ten subjects reaction time was evaluated with a computer simulation program
using one, two, or four choice trails, which lasted forty to sixty minutes. The data were
analyzed using t test and ANOVA. The t test showed no significance as far as practice
effects were concerned, but inferences can be made. Also the ANOVA showed a significant
difference with reaction time as it relates to complexity. I found that as the level of
complexity increase so does the reaction time.
Disjunctive Reaction Time Measure as it relates to Complexity of Task
This study was conducted to prove that reaction time increases as the level of complexity
increases. Disjunctive reaction time was measured to eliminate subject reacting too early
to the stimulus. Also make the tack more complicated and for subject to uses
discrimination before responding to stimulus. Postman and Egan (1949) defines disjunctive
reaction time as "two or more different stimuli are presented in random order...the
subject is instructed to react to one but not to the other stimuli"(p 240). Rikli and
Busch (1986) defined reaction time "as the latency from the onset of the visual stimulus
to the depression of the microswitch"(p 646). Although a joystick was used to respond to
the visual stimulus the same principle applies. For the purposes of this study both
definition of reaction time were incorporated to facilitate proper measurement. 
Baron and Journey (1989) tried to prove that with increase age so did the reaction time.
Also within the study they also found that as the level of complexity increased so did
the reaction time for the young group 18 to 26 and the old group 62 to 75. For their
study the stimulus was a pair of asterisks presented in a square, where one the four
symmetrical positions on the screen of the monitor, center on the right left side or the
top or bottom. The respondent used a lever to indicate what direction the asterisk
appeared on the screen. Also in Baron and Journey (1989) study three level of complexity
were presented, there were one, two and four choice intervals. As a result of there study
the found that reaction time increase with increased alternatives. This also seems to be
the case with Rikil and Bush (1986), although they compared age with reaction time; they
also found that with increase complexity reaction time increased.
Method
Participants
Ten subjects, men and women, were randomly selected at various locations on the campus of
University of Wisconsin at Milwaukee. Subjects were between the age of 18 to 35.
Procedure 
The procedure used for this used for this experiment is modeled after the one used by
Baron and Journey (1989). Using a microcomputer the reaction time is measured with an
associated response lever, a joystick. The joystick can be moved left, rift, back and
forward. The stimuli are presented on the computer monitor, and the response involves
appropriate operation of the lever. When the appropriate response is given, by using
different directions as responses this ensures that reaction time can be measured as a
function of complexity.
Before each subject participated in the study in formed consent was given. Prior to
subject being seated, the experimenter test equipment to make sure it is functioning
properly. The subject is seated in front of the monitor, where instruction for the
experiment appears on the screen. The experimenter is seated next to the subject where
they are able to access the keyboard to press enter after every trail. The experiment
starts with 12 practice trails, with 144 total test trails. When the 12 practice trails
are finished the experimenter informs the subject that the test trails are about to
begin, and if the subject has any questions ask them now, because during the test trails
the experimenter is not allowed to answer any questions.
The subject starts the beginning of test trails, when the subject presses a key at the
base of the joystick. When key is pressed a stimulus appears on the screen. It is a
circle where one, two, or four arrowheads are positioned inside. The pace where the
arrowhead appears gives the subject an indication where the arrowhead may appear again.
With one choice trails, the single arrowhead provides information about the direction,
where the arrowhead will appear again. With the two choice trails, the information either
left or right, or back or forward. Finally, with four choice trails, all four
alternatives are possible. At this juncture the subject should not respond to the just
observed display.
When the arrowheads disappear from the screen, the circle remaining, the subject must
wait for a variable fore period of one to three seconds. A single arrowhead is displayed
at this point the subject should react as quickly as possible to the stimulus in the
appropriate direction. The response ends the trail. At this time the results are
displayed on the screen. The experimenter who is not depressing the ENTER key on the
keyboard should record the result on a data sheet. The data sheet should include trail
number, trail type, required response, subject response, and latency rounded to the
nearest millisecond, and a column for failed responses. Failed responses included those
responses in the foreperiod and those responses to the wrong direction. After all 144
trail are complete, thank the subject for their time and offer answer any question the
may have.
