Open Access

JSON Export

{"created":"2022-01-31T15:19:53.749036+00:00","id":"lit28751","links":{},"metadata":{"alternative":"Studies from the Yale Psychological Laboratory","contributors":[{"name":"Johnson, W. Smythe","role":"author"}],"detailsRefDisplay":"Studies from the Yale Psychological Laboratory 10: 81-92","fulltext":[{"file":"p0081.txt","language":"en","ocr_en":"EXPERIMENTS ON MOTOR EDUCATION\nBY\nW. Smythe Johnson.\nThis series of experiments was instituted to determine the effects of light gymnastic exercise on quickness of voluntary movements and the development of the power of concentration of attention. It has been generally accepted that the direct effect of physical training is the development of strong and sinewy muscles and that mental quickening is only an indirect result of such training. The experience of the Elmira Reformatory showed that physical training has an educative value. By a graduated system in physical culture, the inmates who constantly failed in the School of Letters, in the Trades School and in deportment, were enabled to return and maintain their places in the regular institutional life.* 1\nThe experiments2 carried out in this laboratory, during the academic years 1898-1900, by W. W. Davis and myself, showed conclusively that the effect of practice in speed and accuracy of voluntary movements was not limited to the member which was exercised, that the gain was principally conditioned by the power to concentrate attention, that the approximate highest rate of speed and the least variation in consecutive movements would be reached in from six to ten days with short practice each day, that the greatest gains were made during the first three days. It was also observed that those who developed most rapidly were those who took more or less gymnastic exercise.\nIn the following experiments the subject was seated in a quiet room, separate from the experimenting room. He was required to react to a sound coming from a click in a telephone. When all was ready for the record, a signal was sent into the quiet room by means of a telegraph-sounder. The subject understood that in one to three seconds after this signal he would hear a click in the telephone, to which he was to respond as quickly as possible by pressing on a telegraph key. Two degrees of intensity were selected, the subject knowing which would be used. The time was recorded on a pendulum chronoscope.\n1 Scripture, Cross-education, Pop. Sei. Monthly, 1900 LVI 589.\n1 Davis, Researches in cross-education, Stud. Yale Psych. Lab., 1898 VI 6.\nJohnson, Researches in practice and habit, Stud. Yale Psych. Lab., 1898 VI 51.\n81","page":81},{"file":"p0082.txt","language":"en","ocr_en":"82\nIV. Smythe Johnson,\nFirst series of experiments.\nThe subjects were students in the Graduate School of Yale University, with ages ranging from 23 to 26 years. Subjects A and D were of a phlegmatic temperament ; B and C, of a nervous temperament. All were in good health ; they had not previously been taking any systematic exercise.\nFor each of the four subjects included in this test, ten records with the loud and weak sounds were taken at each sitting. After three sittings on successive days, they were then given pairs of six-pound dumbbells, and requested to practice with them for a few minutes during different intervals of the day; more especially just before retiring at night and on rising in the morning. The average daily practice for each of the four subjects was 45 minutes. They were not informed of the object of the practice with the dumbbells. After they had practiced for approximately 4wo weeks, they were then subjected to another series of three tests in reacting exactly like the first.\nThe results (Table I) show a shortening of the average reaction-time ranging from 17* to 84\u00b0. In order to make clear the meaning of the figures given in Table I, I will explain those for subject A in detail. The figures 285*, 262*, and 22ia are each the average of ten records, and denote the average time that it required to respond to the signal at each successive sitting. The average time of the first three sittings, 2420', is the average of the sum total of the records taken during the first three sittings. The average probable error was derived in like manner.