Sentence examples for stimulus format from inspiring English sources

Critically, participants' response times showed an interaction of stimulus format and keypad layout: participants were specifically slowed when entering numeric stimuli using a telephone keypad layout.

These findings suggest that the IPS is involved in arithmetic calculation independent of stimulus format.

Furthermore, true semantic information is independent of stimulus domain and stimulus format, so we would expect to see this kind of priming for both word and picture stimuli.

In two experiments, we showed that such priming can be obtained for both word and picture stimuli, emphasising that the priming effect is conceptual in nature and not tied to processes specific to a particular stimulus format.

Findings such as these are more in line with models of repetition priming which contend that repetition priming is hyper-specific to study-test changes in stimulus format [8] [10], than with structural description accounts of object identification.

Similar to words, neither structural description models (e.g., [2], [27]) nor models that postulate that priming is hyperspecific to study to test changes in stimulus format can explain these findings (e.g., [8] [10]).

Using a quasi-experimental design, this study shows that response style differences are not stable across different stimulus formats, and that response style effects impact on substantive cross-national comparisons in an inconsistent way.

If the results of Experiment 1 are based on genuinely semantic relationships then the spreading activation giving rise to priming in that experiment should be occurring in semantic networks that are not confined to particular stimulus formats or modalities.

Each model was fitted for each participant separately, and the null hypothesis of no differences between stimulus formats was tested with a chi-square statistic.

Effects of category-changes (tools versus animals) on the BOLD signal were measured for different stimulus formats (word versus picture) and compared across age.

Therefore, in order to ensure authenticity and constructive alignment, we include questions which incorporate photomicrographs or diagrams within their stimulus formats into our summative examination papers in order to test these abilities [ 4, 35].