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Lista de candidatos sometidos a examen:
1) stimuli (*)
(*) Términos presentes en el nuestro glosario de lingüística

1) Candidate: stimuli


Is in goldstandard

1
paper CO_ColombianAppliedLinguisticsJournaltxt282 - : Data Collection: With the finalised list of stimuli and upon receiving authorisation by the administration and guardians of the participating students, the card-sorting activity was implemented with high school students at four different schools located in the city of Chillan, Chile. During the activity, the researcher provided each student volunteering a bag with 33 cards which represented the different stimuli previously identified and were instructed to sort the cards into diverse groups on the basis of a personally identified similarity with the only rule being that they could not sort the cards on the basis of a grammatical similarity (ex: no grouping of verbs ). The students identified their different groups using the numbering of the stimuli and recorded this information on a translated and culturally-adapted version of the card-sorting instrument designed and used by ^[50]Kono (2001). Once finished, the students were asked to complete a demographic questionnaire.

2
paper corpusRLAtxt4 - : Similarly in an analysis of child language acquisition, Gierut & Morrisette note that like adults, children not only "have knowledge of the phonological properties of language, but also how these properties are distributed, in terms of frequency of occurrence and phonotactic structure, across words of the ambient language" (1998: 264). The effects of this knowledge might be evidenced in the labial variation under investigation here, or, in terms of phone frequency, in linguistic experiments. In speech error research, Levitt & Healy (1985), for example, find that in slips-of-the-tongue, the tendency is also for a low frequency phoneme to be replaced with a high frequency phoneme. This bias towards frequent sounds and patterns is true not only in production, but in perception, as well. For example, Newman, Sawusch & Luce state that "listeners may be biased toward labeling ambiguous stimuli as more common phonemes" (2000: 300 ). Patterns revealed in these and other experiments are similar to

3
paper corpusRLAtxt58 - : To further test whether the low or high frequencies of the antecedent sentence had an effect on the identification of the tone words, the data was divided in three stimuli subsets: a ) One group was composed of the three sentence stimuli of higher frequencies than that of the naturally produced sentence (stimuli 1, 2 and 3, labeled as 'stim<4'); b) A second group formed by the sentence stimuli of lower frequencies than that of the naturally produced sentence (stimuli 5, 6 and 7, labeled as 'stim>4'), and c) A singleton representing the naturally spoken sentence ('stim 4' in the table). The counts, percentages of correct and incorrect identification of H and L tones and the corresponding significance levéis are summarized in [30]Table I. Just like in the overall results, there was no significant effect of the prompt sentence stimuli in the distribution of correct/incorrect responses, ñor there was an interaction with the tone of the word. Instead, an effect of the tone of the word was

4
paper corpusRLAtxt161 - : Three different animations based upon the Michottean launching paradigm were created. The Michottean launching paradigm consists of the visual illusion of two balls colliding like billiard balls (Thines et al., 1990). The stimuli differed in their causal nature: direct causal (DC ), indirect causal (IC), and indirect non-causal (INC) events. Each animation consisted of two balls, an orange ball to the left of a computer screen and a purple ball in the middle of the screen. In the IC and INC animations, a blue cylinder lay equidistant between the horizontal path created by the orange and purple balls.

5
paper corpusSignostxt429 - : Much research within the framework of CLT has demonstrated the association between construal level and psychological distance (Liberman & Trope, 2008, 2014; Trope & Liberman, 2010). The evidence has been provided at the level of both explicit judgments and implicit associations. For example, the association between psychological distance and construal level has been examined using an Implicit Association Test (Bar-Anan, Liberman & Trope, 2006). Participants were presented with four stimuli categories: stimuli relating to high-level construal, stimuli relating to low-level construal, stimuli relating to low psychological distance, and stimuli relating to high psychological distance . In congruent trials, distant stimuli were paired with high-level stimuli and proximal stimuli were paired with low-level stimuli, whereas on incongruent trials, proximal stimuli were paired with high-level stimuli and distal stimuli were paired with low-level stimuli. The participants showed higher reaction time