\nThe average of the records taken after the practice with the dumbbells was 192^, thus showing a gain of 500'. But the gain for the weak sound shows more favorable results still, namely, 84*. The results for, A clearly demonstrate the influence of systematic muscular training on the development of a sensitiveness to auditory stimuli. This subject being a little hard of hearing, his reactions to the weak sound were extremely slow previous to the practice with the dumbbells ; but after the practice his responses to the weak sound were almost as quick as for the loud sound.\nThe table also shows regularly a decrease in the probable error.\nIt is evident that the regularity with which one responds to a given signal will depend upon how closely the attention is fixed on the action to be performed at each successive response. Hence the probable error of the ten records made at each sitting is a clear index of the subject\u2019s power to hold his attention during the performance of ten successive responses to a signal. If he allows the attention to be distracted by wandering thoughts, then the probable error will be increased.","page":82},{"file":"p0083.txt","language":"en","ocr_en":"Experiments on motor education.\n83\nThe probable error, however, may depend on any one or more of the following causes :\t(a) fluctuations of attention, (b) actual increase in\nspeed during the progress of an experiment, (c) fatigue of the nervous system. That the probable error given in Table I for all the subjects is due to (a), or lack of power to concentrate attention only, is evident for two reasons : (1) the time required for the experiment was too short to fatigue the system, and (2) the individual records show that there was no tendency to either increase or decrease of the reaction-time during the progress of an experiment.\nTable I.\nReaction to loud sound.\tReaction to weak sound.\nSubject. Date.\t\t\tDaily\tAve. of three\tDeer. after\tDaily\tP.e. of three\tDeer. after\tDaily\tAve. of three\tDeer. after\tDaily\tP.e.of three\tDeer. after\n\t\t\t\tdays.\tinterval.\tp. e.\tdays.\tinterval.\tave.\tdays.\tinterval.\tp. e.\tdays.\tinterval\n\tJan.\t22\t285\t\t\t37\t\t\t320\t\t\t44\t\t\n\tu\t23\t262\t\t\t43\t\t\t308\t\t\t45\t\t\nA\ttt\t25\t221\t242\t\t31\t33\t\t257\t282\t\t40\t42\t\n\tFeb.\t8\t184\t\t\t13\t\t\t185\t\t\t18\t\t\n\tit\t9\t183\t\t\t22\t\t\t193\t\t\t27\t\t\n\t(<\t10\t209\tI92\t50\t23\t22\tII\t217\t198\t84\t29\t26\tl6\n\tJan.\t20\t210\t\t\t19\t\t\t215\t\t\t24\t\t\n\t((\t22\t216\t\t\t24\t\t\t248\t\t\t19\t\t\nB\tft\t23\t251\t225\t\t29\t25\t\t243\t235\t\t30\t26\t\n\tFeb.\t8\t213\t\t\tii\t\t\t222\t\t\t20\t\t\n\t\u201c\t9\t206\t\t\t17\t\t\t212\t\t\t7\t\t\n\t\t10\t207\t208\t17\t17\t11\t14\t200\t211\t24\t9\t15\tII\n\tJan.\t22\t278\t\t\t63\t\t\t234\t\t\t29\t\t\n\ti i\t23\t247\t\t\t25\t\t\t225\t\t\t16\t\t\nC\ttt\t25\t180\t234\t\t15\t48\t\t173\t204\t\t10\t31\t\n\tFeb.\t8\t183\t\t\t8\t\t\t183\t\t\t10\t\t\n\t\u00ab (\t9\t188\t\t\t9\t\t\t179\t\t\t7\t\t\n\tif\t10\t193\t188\t46\t9\t9\t39\t192\t185\t19\t6\t9\t22\n\tJan.\t18\t289\t\t\t45\t\t\t302\t\t\t45\t\t\n\t\u201c\t19\t218\t\t\t25\t\t\t227\t\t\t51\t\t\nD\t\u201c\t20\t189\t232\t\t29\t29\t\t191\t240\t\t29\t44\t\n\tFeb.\t8\t224\t\t\t21\t\t\t231\t\t\t31\t\t\n\tft\t9\t192\t\t\t17\t\t\t221\t\t\t21\t\t\n\tit\t10\t196\t207\t25\t18\t20\t9\t214\t222\t18\t22\t24\t20\nThe unit of measurement is 1^ = 0.001\u201c.\nEach figure under Daily ave. is the average of 10 measurements.\nEach figure under Ave. of three days is the average of 30 measurements. P. e., probable error.","page":83},{"file":"p0084.txt","language":"en","ocr_en":"84\nW. Smythe Johnson,\nUnlike such voluntary movements as the continuous tapping on a telegraph key, where the regularity of the tapping is proportionate to the development of subconscious control, in this form of action the reverse is true. It depends upon the power to hold the attention on the expected stimulus and the action to be performed.