Sentence examples for slow to identify from inspiring English sources

We were slow to identify failings at the trust and then slow to take action.

One reason the F.D.A. was slow to identify this danger, critics say, is that individual clinical trials sponsored by drug companies involved small numbers of children.

Mr. Hawkins says he suspended royalty and loan payments temporarily, and only because Burger King was slow to identify restaurants he could buy or to approve his requests to locate new ones.

NATO has also been slow to identify and clear away the antipersonnel cluster bombs it dropped in Kosovo; even a large park in Pristina has not been fully cleared.

Last September, an investigation by The New York Times found that, during the last decade, the agency had often been slow to identify and act on safety defects, and reluctant to use its full legal powers against automakers.

Lending remains strong, but the pipeline of future deals is said to be weak.Meanwhile, the Bank has been slow to identify much of the $400m in annual spending cuts that Mr Kim says are needed, adding to feelings of insecurity at a time when many staff already wonder what role, if any, they will play in the Bank's new, more centralised structure.

When attractive faces of the opposite sex appeared, the students were slower to identify the shapes.

Testing the spatial framework hypothesis, Franklin and Tversky showed that an isotropic notion of space is undercut by response time biases where individuals in an upright position were fastest to identify objects from an imagined array above and below them, slower to identify objects in front of or behind them, and slowest to identify the location of objects on a lateral left right body axis.

Therefore, when asked to identify an abstract concept, in a word/non-word task for instance, if the concept is presented in isolation with no contextual information, one must construct a context in real time in order to understand the concept this would explain why individuals are slower to identify abstract concepts (Schwanenflugel & Shoben, 1983; Xiao, Zhao, Zhang, & Guo, 2012).

First, they completed the face/shape computer task described above; as expected, they were slower to identify shapes when those shapes were preceded by attractive faces.

In reaction time experiments, most people are slower to identify 0 as even than 2, 4, 6, or 8. Some students of mathematics—and some teachers think that zero is odd, or both even and odd, or neither.