Stimuli Sample Clauses
The 'Stimuli' clause defines the materials, prompts, or inputs provided to participants during a study, experiment, or testing process. Typically, this clause outlines the nature, source, and intended use of the stimuli, such as images, sounds, or written passages, and may specify requirements for their presentation or handling. Its core practical function is to ensure that all parties understand what stimuli will be used and how, thereby promoting consistency, validity, and transparency in the conduct of the study or project.
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. Participants saw four categories of images: low-caloric foods (“LC foods”), high-caloric foods (“HC foods”), opposite-sex couples engaged in non-emotive tasks (termed here “neutral couples”), and opposite-sex couples engaged in explicit sexual activity (“sexual couples”). Images of LC foods depicted ▇▇▇▇▇ starch and vegetable foods, 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 wherein they were not touching, such as running or walking. 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 80 unique images in each test session: 20 from each category, and 160 unique images in total across the two test sessions. Images were acquired from internet sources. To ensure that images were accurately reflective of the image category to which they were assigned, all test images were piloted prior to use by group of seven women who did not participate in the study. In the pilot, women were asked to view the images as long as they would like, and to rate the images on how appetizing they found them (in the case of the food) or how sexually appealing (in the case of the couples). Pilot participants rated the images on a scale from 1 – 9, with 1 indicating the lowest possible rating (corresponding to “extremely unappetizing” in the case of food and “extremely sexually unappealing” in the case of couple images), and 9 indicating the highest possible rating (corresponding to “extremely appetizing” and “extremely sexually appealing”). In total, individuals rated 618 images in the pilot (341 couple images and 244 food). Pilot participants rated the HC images subsequently selected for the image set as much more appetizing than the selected LC foods, and the mean ratings for either category did not differ across the two test sessions (Mean ± SD, Session 1: HC food = 7.19 ± 0.42, LC food = 4.72 ± 0.35; Session 2: HC food = 7.08 ± 0.38, LC food = 4.80 ± 0.45, both p’s < 0.001 for HC vs. LC and both p’s > 0.27 for Session 1 vs. Session 2). Pilot pa...
Stimuli. Norms for name agreement, as well as for other attributes for the pictures and picture names were obtained from ▇▇▇▇▇▇▇▇, ▇▇▇▇▇▇▇▇ and ▇▇▇▇▇‘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 ▇▇▇▇▇▇▇▇▇ and Vanderwart‘s pictures (1980), eight from ▇▇▇▇▇▇▇▇▇ and Vanderwart pictures redrawn by ▇▇▇▇▇▇▇▇ et al. (1997) and 16 from additional drawn pictures by ▇▇▇▇▇▇▇▇ et al. (1997). ▇▇▇▇▇▇▇▇▇ and Vanderwart‘s original pictures (1980) were digitally scanned into TIF format documents and processed into clear line-drawings with high contrast. ▇▇▇▇▇▇▇▇ et al.‘s additional pictures were downloaded from ▇▇▇▇▇▇▇▇‘s online source, ▇▇▇▇://▇▇▇.▇▇.▇▇.▇▇/uwcc/psych/▇▇▇▇▇▇▇▇/ (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 (▇▇▇▇▇▇▇▇ 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 ▇▇▇▇ (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 ▇▇▇▇ (2002) found to vary systematically for different categories of the ▇▇▇▇▇▇▇▇▇ 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, ▇▇▇▇‘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. 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.
Figure 1. The images used to represent the four target prepositions taught in the Preposition Feedback Study –under (top left), above (top right), on (bottom left), and in front of (bottom right).
Stimuli. A new User Interface is created.
Stimuli. Registering an event consumer
Stimuli anEvent occurs on anEventSupplier1. anEventSupplier pushes anEvent to anEventChannel1 and is returned a void.
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 aComponent is instantiated.
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.