Stimuli. Three genders were entered in a 3×3 factorial design with Conj1 (three lev- els: masculine, feminine, and neuter) and Conj2 (three levels: masculine, feminine, and neuter) as factors. This resulted in nine possible coordinated conjunct combinations. A set of six items per condition was created, amount- ing to a total of 54 stimulus items. The nouns used in coordinations were all inanimate plural nouns; no mass nouns were used. Plural number in both conjuncts was kept constant to ensure control over the number feature while manipulating gender. The choice of inanimates was to avoid any difference between neuter and nonneuter genders in terms of the real-world contribu- tions of semantic or biological gender that would arise if animates had been used. The nouns in the conjunction were chosen from the same semantic field and each was compatible with the predicate in the model sentence in which the agreement would be expressed. None of the nouns formed idiomatic co- ordinations or collocations with the verb or each other. The stimuli appeared as (conjoined) substitute phrases for the subject in the model sentence (see section 3.1.5 below). A set of six model sentences (preambles) for each of the nine stimulus con- ditions was paired with the stimuli, amounting to a total of 54 model sentence items. Model sentences used as primes for the stimuli-replacement phrases contained a simple nonconjoined masculine singular noun with a zero suf- fix so as to reduce potential morphological priming by the model subject’s affix. All model sentences contained an equal number and type of constitu- ents: Noun/Subject, Aux + Participle, Preposition + Noun. The order of the five constituents differed in Experiment 1 and Experiment 2. In Experiment 1, the subject noun phrase preceded the predicate: [Subject Aux + Participle Preposi- tion + Noun]. In Experiment 2, the subject noun phrase followed the predicate: [Preposition + Noun Aux + Participle Subject]. Prepositional phrases (adjuncts) were added at the beginning or the end of the model sentence to fill in the slot in the intonation contour taken by the subject in the preverbal condition and to make the postverbal condition sound natural. The adverbials were added in such a way that the linear adjacency between the subject and the predicate was not disrupted.7 Gender and number agreement was always expressed by the participle suffix. Number agreement was also expressed by the auxiliary. The mean length in characters of the mo...
Stimuli. The stimuli in this simulation were sequences of words which were formed into sentences. In addition to monoclausal sentences, there were a large number of complex multi-clausal sentences. Sentences were formed from a lexicon of 23 items. These included 8 nouns, 12 verbs, the relative pronoun who, and an end-of-sentence indicator (a period). Each item was represented by a randomly assigned 26-bit vector in which a single bit was set to 1 (3 bits were reserved for another purpose). A phrase structure grammar, shown in Table 1, was used to generate sentences. The resulting sentences possessed certain important properties. These include the following. — Insert Table 1 about here — simple dynamical system in which previous states are made available as an additional in- put (Jordan, 1986). In Xxxxxx’x work, the network state at anyh point in time was a func- tion of the input on the current time step, plus the state of the output units on the previous time step. In the work here, the network’s state depends on current input, plus its own internal state (represented by the hidden units) on the previous cycle. Because the hidden units are not taught to assume specific values, this means that they can develop represen- tations, in the course of learning a task, which encode the temporal structure of the task. In other words, the hidden units learn to become a kind of memory which is very task- specific. The type of network used in the current work is shown in Figure 1. This network has the typical connections from input units to hidden units, and from hidden units to output units. (Additional hidden layers between input and main hidden, and between main hidden and output, may be used to serve as transducers which compress the input and output vectors.) There are an additional set of units, called context units, which pro- vide for limited recurrence (and so this may be called a simple recurrent network). These context units are activated on a one-for-one basis by the hidden units, with a fixed weight of 1.0, and have linear activation functions. The result is that at each time cycle the hidden unit activations are copied into the context units; on the next time cycle, the context combines with the new input to activate the hidden units. The hidden units therefore take on the job of mapping new inputs and prior states to the output. Because they themselves constitute the prior state, they must develop representations which facilitate this input/output mapping. The ...
