Sentence examples for objective duration from inspiring English sources

The objective duration of E is the amount of ordinary (clock) time that experience E takes up.

While the potential for discernible divergences between the duration of a stimulus and objective duration of the experience to which it gives rise can certainly be significant over the short-term – of, say, 200 msec or below – it is less so over longer intervals.

However, it would be a mistake to move directly from this result to the conclusion that the duration of the resulting experiences are also have an objective duration of the order of 30 msec (and a corresponding phenomenal duration of approximately 30 msec*).

If they did not, our experience of music – to pick just one example – would be greatly different than it is: when performing, a violinist can safely assume that notes played for the same (objective) duration will be heard as having the same duration.

However, there is no way to assess objective duration.

For body stimuli, fluent apparent motion sequences produced subjectively longer durations than nonfluent sequences of the same objective duration.

As for the relationship between phenomenal and objective durations, there no doubt are very real difficulties in establishing a precise metric relating the two, and more work on this problem is very much needed, but for only an approximate estimate such a metric may not be needed.

Table 1 summarises the main features of formal, informal and non-formal learning in relation to the environment in which it occurs, the existence or otherwise of learning planification and training structure (objectives, duration, or educational resources), the intentionality of the learner and the course's accreditation (CEDEFOP 2014; Muñoz, 2016).

We extracted data on the course objectives, duration, target audience, teaching methods, assessment strategy and key outcomes.

The summaries provide the name of the organization, project name, funding sources, regions and districts of operation, indicating the partners, their goals and objectives, duration and program, activities related to Girl-Child Education, target groups and their achievements so far.

The strategies differed in their primary objectives, duration of time spent sampling, number of sites sampled, and method of sorting of samples prior to analysis and deciding which samples to submit for DNA barcoding analysis.