Results
The means of the first 36 trails and the last 36 trails were analyzed. Within the first
and last36 trails an equal number of one choice, two choice and four choice stimuli were
supplied. An examination of reaction time as it compares to complexity of task revealed a
simple main effect, suggesting that as the level of complexity increase so do reaction
time. An analysis using ANOVA supported this observation, F (2,18) = 5.98, p * .014 as
seen in Figure 1. An analysis using t test revealed (M = 461.50) for the first 36 and the
(M=408.89) for last 36 trails, t (9) = 0.718 p = .497 for 1 choice, was not significantly
different. The (M=569.59) for the first 36 trails and the (M = 554.84) for last 36
trails, t (9) .560 p = 594 for 2 choice, was not significantly different. The (M=597.366)
for first 36 trail and the (M =554.84) the last 36 trails, t (9) 1.092 p =. 304 there
were no significant findings, suggesting no practice effects seen in table 1.
Discussion
Although t test did not provide any significant results, the inference can be made that
practice effects may have occurred because the means of the first 36 trails were shorter
than those of the last 36 trials. Also the inference of fatigue or boredom may be a
reasons that the t test were not significant. Postaman and Eagan (1949) propose that the
subjects has an "concentrated attention on the stimulus,"(p. 255) if the subject becomes
bored or fatigue with repeatedly doing the same task practice effect result may not
occur. Another reason that practice effects result did not occur may have been the sample
size and number of trials. With Rikli and Busch (1989) the sample size was 60 adult
females, compared to 10 randomly chosen adults for this study. The number of trails for
the Rikli and Busch (1989) study was 10, where that last 8 trails were used to determine
the mean scores for the analysis, this procedure has a reliability of .87. This study
also used the last trials to determine variance however, fatigue or boredom may have set
in by the last 36 trails of 144 trails.
However, there were increases in reaction time when the complexity level increase,
similar to the results in Baron and Journey (1989). Rikli and Bucsh (1986) comapred the
means of the simple reaction time versus choice reaction time, the choice reaction time
was twice that of the simple reaction time suggesting with increase complexity the
reaction time increases. The means of the one choice, two choice and four choice, for
last 36 trails showed that with increased complexity reaction time increased, as seen in
figure 1.
Abstract
The reaction time for subject with increase complexity is the focus of this study. The
ten respondents were randomly selected on the campus of University Wisconsin at
Milwaukee. Ten subjects reaction time was evaluated with a computer simulation program
using one, two, or four choice trails, which lasted forty to sixty minutes. The data were
analyzed using t test and ANOVA. The t test showed no significance as far as practice
effects were concerned, but inferences can be made. Also the ANOVA showed a significant
difference with reaction time as it relates to complexity. I found that as the level of
complexity increase so does the reaction time.
Disjunctive Reaction Time Measure as it relates to Complexity of Task
This study was conducted to prove that reaction time increases as the level of complexity
increases. Disjunctive reaction time was measured to eliminate subject reacting too early
to the stimulus. Also make the tack more complicated and for subject to uses
discrimination before responding to stimulus. Postman and Egan (1949) defines disjunctive
reaction time as "two or more different stimuli are presented in random order...the
subject is instructed to react to one but not to the other stimuli"(p 240). Rikli and
Busch (1986) defined reaction time "as the latency from the onset of the visual stimulus
to the depression of the microswitch"(p 646). Although a joystick was used to respond to
the visual stimulus the same principle applies. For the purposes of this study both
definition of reaction time were incorporated to facilitate proper measurement. 
Baron and Journey (1989) tried to prove that with increase age so did the reaction time.
Also within the study they also found that as the level of complexity increased so did
the reaction time for the young group 18 to 26 and the old group 62 to 75. For their
study the stimulus was a pair of asterisks presented in a square, where one the four
symmetrical positions on the screen of the monitor, center on the right left side or the
top or bottom. The respondent used a lever to indicate what direction the asterisk
appeared on the screen. Also in Baron and Journey (1989) study three level of complexity
were presented, there were one, two and four choice intervals. As a result of there study
the found that reaction time increase with increased alternatives. This also seems to be
the case with Rikil and Bush (1986), although they compared age with reaction time; they
also found that with increase complexity reaction time increased.
Method
Participants
Ten subjects, men and women, were randomly selected at various locations on the campus of
University of Wisconsin at Milwaukee. Subjects were between the age of 18 to 35.
Procedure 
The procedure used for this used for this experiment is modeled after the one used by
Baron and Journey (1989). Using a microcomputer the reaction time is measured with an
associated response lever, a joystick. The joystick can be moved left, rift, back and
forward. The stimuli are presented on the computer monitor, and the response involves
appropriate operation of the lever. When the appropriate response is given, by using
different directions as responses this ensures that reaction time can be measured as a
function of complexity.