\nA response to a sensory stimulus was the simplest form of action to be devised to test the influence of physical culture on the above-mentioned mental attributes, and was withal the most accurate test. The beneficial effects of the dumbbell exercise on the development of the power of concentration of the attention are clearly shown in the large decrease of the probable error in the experiments made after the practice with the dumbbells, varying from J to 39er. For instance, the average probable error for C previous to dumbbell practice was 4817 and afterwards only 9 thus showing a net gain of 39^ in regularity of response to the sound in the telephone. This means, I believe, that the power of holding the attention was better developed in the latter part of the series of experiments.\nSecond series of experiments.\nThe subjects included in this series were juniors in the Academical Department. They were, at the time of the taking of the records, studying the question of movements in a course in experimental psychology. The four subjects were E (27 years of age, phlegmatic temperament, fair health, no gymnastic exercise), E(30 years, nervous, poor health, no exercise), G (24 years, phlegmatic, good health, no exercise) and H (22 years, nervous, good health, some exercise).\nThe subjects, instead of practicing with the dumbbells, were requested to spend some time each day in picturing as vividly as possible the processes involved in responding to the sensory stimulus.\nThe same apparatus was used and the conditions of experimentation were the same in this series as in the first. The subjects were each given three sittings on successive days. At each sitting ten records were made with the loud sound and ten with the weak one. After these records were taken the object of the experiment was explained to them, and they were asked to think about the matter for two weeks, after which they would be called in for another series of records. The experimenter made it convenient to speak with them on several different occasions during the interval between the taking of the records. Moreover, they were given some reading matter on the subject of reaction-time. The average time spent in reflection and reading on the subject was 35 minutes each day, varying, however, with each of the subjects.\nThe results given in Table II show considerable decrease in the re-","page":84},{"file":"p0085.txt","language":"en","ocr_en":"Experiments on motor education.\t85\nTable II.\nReaction to loud sound.\tReaction to weak sound.\n\t\t\tDaily\tAve. of\tDeer.\tDaily\tP. e. of\tDeer.\tDaily\tAve. of\tDeer.\tDaily\tP e. of\tDeer.\nSubiect. Date,\t\t\t\tthree\tafter\t\tthree\tafter\t\tthree\tafter\t\tthree\tafter\n\t\t\tave.\tdays.\tinterval.\tp. e.\tdays.\tinterval.\tave.\tdays.\tinterval.\tp. e.\tdays, interval.\t\n\tFeb.\t20\t252\t\t\t26\t\t\t248\t\t\t15\t\t\n\tit\t21\t256\t\t\t15\t\t\t271\t\t\t22\t\t\n\ttt\t22\t224\t244\t\t14\t20\t\t224\t248\t\t16\t21\t\nE\tMarch\t12\t197\t\t\tn\t\t\t196\t\t\t12\t\t\n\t(f\t13\t190\t\t\tii\t\t\t183\t\t\t7\t\t\n\ttt\t14\t200\t195\t49\tii\tII\t19\t218\t199\t49\t12\t13\t8\n\tFeb.\t20\t256\t\t\t36\t\t\t238\t\t\t18\t\t\n\tti\t21\t24s\t\t\t26\t\t\t252\t\t\tiS\t\t\n\t((\t22\t225\t242\t\t22\t31\t\t200\t230\t\t18\t22\t\nF\tMarch\t13\t19s\t\t\u00ab\t19\t\t\t212\t\t\t17\t\t\n\ttt\t14\t206\t\t\t17\t\t\t219\t\t\t18\t\t\n\tit\t15\t202\t201\t41\t17\t17\t4\t215\t216\tH\t17\t17\tS\n\tFeb.\t20\t286\t\t\t33\t\t\t262\t\t\t30\t\t\n\ttt\t21\t260\t\t\t29\t\t\t254\t\t\th\t\t\n\tft\t22\t236\t254\t\t*9\t23\t\t248\t255\t\ti6\t21\t\nG\tMarch\t13\t240\t\t\t20\t\t\t228\t\t\t14\t\t\n\tft\t15\t210\t\t\t22\t\t\t218\t\t\tiS\t\t\n\ttt\tl6\t214\t221\t33\t31\t23\t0\t218\t221\t34\t23\t17\t4\n\tFeb.\t20\t337\t\t\t26\t\t\t358\t\t\t35\t\t\n\ttt\t22\t320\t\t\t27\t\t\t310\t\t\t29\t\t\n\tit\t23\t246\t298\t\t16\t35\t\t220\t296\t\t13\t45\t\nH\tMarch\t13\t195\t\t\t25\t\t\t215\t\t\t18\t\t\n\tit\tH\t217\t\t\t27\t\t\t198\t\t\t28\t\t\n\tit\t15\t216\t209\t89\t21\t24\tII\t214\t209\t87\t15\t21\t24\nThe unit of measurement is 1\u201d \u2014 0.001s.