Sentence examples for stopping tasks from inspiring English sources

As participants performed two stopping tasks, we examined whether there were potential interactions between stopping tasks and groups, as there is evidence of increased activation in ADHD when the task is not difficult.

On FI and DRL schedules, the subject must withhold responding in order to achieve efficient performance, whereas on stopping tasks the subject must stop a response after it has already been initiated (Aguiar et al. 2010).

FI and DRL schedules examine a different aspect of response inhibition than the stopping tasks often used in ADHD children.

During unplanned stopping, most subjects used either a hip/knee extension strategy or hip/knee flexion strategy to stabilize and perform the stopping task.

For the reactive stopping task we fit three different models where the dynamics of θe and θb.

Task difficulty was therefore unequal between the training conditions, increasing in mental effort from the ignore- to double-response to stop tasks.

One hour after ingesting the capsule on each session, participants completed mood questionnaires and five impulsivity tasks: go/no-go task, delay discounting task, time estimation task, stop task, and the balloon analogue risk task (BART).

From 70  min to approximately 120 min after ingesting the capsules, subjects completed five impulsivity tasks: delay and probability discounting task, balloon analogue risk task (BART), go/no-go task, stop task, and simple reaction time test.

Measures included were a (a) question-based measure of delay discounting, the (b) Experiential Discounting Task (EDT), the (c) Balloon Analogue Risk Task (BART), the (d) Stop Task, and the (e) Go/No-Go Task.

We instructed participants that the Go task and Stop task were equally important and that it would not always be possible to suppress a response when a stop-signal occurred.

Furthermore, Stop task performance has been shown to be independent of IQ [Friedman et al., 2006].