Before each subject participated in the study in formed consent was given. Prior to
subject being seated, the experimenter test equipment to make sure it is functioning
properly. The subject is seated in front of the monitor, where instruction for the
experiment appears on the screen. The experimenter is seated next to the subject where
they are able to access the keyboard to press enter after every trail. The experiment
starts with 12 practice trails, with 144 total test trails. When the 12 practice trails
are finished the experimenter informs the subject that the test trails are about to
begin, and if the subject has any questions ask them now, because during the test trails
the experimenter is not allowed to answer any questions.
The subject starts the beginning of test trails, when the subject presses a key at the
base of the joystick. When key is pressed a stimulus appears on the screen. It is a
circle where one, two, or four arrowheads are positioned inside. The pace where the
arrowhead appears gives the subject an indication where the arrowhead may appear again.
With one choice trails, the single arrowhead provides information about the direction,
where the arrowhead will appear again. With the two choice trails, the information either
left or right, or back or forward. Finally, with four choice trails, all four
alternatives are possible. At this juncture the subject should not respond to the just
observed display.
When the arrowheads disappear from the screen, the circle remaining, the subject must
wait for a variable fore period of one to three seconds. A single arrowhead is displayed
at this point the subject should react as quickly as possible to the stimulus in the
appropriate direction. The response ends the trail. At this time the results are
displayed on the screen. The experimenter who is not depressing the ENTER key on the
keyboard should record the result on a data sheet. The data sheet should include trail
number, trail type, required response, subject response, and latency rounded to the
nearest millisecond, and a column for failed responses. Failed responses included those
responses in the foreperiod and those responses to the wrong direction. After all 144
trail are complete, thank the subject for their time and offer answer any question the
may have.
Results
The means of the first 36 trails and the last 36 trails were analyzed. Within the first
and last36 trails an equal number of one choice, two choice and four choice stimuli were
supplied. An examination of reaction time as it compares to complexity of task revealed a
simple main effect, suggesting that as the level of complexity increase so do reaction
time. An analysis using ANOVA supported this observation, F (2,18) = 5.98, p * .014 as
seen in Figure 1. An analysis using t test revealed (M = 461.50) for the first 36 and the
(M=408.89) for last 36 trails, t (9) = 0.718 p = .497 for 1 choice, was not significantly
different. The (M=569.59) for the first 36 trails and the (M = 554.84) for last 36
trails, t (9) .560 p = 594 for 2 choice, was not significantly different. The (M=597.366)
for first 36 trail and the (M =554.84) the last 36 trails, t (9) 1.092 p =. 304 there
were no significant findings, suggesting no practice effects seen in table 1.
Discussion
Although t test did not provide any significant results, the inference can be made that
practice effects may have occurred because the means of the first 36 trails were shorter
than those of the last 36 trials. Also the inference of fatigue or boredom may be a
reasons that the t test were not significant. Postaman and Eagan (1949) propose that the
subjects has an "concentrated attention on the stimulus,"(p. 255) if the subject becomes
bored or fatigue with repeatedly doing the same task practice effect result may not
occur. Another reason that practice effects result did not occur may have been the sample
size and number of trials. With Rikli and Busch (1989) the sample size was 60 adult
females, compared to 10 randomly chosen adults for this study. The number of trails for
the Rikli and Busch (1989) study was 10, where that last 8 trails were used to determine
the mean scores for the analysis, this procedure has a reliability of .87. This study
also used the last trials to determine variance however, fatigue or boredom may have set
in by the last 36 trails of 144 trails.
However, there were increases in reaction time when the complexity level increase,
similar to the results in Baron and Journey (1989). Rikli and Bucsh (1986) comapred the
means of the simple reaction time versus choice reaction time, the choice reaction time
was twice that of the simple reaction time suggesting with increase complexity the
reaction time increases. The means of the one choice, two choice and four choice, for
last 36 trails showed that with increased complexity reaction time increased, as seen in
figure 1.
Abstract
The reaction time for subject with increase complexity is the focus of this study. The
ten respondents were randomly selected on the campus of University Wisconsin at
Milwaukee. Ten subjects reaction time was evaluated with a computer simulation program
using one, two, or four choice trails, which lasted forty to sixty minutes. The data were
analyzed using t test and ANOVA. The t test showed no significance as far as practice
effects were concerned, but inferences can be made. Also the ANOVA showed a significant
difference with reaction time as it relates to complexity. I found that as the level of
complexity increase so does the reaction time.
