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| = For Experiment 1 = | |
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| == Pair == w1,b2,w3&b4 all prime for gave w5,b6,w7&b8 all prime for hand w9,b10,w11&b12 all prime for pass |
= For Experiment 2 = Use tab '''Expt 2 with training''' of the excel file. [[BR]] Run the numbers with Training and NoTraining combined. Then run the numbers excluding NoTraining. See which one gives you better verb variation and a stronger effect. Do the better instructions do anything to our values? [[BR]] == Trial == 2_agent_gab_gauge [[BR]] 2: experiment 2 [[BR]] agent: manipulating the name of the agent [[BR]] morph: morphological overlap [[BR]] gab: First 2 letters = agent (Gabe), last letter = recipient (boy) [[BR]] gauge: the object transferred [[BR]] Codes: [[BR]] Ga = Gabe [[BR]] Ha = Hannah [[BR]] Si = Simon [[BR]] Pa = Patty [[BR]] B = boy [[BR]] W= woman [[BR]] |
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| Controls = sentences with frequency matched words with which to compare the phon prime. Prime = the phon prime word |
For right now we are only interested in “agent” trials agent: manipulating the name of the agent Patti/Gabe/Hannah[[BR]] morph: morphological overlap [[BR]] [[BR]] |
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| == PhonMatchIntended == * 1 = phon prime * 0 = no phon prime |
== Codes for Phonetic Matches == PhonMatch_Intended_Agent [[BR]] PhonMatch_actual_Agent [[BR]] PhonMatch_Intended_theme [[BR]] PhonMatch_actual_theme [[BR]] 0=none [[BR]] 1= initial phonetic match [[BR]] |
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| == #Disfluencies == number of disfluencies in the sentence |
== Total #Disfluencies == Column Name = TotalNumDisfluencies. The number of different disfluencies participants produced in their sentences. [[BR]] |
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| == 2verbs == 1 = 2 verbs used in the sentence... throw it out! |
== Loc Disfluencies == Currently contains 6 columns: [[BR]] For all of these columns except 'other' a 1 indicates the presence of a disfluency in this location.[[BR]] Word restarts are coded separately from /,@ln,@fp (pauses, word lengthenings, and filled pauses, respectively) [[BR]] || Column Name || Explanation || Examples || || Restart Verb || Receives a 1 for all word and sentence restarts that involve the main verb. Only search for @wr and @sr with this column. || Yes: Hannah ha- handed@wr the woman a flask . [[BR]] No: Gabe was going to oo sorry Gabe@sr gave the boy a harp. || || Initial || Receives a 1 for all sentences that start with @fp, or /. || Yes: Um@fp Gabe gave the woman a pan. || || PreVerb_Immediate || Receives a 1 if there is a disfluency right before the verb. || Yes: Gabe / pushes over the shovel. || || PostVerb_Immediate || Receives a 1 if there is a disfluency between the verb and the following word or the verb is lengthened or in some way modified to help plan the rest of the sentence. || Yes: Patty handed@ln / the pan to a woman. [[BR]] Yes: Gabe pushes / the rainbow. [[BR]] No: Gabe punches a // bowl of snacks on the table. || || PreTheme || Receives a 1 if there is a disfluency before the article of the theme or the theme itself in the sentence. || Yes: Gabe handed the / flask to the woman . [[BR]] Yes: Gabe handed / the flask to the woman. || || Other || Count of disfluencies that occur in other parts of the sentence. (Receives numbers > 0) || || |
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| == DO? == 0=prepositional phrase 1= double object construction 2= neither |
Examples: Hannah gave / the child a uh@fp / pipe. [[BR]] Receives a 1 for PostVerb_Immediate, and a 1 for PreTheme. Other = 0. Total Disfluencies = 3. [[BR]] [[BR]] Gabe@ln punched /// a snack // that was sitting on the table. Receives a 1 for PreVerb_Immediate, a 1 for PostVerb_Immediate, a 1 for PreTheme, and a 1 for Other. Total Disfluencies = 3. [[BR]] [[BR]] Ha- um@fp Patty@sr placed a ladle@ln on a table. Receives a 3 for other. Total Disfluencies = 3. [[BR]] [[BR]] |
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| == Trial order == a= 1st block b = 2nd block of trials #position presented in the experiment... check for changes over time |
Questions for Florian: For the initial disfluencies, should we count sentence restarts and word restarts for the first word, too? What do other studies mostly do? For example: Ha- um@fp Patty@sr placed a ladle@ln on a table. |
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| = For Experiment 2 = Participants 4&5 were improperly trained; participant 2 and 3 were overly creative and should probably be thrown out. |
Also what do you think is better? Should 'Gabe punches a // snack off the table' be tallied the same way as 'Gabe punches // a snack off the table' (as a PostVerb_Immediate) or do you have another thought about that. In my view when the participant splits the theme from its article we assume that there was already information about the theme so that the article was chosen... |