\nEach figure under Daily ave. is the average of 10 measurements.\nEach figure under Ave. of three days is the average of 30 measurements.\nP. e., probable error.\naction-time, even exceeding in amount that given in Table I. But the reaction-time for the subjects included in Table II was much slower at the beginning of the series than for those included in Table I. Even though the gain in reaction-time was greater for Series II, it does not signify that the proportionate gain was greater, for the reaction-times at first were much longer. That the gain in reaction-time for Series II was largely due to a special effort is shown in the comparatively small decrease of the probable error.\nSubjects E and H each took much interest in the work ; and from the remarks made, I am persuaded that the large decrease in their reac-","page":85},{"file":"p0086.txt","language":"en","ocr_en":"86\nW. Smythe Johnson,\ntion-time was largely due to the special effort put forth. In fact, all four of the subjects included in this series had the advantage of knowing the purpose of the test ; this no doubt had its influence in calling forth a greater effort on their part than for those included in Series I and III. This is especially true of subjects E and H. But with even this additional incentive, when we take them by classes, we find that those of Series I were not only quicker than those of Series II in responding to the signal after the interruption of two weeks, but the probable error was also less.\nThird series of experhnents.\nThe conditions of experimenting were the same as in Series I and II, except that during the interval of two weeks elapsing between the third and fourth sittings nothing was required of them. In fact, they did not know that they would be called in for another test after the first series were over.\nThe subjects were students in the Graduate School: / (28 years of\nTable III.\nReaction to loud sound.\tReaction to weak sound.\nSubject. Date.\tDaily\tAve. of three\tDeer. after\tDaily\tP. e. of three\tDeer. after\tDaily\tAve. of three\tDeer. after\tDaily\tP. e. of Deer, three after\n\tave.\tdays.\tinterval.\tp. e.\tdays.\tinterval.\tave.\tdays.\tinterval.\tp. e.\tdays, interval\nFeb. 21\t230\t\t\t34\t\t\t218\t\t\t22\t\n\u201c 22\tI90\t\t\t12\t\t\t208\t\t\tl8\t\n\u201c\t23\t213\t211\t\t10\t23\t\t209\t212\t\tl8\t19\n/\t\t\t\t\t\t\t\t\t\t\t\nMarch 13\t193\t\t\t8\t\t\t202\t\t\t20\t\n\u201c H\t229\t\t\t24\t\t\t248\t\t\t15\t\n\u201c\t15\t213\t211\tO\t13\t19\t4\t224\t224\t\u201412\t15\t20\t\u2014i\nMarch 5\t331\t\t\t31\t\t\t363\t\t\t48\t\n\u201c 6\t256\t\t\t19\t\t\t258\t\t\t19\t\n\u201c 8\t223\t270\t\t13\t29\t\t242\t270\t\t22\t31\nJ \u00ab\t14\t212\t\t\t11\t\t\t238\t\t\t18\t\n\u201c G\t244\t\t\t19\t\t\t225\t\t\t13\t\n\u201c\t16\t234\t23O\t40\t27\t19\t10\t232\t232\t38\t27\t19\t12\nFeb. 21\t293\t\t\t32\t\t\t318\t\t\t34\t\n\u201c\t22\t293\t\t\t38\t\t\t266\t\t\t28\t\n\u201c\t23\t258\t281\t\t36\t36\t\t259\t281\t\t34\t35\nK\t\t\t\t\t\t\t\t\t\t\t\nMarch 13\t229\t\t\t27\t\t\t243\t\t\t21\t\n\u201c H\t234\t\t\t21\t\t\t229\t\t\t21\t\n\u201c IS\t211\t225\t56\t23\t23\t13\t207\t226\t55\t12\t21\t14\nThe unit of measurement is I \" = 0.001s.\nEach figure under Daily ave. is the average of 10 measurements.\nEach figure under Ave. of three days is the average of 30 measurements. P. e., probable error.","page":86},{"file":"p0087.txt","language":"en","ocr_en":"Experiments on motor education.\n87\nage, phlegmatic temperament, good health, athlete), y (36 years, phlegmatic, good health, outdoor exercise), K (25 years, nervous, good health, no exercise).\nThe results of this series of experiments are given in Table III. They show comparatively small gains both in reaction-time and in decrease of the probable error. The records of subject / show a reverse of what might be expected, for the reaction-time was actually longer and the probable error was larger after the intermission of two weeks than before it. He had played on the football team all the fall, and that possibly accounted for the quick reaction-time at the first three sittings. His first three tests plainly indicate the effects of previous training, for his responses were much quicker and much more regular than for any of the other subjects tested. He was the only athlete included in Series I, II, and III. Th\u00e9 increase in reaction-time and decrease of regularity for 7, after the intermission of two weeks, may have been due to the fact that during this time he had not taken any special training, having given up the gymnastic exercise just prior to the first series of tests.