Disjunctive Reaction Time Measure as it relates to Complexity of Task
This study was conducted to prove that reaction time increases as the level of complexity
increases. Disjunctive reaction time was measured to eliminate subject reacting too early
to the stimulus. Also make the tack more complicated and for subject to uses
discrimination before responding to stimulus. Postman and Egan (1949) defines disjunctive
reaction time as "two or more different stimuli are presented in random order...the
subject is instructed to react to one but not to the other stimuli"(p 240). Rikli and
Busch (1986) defined reaction time "as the latency from the onset of the visual stimulus
to the depression of the microswitch"(p 646). Although a joystick was used to respond to
the visual stimulus the same principle applies. For the purposes of this study both
definition of reaction time were incorporated to facilitate proper measurement. 
Baron and Journey (1989) tried to prove that with increase age so did the reaction time.
Also within the study they also found that as the level of complexity increased so did
the reaction time for the young group 18 to 26 and the old group 62 to 75. For their
study the stimulus was a pair of asterisks presented in a square, where one the four
symmetrical positions on the screen of the monitor, center on the right left side or the
top or bottom. The respondent used a lever to indicate what direction the asterisk
appeared on the screen. Also in Baron and Journey (1989) study three level of complexity
were presented, there were one, two and four choice intervals. As a result of there study
the found that reaction time increase with increased alternatives. This also seems to be
the case with Rikil and Bush (1986), although they compared age with reaction time; they
also found that with increase complexity reaction time increased.
Method
Participants
Ten subjects, men and women, were randomly selected at various locations on the campus of
University of Wisconsin at Milwaukee. Subjects were between the age of 18 to 35.
Procedure 
The procedure used for this used for this experiment is modeled after the one used by
Baron and Journey (1989). Using a microcomputer the reaction time is measured with an
associated response lever, a joystick. The joystick can be moved left, rift, back and
forward. The stimuli are presented on the computer monitor, and the response involves
appropriate operation of the lever. When the appropriate response is given, by using
different directions as responses this ensures that reaction time can be measured as a
function of complexity.
Before each subject participated in the study in formed consent was given. Prior to
subject being seated, the experimenter test equipment to make sure it is functioning
properly. The subject is seated in front of the monitor, where instruction for the
experiment appears on the screen. The experimenter is seated next to the subject where
they are able to access the keyboard to press enter after every trail. The experiment
starts with 12 practice trails, with 144 total test trails. When the 12 practice trails
are finished the experimenter informs the subject that the test trails are about to
begin, and if the subject has any questions ask them now, because during the test trails
the experimenter is not allowed to answer any questions.
The subject starts the beginning of test trails, when the subject presses a key at the
base of the joystick. When key is pressed a stimulus appears on the screen. It is a
circle where one, two, or four arrowheads are positioned inside. The pace where the
arrowhead appears gives the subject an indication where the arrowhead may appear again.
With one choice trails, the single arrowhead provides information about the direction,
where the arrowhead will appear again. With the two choice trails, the information either
left or right, or back or forward. Finally, with four choice trails, all four
alternatives are possible. At this juncture the subject should not respond to the just
observed display.
When the arrowheads disappear from the screen, the circle remaining, the subject must
wait for a variable fore period of one to three seconds. A single arrowhead is displayed
at this point the subject should react as quickly as possible to the stimulus in the
appropriate direction. The response ends the trail. At this time the results are
displayed on the screen. The experimenter who is not depressing the ENTER key on the
keyboard should record the result on a data sheet. The data sheet should include trail
number, trail type, required response, subject response, and latency rounded to the
nearest millisecond, and a column for failed responses. Failed responses included those
responses in the foreperiod and those responses to the wrong direction. After all 144
trail are complete, thank the subject for their time and offer answer any question the
may have.