Stimuli. Norms for name agreement, as well as for other attributes for the pictures and picture names were obtained from Xxxxxxxx, Xxxxxxxx and Xxxxx‘s database (1997). Images were selected to be of high or low name agreement whilst matched on other attributes (see Table 1). Stimuli were selected to yield 50 low name agreement items, 50 high name agreement items, eight practice trials and 30 fillers (see Appendix for a list of words used in the experiment). Corresponding pictures were chosen, 114 from original Xxxxxxxxx and Vanderwart‘s pictures (1980), eight from Xxxxxxxxx and Vanderwart pictures redrawn by Xxxxxxxx et al. (1997) and 16 from additional drawn pictures by Xxxxxxxx et al. (1997). Xxxxxxxxx and Vanderwart‘s original pictures (1980) were digitally scanned into TIF format documents and processed into clear line-drawings with high contrast. Xxxxxxxx et al.‘s additional pictures were downloaded from Xxxxxxxx‘s online source, xxxx://xxx.xx.xx.xx/uwcc/psych/xxxxxxxx/ (no longer available at this address). All pictures were saved as bitmaps (see Figure 1 for examples). On-screen size of all pictures was smaller than 3cm horizontally and 3.5cm vertically. The DPI (dots per inch) value for all pictures was 72 pixels/inch. INSERT TABLE 1 ABOUT HERE From the original database (Xxxxxxxx et al., 1997), the 50 low name agreement (‗LNA‘) items had name agreement percentages between 50% and 87% (Mean=76.0%, SD= 10.2%). The 50 high name agreement (‗HNA‘) items all had 100% name agreement. Independent t tests revealed that they differed significantly in name agreement, but not in other attributes (see Table 1). We additionally checked whether the three sets of images (LNA, HNA, fillers) differed from each other in terms of low level picture attributes. Using data from a previous study by Laws and Xxxx (2002) we established two intrinsic measures for each image: (1) the proportion of black pixels, and (2) the internal complexity of each image—the latter measure Laws and Xxxx (2002) found to vary systematically for different categories of the Xxxxxxxxx pictures. Data were available for the majority of our pictures (LNA 42/50, HNA 37/50, fillers 24/30). Using MANOVA to compare the two image attributes simultaneously across the three picture groups, we found no difference between the image sets, Xxxx‘s Lambda F(4, 198) = 1.06, p = .378. We concluded that the low level attributes of the image sets did not differ systematically. Eight practice trials were devised, four with ...
Stimuli. Participants saw four categories of images: low-caloric foods (“LC foods”), high-caloric foods (“HC foods”), opposite-sex couples engaged in active but non-emotive tasks (termed here “neutral couples”), and opposite-sex couples engaged in explicit sexual activity (“sexual couples”). Images of LC foods depicted xxxxx starches, vegetables, and legumes, such as plain oatmeal and cucumbers. Images of HC foods depicted palatable sweet and savory foods, such as cakes and cheeseburgers. Representative neutral couple images include images of opposite-sex pairs performing an active task, such as running or walking. wherein they were not touching. Sexual couple images depicted opposite-sex pairs engaged in penile-vaginal intercourse or oral sex. No food images included people and no couple images included food. All images were sized such that the aspect ratio was maintained and the longest image dimension (length in the case of vertically-oriented images and width in the case of horizontally-oriented images) was sized to 700 pixels. Participants saw a total of 384 images: 256 unique images, and 128 repeats. A subset of the stimuli used were piloted by an independent group of women who did not participate in the study, and the remaining images were closely content-matched to those that were piloted. Pilot participants rated the images on how appetizing they found them (in the case of the food) and how sexually appealing (in the case of the couples) on a scale from 1 – 9, with 1 indicating the lowest possible rating (corresponding to “extremely unappetizing” or “extremely sexually unappealing”), 5 indicating a “neutral” score, and 9 indicating the highest possible rating (corresponding to “extremely appetizing” or “extremely sexually appealing”). The HC images subsequently selected for the image set were rated as more appetizing than were the selected LC foods (Mean ± SD, HC food = 6.79 ± 0.44, LC food = 4.94 ± 0.60, p < 0.001). The sexual couple images selected were rated as more sexually appealing than were the neutral couple images selected for use (Mean ± SD, Sexual couples = 7.09 ± 0.31, Neutral couples = 4.56 ± 0.54, p < 0.001) Study design Of the NC women, half (n = 13) were assigned to attend the session in the periovulatory phase of their menstrual cycles, and the other half (n = 13) were assigned to attend in the luteal phase of their cycles. To confirm hormonal group assignment, periovulatory participants were asked to take luteinizing hormone (LH) tests fo...