6
paper corpusSignostxt494 - : In summary, above mentioned studies strongly suggest that semantic integration is not only based on the context, but on the personal characteristics too. However, language is dynamic and fluent, and all incoming words immediately become part of the context of upcoming words, generating particular expectations (^[64]van Berkum, Brown, Zwitserlood, Kooijman & Hagoort, 2005). This context shapes constraining forces that predict the upcoming words (^[65]DeLong, Urbach & Kutas, 2005). Since the first report of the N400 effect by Kutas and Hillyard (1980b) there was an indication that this effect was not only visible as an N400 amplitude modulation. A special relation was proposed between N400 and the Contingent Negative Variation (CNV), “which builds up in anticipation of significant stimuli and may be prolonged when those stimuli required more detailed processing” (^[66]Kutas & Hillyard, 1980b: 207 ). They even suggested that the effect seen at the N400 could be a phasic augmenting of the

Evaluando al candidato stimuli:


1) sentence: 7 (*)
6) psychological: 4
8) relating: 4
9) paired: 4
10) construal: 4
12) naturally: 3
13) balls: 3
14) trope: 3
15) causal: 3 (*)
16) identified: 3
17) high-level: 3
18) low-level: 3
20) tone: 3 (*)

stimuli
Lengua: eng
Frec: 117
Docs: 37
Nombre propio: / 117 = 0%
Coocurrencias con glosario: 3
Puntaje: 3.835 = (3 + (1+5.58496250072116) / (1+6.88264304936184)));
Candidato aceptado

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
stimuli
: Bernat, E., Shevrin, H. y Snodgrass, M. (2001). Subliminal visual oddball stimuli evoke a P300 component. Clin. Neurophysiol, 112, 159-171.
: Bowerman, M., & Pederson, E. (1992). Topological relations picture series. En S. C. Levinson (ed.), Space stimuli kit 1.2: November 1992, 51. Nijmegen: Max Planck Institute for Psycholinguistics.
: Canli, T., Desmond, J.E, Zhao, Z., Glover, G. y Gabrieli, D.E. (1998). Hemispheric asymmetry for emotional stimuli detected with fMRI. NeuroReport, 9, 3233-3239.
: Guasch, M., Boada, R., Ferré, P. & Sánchez-Casas, R. M. (2013). NIM: A Web-based Swiss army knife to select stimuli for psycholinguistic studies. Behavioral Research Methods, 45(3), 765-771.
: Lavis, Y., Kadib, R., Mitchell, C., y Hall, G. (2011). Memory for, and salience of, the unique features of similar stimuli in perceptual learning. Journal of Experimental Psychology: Animal Behavior Processes, 37(2), 211.
: Liu, Ch. y Jin, S-H. 2015. Auditory detection of non-speech and speech stimuli in noise: Effects of listeners' native language background. The Journal of the Acoustical Society of America, 138, 2782-2790.
: Peirce, Jonathan. 2009. Generating stimuli for neuroscience using PsychoPy. Front. Neuroinform, 2: 10.
: Radocy, R. (1975). A naive minority of one and deliberate majority mismatches of tonal stimuli. Journal of Research in Music Education, 23, 120-133. doi: 10.1177/030573567531003.
: Ribeiro, A. F., Mansur, L. L. & Radanovic, M. (2015). Impairment of inferential abilities based on pictorial stimuli in patients with right-hemisphere damage. Applied Neuropsychology: Adult, 22(3), 161-169. doi: https://doi.org/10.1080/23279095.2014.881367
: Vasey, M., el-Hag, N. y Daleiden, E. (1996). Anxiety and the processing of emotionally threatening stimuli: Distinctive patterns of selective attention among high- and low-test-anxious children. Child Development, 67(3), 1173-1185.