Results
The means of the first 36 trails and the last 36 trails were analyzed. Within the first
and last36 trails an equal number of one choice, two choice and four choice stimuli were
supplied. An examination of reaction time as it compares to complexity of task revealed a
simple main effect, suggesting that as the level of complexity increase so do reaction
time. An analysis using ANOVA supported this observation, F (2,18) = 5.98, p * .014 as
seen in Figure 1. An analysis using t test revealed (M = 461.50) for the first 36 and the
(M=408.89) for last 36 trails, t (9) = 0.718 p = .497 for 1 choice, was not significantly
different. The (M=569.59) for the first 36 trails and the (M = 554.84) for last 36
trails, t (9) .560 p = 594 for 2 choice, was not significantly different. The (M=597.366)
for first 36 trail and the (M =554.84) the last 36 trails, t (9) 1.092 p =. 304 there
were no significant findings, suggesting no practice effects seen in table 1.
Discussion
Although t test did not provide any significant results, the inference can be made that
practice effects may have occurred because the means of the first 36 trails were shorter
than those of the last 36 trials. Also the inference of fatigue or boredom may be a
reasons that the t test were not significant. Postaman and Eagan (1949) propose that the
subjects has an "concentrated attention on the stimulus,"(p. 255) if the subject becomes
bored or fatigue with repeatedly doing the same task practice effect result may not
occur. Another reason that practice effects result did not occur may have been the sample
size and number of trials. With Rikli and Busch (1989) the sample size was 60 adult
females, compared to 10 randomly chosen adults for this study. The number of trails for
the Rikli and Busch (1989) study was 10, where that last 8 trails were used to determine
the mean scores for the analysis, this procedure has a reliability of .87. This study
also used the last trials to determine variance however, fatigue or boredom may have set
in by the last 36 trails of 144 trails.
However, there were increases in reaction time when the complexity level increase,
similar to the results in Baron and Journey (1989). Rikli and Bucsh (1986) comapred the
means of the simple reaction time versus choice reaction time, the choice reaction time
was twice that of the simple reaction time suggesting with increase complexity the
reaction time increases. The means of the one choice, two choice and four choice, for
last 36 trails showed that with increased complexity reaction time increased, as seen in
figure 1.
Abstract
The reaction time for subject with increase complexity is the focus of this study. The
ten respondents were randomly selected on the campus of University Wisconsin at
Milwaukee. Ten subjects reaction time was evaluated with a computer simulation program
using one, two, or four choice trails, which lasted forty to sixty minutes. The data were
analyzed using t test and ANOVA. The t test showed no significance as far as practice
effects were concerned, but inferences can be made. Also the ANOVA showed a significant
difference with reaction time as it relates to complexity. I found that as the level of
complexity increase so does the reaction time.
Disjunctive Reaction Time Measure as it relates to Complexity of Task
This study was conducted to prove that reaction time increases as the level of complexity
increases. Disjunctive reaction time was measured to eliminate subject reacting too early
to the stimulus. Also make the tack more complicated and for subject to uses
discrimination before responding to stimulus. Postman and Egan (1949) defines disjunctive
reaction time as "two or more different stimuli are presented in random order...the
subject is instructed to react to one but not to the other stimuli"(p 240). Rikli and
Busch (1986) defined reaction time "as the latency from the onset of the visual stimulus
to the depression of the microswitch"(p 646). Although a joystick was used to respond to
the visual stimulus the same principle applies. For the purposes of this study both
definition of reaction time were incorporated to facilitate proper measurement. 
Baron and Journey (1989) tried to prove that with increase age so did the reaction time.
Also within the study they also found that as the level of complexity increased so did
the reaction time for the young group 18 to 26 and the old group 62 to 75. For their
study the stimulus was a pair of asterisks presented in a square, where one the four
symmetrical positions on the screen of the monitor, center on the right left side or the
top or bottom. The respondent used a lever to indicate what direction the asterisk
appeared on the screen. Also in Baron and Journey (1989) study three level of complexity
were presented, there were one, two and four choice intervals. As a result of there study
the found that reaction time increase with increased alternatives. This also seems to be
the case with Rikil and Bush (1986), although they compared age with reaction time; they
also found that with increase complexity reaction time increased.
Method
Participants
Ten subjects, men and women, were randomly selected at various locations on the campus of
University of Wisconsin at Milwaukee. Subjects were between the age of 18 to 35.
Procedure 
The procedure used for this used for this experiment is modeled after the one used by
Baron and Journey (1989). Using a microcomputer the reaction time is measured with an
associated response lever, a joystick. The joystick can be moved left, rift, back and
forward. The stimuli are presented on the computer monitor, and the response involves
appropriate operation of the lever. When the appropriate response is given, by using
different directions as responses this ensures that reaction time can be measured as a
function of complexity.