Stimuli. The present experimental design manipulated number agreement (number match vs. number mismatch) and type of word pair (determiner-noun pairs vs. subject-verb pairs) in a 2x2 factorial within-subject design. The stimuli consisted of 128 word pairs divided in four experimental conditions (in the proportion of 1:1:1:1): determiner-noun agreement pairs; determiner-number violation pairs; subject-verb agreement pairs and subject-verb violation pairs (see examples below). These word pairs were made up of a determiner article plus a noun (such as in (1a) below), or a personal pronoun plus an inflected verb (such as in (2a) below). All the nouns included in the determiner-noun word pairs were selected such that their corresponding plural form incorporates a morphological xxxx (in Spanish the canonical suffixes “-s” or “-es”). All four conditions contained 32 word pairs each. In every condition, half of the nouns or verbs were presented in their singular form, and the other half in their plural form. All nouns and verbs were of medium lexical frequency [nouns: mean = 38.37 per million, SD = 54.25; verbs: mean = 22.67 per million, SD = 61.65] and 4 to 9 letters long [nouns: mean = 5.69, SD = 0.91; verbs: mean = 6.41, SD = 1.65] according to the Spanish ESPaL database (Xxxxxx et al., 2013) (see Table 1).
Stimuli. The four target prepositions taught in this experiment were in front of, on, above, and under. Four images were created to represent each of the words (Figure 1). All images depicted a blue bird and an airplane. As shown in Figure 1, the bird was either sitting on the airplane, flying under the airplane, flying in front of the airplane, or flying above the airplane. In addition, we created three cards each of which depicting the same blue bird, a butterfly, or a plane. These additional cards were used just in the Introduction phase to teach the English nouns “bird” and “plane” to participants.
Stimuli. The three target verbs taught in this experiment were sliding, climbing, and falling. Three video clips showing the motions corresponding to the target verbs were created to represent each of the words (Figure 4). Table 2. Feedback provided by the experimenter in the Verb Feedback Study. All feedback phrases were given in English except for “Bir daha dene bakalım” which means “Give another try” in English. Feedback to correct response Feedback to incorrect response Repetition Yes! Elif is sliding. Hmm. Elif is sliding. Bir daha dene bakalım. Elif is sliding. Description Yes! Elif is sliding. Hmm. Elif is [verb corrresponds to the image chosen by the child] (points to the image the child chose) Bir daha dene bakalım. Elif is sliding. Demonstration Yes! Elif is sliding. Hmm. Elif is sliding (points to the correct image) Bir daha dene bakalım. Elif is sliding.
Stimuli. Four pairs of adjectives – small and big, wide and narrow, high and low, and tall and short – were taught in this experiment. From the measurement words (i.e., measurable attitudes) in the curricula for kindergarten math in the Common Core in the US, we first selected six pairs of adjectives (i.e., 12 adjectives) for which generating iconic gestures seemed fairly easy. To ensure that all adjectives can be represented well with iconic gestures that can be performed by XXX, we conducted an online survey with a separate group of 25 adults (Mean age = 33.19 years; SD = 6.50; 10 females). On a 5-point scale, participants rated how well the gesture that appears in a video clip represents a specific adjective (e.g., high). Based on the data, the four pairs of adjectives (small and big, wide and narrow, high and low, and tall and short) were chosen as target words for the main experiment. Gesture-adjective pairs were on average rated as 3.3 corresponding to moderately well. We additionally made sure that these adjectives are fairly balanced in terms of word frequency, concreteness, familiarity, and imagibility (Table 3). An image of common objects was created to represent each pair of adjectives. These images were an image of two balls (big and small), two doors (wide and narrow), two kites (high and low), and two flowers (tall and short; see Figure 9).
Stimuli. Each stimulus (e.g., reading passages) can be expanded so that it takes up a larger portion of the screen. Global Notes (for Writing Assessment). Global notes is a digital notepad that is available for writing assessment that allows notes to be retained so that the student may go back to the notes.
Stimuli. 1. The "Operation Completed" event is posted to the Publish / Subscribe Framework for general consumption.
