A person's ability to perceive and memorize / assimilate new information with a certain quality, volume and speed differ due to individual differences. Universal education, its programs provide only one combination of these parameters, so people learn the material in different ways. The technique will allow to build the learning process more qualitatively, in accordance with the capabilities of each individual person or groups of people. In addition, individual differences can form abilities for a complex direction of study, for example, in exact or humanitarian disciplines - the methodology will also help identify a tendency to this.


1. Camerota, M., Willoughby, MT, Magnus, BE, & Blair, CB (2020). Leveraging item accuracy and reaction time to improve measurement of child executive function ability. Psychological assessment, 32(12), 1118–1132. https://doi.org/10.1037/pas0000953

2. Chaudhary, S., & Shah, GJ (2022). Reaction Time Based Cognitive Functions and Associated Recovery Heart Rate in Medical Student. Journal of Nepalgunj Medical College, 20(1), 77–80. https://doi.org/10.3126/jngmc.v20i1.48349

3. Draheim, C., Mashburn, CA, Martin, JD, & Engle, RW (2019). Reaction time in differential and developmental research: A review and commentary on the problems and alternatives. Psychological Bulletin, 145(5), 508–535. https://doi.org/10.1037/bul000019

4. Dumont, E., Castellanos-Ryan, N., Parent, S., Jacques, S., Séguin, JR, & Zelazo, P.D. (2022). Transactional longitudinal relations between accuracy and reaction time on a measure of cognitive flexibility at 5, 6, and 7 years of age. Developmental science, 25(5), e13254. https://doi.org/10.1111/desc.13254

5. Magnus, B.E., Willoughby, M.T., Blair, C.B., & Kuhn, L.J. (2019). Integrating Item Accuracy and Reaction Time to Improve the Measurement of Inhibitory Control Abilities in Early Childhood. Assessment, 26(7), 1296-1306. https://doi.org/10.1177/1073191117740953

6. Meredith Weiss, S., & Marshall, PJ (2022). Anticipation across modalities in children and adults: Relating anticipatory alpha rhythm lateralization, reaction time, and executive function. Developmental science, e13277. Advance online publication.

7. O'Hagan, AD, Behan, S., Peers, C., Belton, S., O'Connor, N., & Issartel, J. (2022). Do our movement skills impact our cognitive skills? Exploring the relationship between cognitive function and fundamental movement skills in primary school children. Journal of science and medicine in sport, S1440-2440(22)00212-2. Advance online publication. https://doi.org/10.1016/j.jsams.2022.08.001

8. Prabu Kumar, A., Omprakash, A., Kuppusamy, M., KN, M., BWC, S., PV, V., & Ramaswamy, P. (2020). How does cognitive function measured by the reaction time and critical flicker fusion frequency correlate with the academic performance of students?. BMC medical education, 20(1), 507. https://doi.org/10.1186/s12909-020-02416-7

9. Qiao, X., & Jiao, H. (2021). Explanatory Cognitive Diagnostic Modeling Incorporating Response Times. Journal of Educational Measurement, 58(4), 564–585. portico. https://doi.org/10.1111/jedm.12306

10. Reigal, RE, Barrero, S., Martín, I., Morales-Sánchez, V., Juárez-Ruiz de Mier, R., & Hernández-Mendo, A. (2019). Relationships Between Reaction Time, Selective Attention, Physical Activity, and Physical Fitness in Children. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.02278

11. Willoughby, MT, Blair, CB, Kuhn, LJ, & Magnus, BE (2018). The benefits of adding a brief measure of simple reaction time to the assessment of executive function skills in early childhood. Journal of experimental child psychology, 170, 30–44. https://doi.org/10.1016/j.jecp.2018.01.003

12. Willoughby, M.T., Piper, B., Kwayumba, D., & McCune, M. (2019). Measuring executive function skills in young children in Kenya. Child neuropsychology : a journal on normal and abnormal development in childhood and adolescence, 25(4), 425–444. https://doi.org/10.1080/09297049.2018.1486395