In the stated-preference module, respondents were presented with the task of deciding how to travel to 'see relatives that live in another part of the country' and were presented the following options: Drive a 'normal' car or take a bus (see two paragraphs below).
In our opinion, when one is presented with the difficult task of prognostic assessment and making treatment decisions, it is advisable to rely on several parameters that reflect different physiological aspects.
When this step was completed, apprentices were presented with the central task of the activities and asked to work with the members of their group during a day at school on this task; the goal of each group, to be completed together, consisted of the production of a document containing the group's solution and comments to a problem to be solved.
After the laboratory MRI session, all children were presented with the global/local task at school.
In the first part of the test, B.R. was presented with a musical introduction to each piece, and in the second part of the test B.R. was presented with the names of the same pieces: the task on each trial was to play (or sing) the piece from memory based on the introduction (Part 1) or the name (Part 2).
In the action perception task, infants were presented with the video of an actor's grasping movement toward an occluded target object.
After completing this task, they were presented with the paragraph on crime in Addison on a separate screen.
In the contingent valuation task respondents were presented with the scenario of an official fee.
In the FC task, animals were presented with the following challenge sessions: (i) shortened stimulus duration (250 ms) (ii) two consecutive long-ITI (7 s) sessions, (iii) variable ITI session (3.0, 4.5, 6.0 and 7.5 s ITIs), and (iv) high event rate (2 s ITI), with intervening baseline days using standard parameters.
In this perspective, the contribution from executive inhibitory mechanisms should be the same regardless of whether the task is presented with words or faces, and variance in performance between verbal and non-verbal tasks must be attributed to non-executive processes.