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| Participants 1,2,3,4,5, and 10 ran with after getting introduced to the picture labels. All the other participants ran in the newest version of the experiment (which includes a session of hearing the labels and seeing the pictures and then testing via seeing the pictures and being forced to choose a label). | == Subject, verb, object, recipient == Subject & Subject_intended [[BR]] Object & Object_ intended : for any analysis of the affect of the object on the sentence... make sure that Object & Object_intended are the same [[BR]] Recipient [[BR]] Verb = The verb phase. You will find things like “has passed” or “ is passing” in this column. VerbStem = The first active transitive verb in the sentence in singular past tense. [[BR]] [[BR]] ''Use the VerbStem column for any and all analysis.'' == Exclude == if != 0 then exclude [[BR]] == DO == 0 = Prepositional Phrase [[BR]] 1 = Double object [[BR]] 2 = Other (passive, incomplete, etc) [[BR]] == Strong Prime == 1 = strong [[BR]] 0 = weak [[BR]] control = filler [[BR]] == Version == No training = our original 14 subjects who learned the names of the pictures but didn't have beautiful instructional videos to watch that helped prime for pass and hand. Hopefully there is less verb variation in these people. [[BR]] These people got trained on object and people names using the same methods as the no training people, but also got an instructional video with subtle primes for pass and hand. [[BR]] |
For Experiment 2
Use tab Expt 2 with training of the excel file. BR Run the numbers with Training and NoTraining combined. Then run the numbers excluding NoTraining. See which one gives you better verb variation and a stronger effect. Do the better instructions do anything to our values? BR
Trial
2_agent_gab_gauge BR 2: experiment 2 BR agent: manipulating the name of the agent BR morph: morphological overlap BR
gab: First 2 letters = agent (Gabe), last letter = recipient (boy) BR gauge: the object transferred BR
Codes: BR
Trial Type
For right now we are only interested in “agent” trials agent: manipulating the name of the agent Patti/Gabe/HannahBR morph: morphological overlap BR BR
Codes for Phonetic Matches
PhonMatch_Intended_Agent BR PhonMatch_actual_Agent BR PhonMatch_Intended_theme BR PhonMatch_actual_theme BR
Total #Disfluencies
Column Name = TotalNumDisfluencies. The number of different disfluencies participants produced in their sentences. BR
Loc Disfluencies
Currently contains 6 columns: BR For all of these columns except 'other' a 1 indicates the presence of a disfluency in this location.BR Word restarts are coded separately from /,@ln,@fp (pauses, word lengthenings, and filled pauses, respectively) BR
Column Name |
Explanation |
Examples |
Restart Verb |
Receives a 1 for all word and sentence restarts that involve the main verb. Only search for @wr and @sr with this column. |
Yes: Hannah ha- handed@wr the woman a flask . BR No: Gabe was going to oo sorry Gabe@sr gave the boy a harp. |
Initial |
Receives a 1 for all sentences that start with @fp, or /. |
Yes: Um@fp Gabe gave the woman a pan. |
PreVerb_Immediate |
Receives a 1 if there is a disfluency right before the verb. |
Yes: Gabe / pushes over the shovel. |
PostVerb_Immediate |
Receives a 1 if there is a disfluency between the verb and the following word or the verb is lengthened or in some way modified to help plan the rest of the sentence. |
Yes: Patty handed@ln / the pan to a woman. BR Yes: Gabe pushes / the rainbow. BR No: Gabe punches a // bowl of snacks on the table. |
Receives a 1 if there is a disfluency before the article of the theme or the theme itself in the sentence. |
Yes: Gabe handed the / flask to the woman . BR Yes: Gabe handed / the flask to the woman. |
|
Other |
Count of disfluencies that occur in other parts of the sentence. (Receives numbers > 0) |
|
Examples: Hannah gave / the child a uh@fp / pipe. BR Receives a 1 for PostVerb_Immediate, and a 1 for PreTheme. Other = 0. Total Disfluencies = 3. BR BR Gabe@ln punched /// a snack // that was sitting on the table. Receives a 1 for PreVerb_Immediate, a 1 for PostVerb_Immediate, a 1 for PreTheme, and a 1 for Other. Total Disfluencies = 3. BR BR Ha- um@fp Patty@sr placed a ladle@ln on a table. Receives a 3 for other. Total Disfluencies = 3. BR BR
Questions for Florian: For the initial disfluencies, should we count sentence restarts and word restarts for the first word, too? What do other studies mostly do? For example: Ha- um@fp Patty@sr placed a ladle@ln on a table.
Also what do you think is better? Should 'Gabe punches a // snack off the table' be tallied the same way as 'Gabe punches // a snack off the table' (as a PostVerb_Immediate) or do you have another thought about that. In my view when the participant splits the theme from its article we assume that there was already information about the theme so that the article was chosen...
Subject, verb, object, recipient
Subject & Subject_intended BR Object & Object_ intended : for any analysis of the affect of the object on the sentence... make sure that Object & Object_intended are the same BR Recipient BR Verb = The verb phase. You will find things like “has passed” or “ is passing” in this column. VerbStem = The first active transitive verb in the sentence in singular past tense. BR BR Use the VerbStem column for any and all analysis.
Exclude
if != 0 then exclude BR
DO
0 = Prepositional Phrase BR 1 = Double object BR 2 = Other (passive, incomplete, etc) BR
Strong Prime
1 = strong BR 0 = weak BR control = filler BR
Version
No training = our original 14 subjects who learned the names of the pictures but didn't have beautiful instructional videos to watch that helped prime for pass and hand. Hopefully there is less verb variation in these people. BR These people got trained on object and people names using the same methods as the no training people, but also got an instructional video with subtle primes for pass and hand. BR