Before each subject participated in the study in formed consent was given. Prior to
subject being seated, the experimenter test equipment to make sure it is functioning
properly. The subject is seated in front of the monitor, where instruction for the
experiment appears on the screen. The experimenter is seated next to the subject where
they are able to access the keyboard to press enter after every trail. The experiment
starts with 12 practice trails, with 144 total test trails. When the 12 practice trails
are finished the experimenter informs the subject that the test trails are about to
begin, and if the subject has any questions ask them now, because during the test trails
the experimenter is not allowed to answer any questions.
The subject starts the beginning of test trails, when the subject presses a key at the
base of the joystick. When key is pressed a stimulus appears on the screen. It is a
circle where one, two, or four arrowheads are positioned inside. The pace where the
arrowhead appears gives the subject an indication where the arrowhead may appear again.
With one choice trails, the single arrowhead provides information about the direction,
where the arrowhead will appear again. With the two choice trails, the information either
left or right, or back or forward. Finally, with four choice trails, all four
alternatives are possible. At this juncture the subject should not respond to the just
observed display.
When the arrowheads disappear from the screen, the circle remaining, the subject must
wait for a variable fore period of one to three seconds. A single arrowhead is displayed
at this point the subject should react as quickly as possible to the stimulus in the
appropriate direction. The response ends the trail. At this time the results are
displayed on the screen. The experimenter who is not depressing the ENTER key on the
keyboard should record the result on a data sheet. The data sheet should include trail
number, trail type, required response, subject response, and latency rounded to the
nearest millisecond, and a column for failed responses. Failed responses included those
responses in the foreperiod and those responses to the wrong direction. After all 144
trail are complete, thank the subject for their time and offer answer any question the
may have.
Results
The means of the first 36 trails and the last 36 trails were analyzed. Within the first
and last36 trails an equal number of one choice, two choice and four choice stimuli were
supplied. An examination of reaction time as it compares to complexity of task revealed a
simple main effect, suggesting that as the level of complexity increase so do reaction
time. An analysis using ANOVA supported this observation, F (2,18) = 5.98, p * .014 as
seen in Figure 1. An analysis using t test revealed (M = 461.50) for the first 36 and the
(M=408.89) for last 36 trails, t (9) = 0.718 p = .497 for 1 choice, was not significantly
different. The (M=569.59) for the first 36 trails and the (M = 554.84) for last 36
trails, t (9) .560 p = 594 for 2 choice, was not significantly different. The (M=597.366)
for first 36 trail and the (M =554.84) the last 36 trails, t (9) 1.092 p =. 304 there
were no significant findings, suggesting no practice effects seen in table 1.
Discussion
Although t test did not provide any significant results, the inference can be made that
practice effects may have occurred because the means of the first 36 trails were shorter
than those of the last 36 trials. Also the inference of fatigue or boredom may be a
reasons that the t test were not significant. Postaman and Eagan (1949) propose that the
subjects has an "concentrated attention on the stimulus,"(p. 255) if the subject becomes
bored or fatigue with repeatedly doing the same task practice effect result may not
occur. Another reason that practice effects result did not occur may have been the sample
size and number of trials. With Rikli and Busch (1989) the sample size was 60 adult
females, compared to 10 randomly chosen adults for this study. The number of trails for
the Rikli and Busch (1989) study was 10, where that last 8 trails were used to determine
the mean scores for the analysis, this procedure has a reliability of .87. This study
also used the last trials to determine variance however, fatigue or boredom may have set
in by the last 36 trails of 144 trails.
However, there were increases in reaction time when the complexity level increase,
similar to the results in Baron and Journey (1989). Rikli and Bucsh (1986) comapred the
means of the simple reaction time versus choice reaction time, the choice reaction time
was twice that of the simple reaction time suggesting with increase complexity the
reaction time increases. The means of the one choice, two choice and four choice, for
last 36 trails showed that with increased complexity reaction time increased, as seen in
figure 1.
Bibliography
Reference
Baron, A. & Journey, J.W. (1989). Age differences in manual versus vocal reaction time:
Further evidence. Journal of Gerontology: Psychological Sciences, 44, P157- P159.
Postman, L. & Egan, J.P. (1949). Experimental psychology: An introduction (Chapter 12).
New York: Harper.
Rikli, R., & Busch, S (1986). Motor performances of women as a function of age and
physical activity. Journal of Gerontology, 41 645-649