\nComparison of Series /, If and III.\nThe average results of each group of subjects are given in Table IV.\n\t\tTable\tIV.\t\t\t\t\n\t\tAverage.\t\t\tProbable error.\t\t\n\tSeries I.\tSeries II\t. Series III.\t\tSeries I.\tSeries II.\tSeries III.\nLoud sound, before\t2 33\t259\t\t254\t34\t27\t33\nLoud sound, after\t199\t207\t\t222\t16\t19\t20\nDecrease\t34\t52\t\t32\t78\t8\t13\nWeak sound, before\t240\t257\t\t255\t35\t27\t35\nWeak sound, after\t204\t211\t\t227\t18\t18\t20\nDecrease\t36\t46\t\t28\t17\t9\t15\nIn regard to the average reaction-time there is a decrease for Series I (exercise) and II (thinking) as compared with Series III. In regard to the probable error no such relation is observed. Although the number of subjects was very limited, it seems reasonable to conclude that exercise and \u201c thinking \u201d increase the rapidity of response.\nThe average results of each group for each sitting are shown for the loud sound in Fig. 1, for the weak sound in Fig. 2, and the average probable errors in Figs. 3 and 4. The numbers on the horizontal axis indicate the days of the experiment; on days 1, 2, 3 the first records were made ; then followed the interval, and on the 17th, 18th and 19th days the final records were taken.","page":87},{"file":"p0088.txt","language":"en","ocr_en":"88\tIV. Smythe Johnson,\nFig. i.\nFig. 2.","page":88},{"file":"p0089.txt","language":"en","ocr_en":"Experiments on motor education.\n89\nThe curves show in all cases a steady decrease in the average and the probable error during the first three days. On the 17th day the records are all somewhat smaller than on the 3d day, indicating perhaps some\nx\n17\tIB\t19\nFig. 3.\ndecrease due to persistence of impressions from the first experiments. If this same phenomenon should be observed in more extended experiments, it would point to active processes remaining after the reaction had been made.\nFig. 4,\n_______________________X\n17\t18\t19\nFourth series of experiments.\nA comparison was attempted between men who did not take any systematic exercise and those who were athletes at the height of training. The groups were made up as follows :\nGroup I.\nBritan, age 23, weight 160 lbs., slightly nervous temperament, health robust, graduate student in philosophy.\nAlexander, age 34, weight 155 lbs., very nervous temperament, health medium, graduate student in the Divinity School.\nCleland, age 28, weight 135 lbs., phlegmatic temperament, health medium, graduate student in geology.","page":89},{"file":"p0090.txt","language":"en","ocr_en":"9o\nIV. Smythe Johnson,\nMatsumoto, age 35, weight 145 lbs., phlegmatic temperament, health good, assistant in the Psychological Laboratory.\nGeiser, age 30, weight 135 lbs., nervous temperament, health good, assistant in history.\nTaylor, age 32, weight 145 lbs., phlegmatic temperament, health good, fellow in philosophy.\nMitchell, age 25, weight 183 lbs., phlegmatic temperament, health good, assistant in history.\nWhite, age 30, weight 155 lbs., extreme nervous type, health good, graduate student in the Divinity School.\nMcAllister, age 30, weight 148 lbs., nervous temperament, health medium, fellow in psychology.\nSincerbeaux, age 25, weight 160 lbs., phlegmatic temperament, health medium, student in the Academic Department.\nGroup II.\nJohnson, age \u00a32, weight 135 lbs., nervous temperament, health good, captain of track team ; specialty, pole-vaulting.\nRichards, age 20, weight 138 lbs., very nervous temperament, health good ; specialty, sprinting.\nFincke, age 22, weight 153 lbs., medium temperament, health good; specialty, hurdling.