Sentence examples for graded continuum from inspiring English sources

We have adapted the classic task of random number generation (Jahanshahi, Dirnberger, Fuller, & Frith, 2000) to allow both an objective, graded continuum of integration of stimulus information, and also a graded continuum of subjective experience of voluntariness regarding action choice.

Overall, the stimuli used in the present study are consistent with the distinctions made by Klink and others (e.g., Klink, 2009) as well as supporting the hypothesis that magnitude sound symbolism is not an all-or-none phenomenon but likely occurs on a graded continuum (cf. Thompson & Estes, 2011).

Fischer [ 1998] tested how Barbary macaques responded to acoustic variation between two call types that form a graded continuum.

It has been hypothesized that this perception of a graded continuum as a series of discrete units was a crucial stage in the evolution of human language [ 63, 64].

There may be a graded continuum of responses to a proteinopathy-induced stress that depends both on the strength and acuteness of the stress as well as the preprogrammed response of the cell.

In addition, whilst the vocalisations of many species are structurally discrete, this is not a pre-requisite for functional reference; context-specific calls that differ along a graded continuum may also elicit appropriate responses from signal receivers in the absence of supporting contextual cues (Fischer 1998), although this ability may require a degree of learning (Fischer et al. 2000).

We construct effective first and second order grade continuum models equivalent to such inhomogeneous structures.

In order to predict the dispersion relation of 3D composite structures in the low frequency range, we construct effective first and second order grade continuum models.

To do so requires grading the continuum or rank into a score between 0 (where no deficit is present) and 1 (where the deficit is maximally expressed by the given variable).

Occupations in these societies tend to be graded along a continuum rather than in a rigid hierarchy.

The theories of embodiment were graded on a continuum and characterized as: (1) non-embodied, (2) secondary embodiment, (3) weakly embodied, or (4) strongly embodied.