B. Domingue, K. Kanopka, B. Stenhaug, M. Sulik, Tanesia Beverly, Matthieu J. S. Brinkhuis, Ruhan Circi, Jessica Faul, Dandan Liao, Bruce McCandliss, Jelena Obradović, Chris Piech, Tenelle Porter, Project iLEAD Consortium, J. Soland, Jon Weeks, S. Wise, Jason D Yeatman
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引用次数: 2
Abstract
The speed–accuracy trade-off (SAT) suggests that time constraints reduce response accuracy. Its relevance in observational settings—where response time (RT) may not be constrained but respondent speed may still vary—is unclear. Using 29 data sets containing data from cognitive tasks, we use a flexible method for identification of the SAT (which we test in extensive simulation studies) to probe whether the SAT holds. We find inconsistent relationships between time and accuracy; marginal increases in time use for an individual do not necessarily predict increases in accuracy. Additionally, the speed–accuracy relationship may depend on the underlying difficulty of the interaction. We also consider the analysis of items and individuals; of particular interest is the observation that respondents who exhibit more within-person variation in response speed are typically of lower ability. We further find that RT is typically a weak predictor of response accuracy. Our findings document a range of empirical phenomena that should inform future modeling of RTs collected in observational settings.
期刊介绍:
Journal of Educational and Behavioral Statistics, sponsored jointly by the American Educational Research Association and the American Statistical Association, publishes articles that are original and provide methods that are useful to those studying problems and issues in educational or behavioral research. Typical papers introduce new methods of analysis. Critical reviews of current practice, tutorial presentations of less well known methods, and novel applications of already-known methods are also of interest. Papers discussing statistical techniques without specific educational or behavioral interest or focusing on substantive results without developing new statistical methods or models or making novel use of existing methods have lower priority. Simulation studies, either to demonstrate properties of an existing method or to compare several existing methods (without providing a new method), also have low priority. The Journal of Educational and Behavioral Statistics provides an outlet for papers that are original and provide methods that are useful to those studying problems and issues in educational or behavioral research. Typical papers introduce new methods of analysis, provide properties of these methods, and an example of use in education or behavioral research. Critical reviews of current practice, tutorial presentations of less well known methods, and novel applications of already-known methods are also sometimes accepted. Papers discussing statistical techniques without specific educational or behavioral interest or focusing on substantive results without developing new statistical methods or models or making novel use of existing methods have lower priority. Simulation studies, either to demonstrate properties of an existing method or to compare several existing methods (without providing a new method), also have low priority.