\nBoardman, age 20, weight 152 lbs., slightly phlegmatic temperament, health good ; specialty, sprinting.\nHord, age 21, weight 125 lbs., nervous temperament, health good; specialty, pole-vaulting.\nThomas, age 21, weight 134 lbs., nervous temperament, health good; specialty, hurdling.\nBarnard, age 21, weight 155 lbs., nervous temperament, health good ; specialty, hurdling.\nAdriance, age 22, weight 130 lbs., nervous temperament, health good ; specialty, pole-vaulting.\nThe first experiment made on each subject comprised ten records of a complex reaction. After the usual warning a red or a white cord was exposed in the pendulum chronoscope and the subject pressed the key if it was red, refraining if it was white. The reaction thus included discrimination and choice.\nThis experiment was followed by a series of twenty records in reacting to a loud sound in a telephone. The sound in the telephone was made very strong, in order to produce something of the shock of a starter\u2019s pistol.\nFinally a series of ten records was made on the complex reaction-time just as in the first experiment. Before taking the second series, each subject was allowed to inspect his previous record and those of other persons.\nThe experimenter explained to each of the subjects that this was a test of his ability and that it would be compared with other records.","page":90},{"file":"p0091.txt","language":"en","ocr_en":"Experiments on motor education.\n91\nThe reason for dividing the records in choice-time into two series was to overcome fatigue, to show the influence of practice, also to note the effect that a knowledge of one\u2019s previous record, as well as the records of others, would have upon the choice-time.\nTable V. Group I.\nSubject.\tA\tp. e.\ta\tb\tB\tp. e.\ta\tb\tc\tp. e.\nBritan\t274\t53\t3\t2\t261\t37\ti\t4\t225\t35\nAlexander\t242\t33\t5\ti\t252\t26\t2\t2\t194\t19\nCleland\t316\t30\t2\t0\t271\t34\t0\t0\t223\t23\nMatsumoto\t3\u00b0i\t45\t2\t3\t277\t33\t0\tI\t192\t21\nGeiser\t349\t23\t2\t0\t352\t23\t0\t0\t244\t37\nTaylor\t328\t30\t4\t0\t260\t50\ti\ti\t223\t27\nMitchell\t349\t55\t3\t0\t369\t35\ti\t0\t252\t35\nWhite\t297\t53\t3\t0\t312\t3\u00b0\t3\t4\t156\t21\nMcAllister\t314\t24\t2\ti\t3\u00b04\t19\ti\t0\t242\t19\nSincerbeaux\t3\u00b03\t28\ti\t2\t291\t3\u00b0\t0\t0\t224\t19\nAverage\t3\u00b07\t38\t2.7\t0.9\t297\t32\t0.9\t1.2\t00 t''\u00bb 0*\t26\nGroup II.\nJohnson\t252\t44\t3\tO\t197\t21\t2\tI\t121\t9\nRichards\t181\t3\u00b0\t2\tI\t\t\t\t\t127\t13\nBarnard\t209\t30\t3\tI\t243\t33\t4\tO\t129\t17\nAdriance\t257\t28\ti\tO\t209\t23\t2\t2\t147\t13\nBoardman\t219\t43\t3\tO\t\t\t\t\t171\t14\nFincke\t260\t20\t3\tO\t230\t25\tI\tO\t154\t12\nThomas\t284\t33\ti\tO\t\t\t\t\t165\t17\nHord\t171\t3i\t3\tI\t220\t19\t2\tO\t160\tis\nAverage\t242\t32\t2.4\t0.4\t220\t24\t2.2\t0.6\t147\t14\nDifference, I\u2014II\t65\t6\to-3\t0-5\t77\t8\t1-3\t0.6\t131\t12\nGroup I, those without physical training.\nGroup II, athletes : sprinters, hurdlers, and pole-vaulters.\nA,\tcomplex reaction-time, first experiment, ave. of ten records.\nB,\tcomplex reaction-time, second experiment, ave. of ten records.\nC,\tsimple reaction to sound, ave. of twenty records.\na,\tnumber of times of false reaction.\nb,\tnumber of failures to react. p. e., probable error.\nThe unit of measurement is lv = 0.001s.\nThe differences show most clearly the superiority of the trained athlete over the untrained man in the time of both complex and simple reactions","page":91},{"file":"p0092.txt","language":"en","ocr_en":"92\nIf. Smythe Johnson.\nand the special superiority in the latter. There is hardly any proportionate increase in regularity. There seem to be indications of increased control in the small number of mistakes made by the athletes.\nA comparison of the B records with the A records indicates a decided influence of a knowledge of the previous experiments and of the fact that others had done better.","page":92}],"identifier":"lit28751","issued":"1902","language":"en","pages":"81-92","startpages":"81","title":"Experiments on motor education","type":"Journal Article","volume":"10"},"revision":0,"updated":"2022-01-31T15:19:53.749042+00:00"}