|
Size: 5222
Comment:
|
← Revision 16 as of 2011-08-10 17:33:11 ⇥
Size: 4868
Comment:
|
| Deletions are marked like this. | Additions are marked like this. |
| Line 8: | Line 8: |
| 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]] |
Use tab '''Expt 2 with training''' of the excel file. <<BR>> Run the numbers with Training and No``Training combined. Then run the numbers excluding No``Training. See which one gives you better verb variation and a stronger effect. Do the better instructions do anything to our values? <<BR>> |
| Line 12: | Line 12: |
| 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]] |
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>> |
| Line 28: | Line 28: |
| agent: manipulating the name of the agent Patti/Gabe/Hannah[[BR]] morph: morphological overlap [[BR]] [[BR]] |
agent: manipulating the name of the agent Patti/Gabe/Hannah<<BR>> morph: morphological overlap <<BR>> <<BR>> |
| Line 33: | Line 33: |
| PhonMatch_Intended_Agent [[BR]] PhonMatch_actual_Agent [[BR]] PhonMatch_Intended_theme [[BR]] PhonMatch_actual_theme [[BR]] 0=none [[BR]] 1= initial phonetic match [[BR]] |
Phon``Match_Intended_Agent <<BR>> Phon``Match_actual_Agent <<BR>> Phon``Match_Intended_theme <<BR>> Phon``Match_actual_theme <<BR>> 0=none <<BR>> 1= initial phonetic match <<BR>> |
| Line 41: | Line 41: |
| Column Name = TotalNumDisfluencies. The number of different disfluencies participants produced in their sentences. [[BR]] |
Column Name = Total``Num``Disfluencies. The number of different disfluencies participants produced in their sentences. <<BR>> |
| Line 45: | Line 45: |
| 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]] |
Currently contains 6 columns: <<BR>> '''For all of these columns except 'other' a 1 indicates the presence of a disfluency in this location.''' <<BR>> <<BR>> In the case of word restarts, the '''last noun that the person chooses''' is considered the real head. For example in: ''Gabe gave the boy a fence / a cage / gate@wr.'' We count this as being before the second NP, even though we have 3 attempts at the 2nd noun phrase. <<BR>> <<BR>> In the case of word lengthenings, we assume that the reason the word is extended is because of upcoming problems. Therefore in: ''Gabe gave@ln the boy a gate.'' We count this as a disfluency '''after''' the verb and before the first noun phrase. |
| Line 49: | Line 52: |
| || 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. || |
|| NP-SUBJdisf || Receives a 1 for all disfluencies before the first noun.|| Yes: Um@fp Gabe gave the woman a pan . <<BR>> Yes: Gabe was going to oo sorry Gabe@sr gave the boy a harp. <<BR>> No: There is a boy wearing um@fp blue shorts. Hannah passes him the pan .|| || VERBdisf || Receives a 1 for all disfluencies between the first noun and the verb. Do NOT count verb restarts here. || Yes: Gabe / pushes over the shovel. || || POSTVB-NP1disf || Receives a 1 if there is a disfluency between the verb and the first noun phrase. || Yes: Patty handed@ln / the pan to a woman. <<BR>> Yes: Gabe pushes / the rainbow. <<BR>> YES: Gabe gave a pot / a pan@wr to the woman. || || POSTVB-NP2disf || Receives a 1 if there is a disfluency between the first noun and the second noun. || Yes: Gabe gave a heart / to a woman . <<BR>> Yes: Patty passed a boy@ln a globe . || |
| Line 56: | Line 58: |
| Examples: [[BR]] 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]] |
Examples: <<BR>> Hannah gave / the child a uh@fp / pipe. <<BR>> Receives a 1 for POSTVB-NP1disf, and a 1 for POSTVB-NP2. Other = 0. Total Disfluencies = 3. <<BR>> <<BR>> |
| Line 60: | Line 62: |
| 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]] |
Receives a 1 for VERBdisf, a 1 for POSTVB-NP1disf, and a 1 for Other. Total Disfluencies = 3. <<BR>> <<BR>> |
| Line 63: | Line 65: |
| Receives a 3 for other. Total Disfluencies = 3. [[BR]] [[BR]] |
Receives a 1 for SUBJdisf, a 1 for POSTVB-NP2, and a 1 for Other. Total Disfluencies = 3. <<BR>> <<BR>> |
| Line 66: | Line 68: |
| ''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...'' |
|
| Line 71: | Line 70: |
| 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]] |
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>> |
| Line 75: | Line 74: |
| VerbStem = The first active transitive verb in the sentence in singular past tense. [[BR]] [[BR]] ''Use the VerbStem column for any and all analysis.'' |
Verb``Stem = The first active transitive verb in the sentence in singular past tense. <<BR>> <<BR>> ''Use the Ver``bStem column for any and all analysis.'' |
| Line 79: | Line 78: |
| if != 0 then exclude [[BR]] | if != 0 then exclude <<BR>> |
| Line 82: | Line 81: |
| 0 = Prepositional Phrase [[BR]] 1 = Double object [[BR]] 2 = Other (passive, incomplete, etc) [[BR]] |
0 = Prepositional Phrase <<BR>> 1 = Double object <<BR>> 2 = Other (passive, incomplete, etc) <<BR>> |
| Line 87: | Line 86: |
| 1 = strong [[BR]] 0 = weak [[BR]] control = filler [[BR]] |
1 = strong <<BR>> 0 = weak <<BR>> control = filler <<BR>> |
| Line 92: | Line 91: |
| 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]] |
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.
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?
Trial
2_agent_gab_gauge
2: experiment 2
agent: manipulating the name of the agent
morph: morphological overlap
gab: First 2 letters = agent (Gabe), last letter = recipient (boy)
gauge: the object transferred
Codes:
Ga = Gabe
Ha = Hannah
Si = Simon
Pa = Patty
B = boy
W= woman
Trial Type
For right now we are only interested in “agent” trials agent: manipulating the name of the agent Patti/Gabe/Hannah
morph: morphological overlap
Codes for Phonetic Matches
PhonMatch_Intended_Agent
PhonMatch_actual_Agent
PhonMatch_Intended_theme
PhonMatch_actual_theme
0=none
1= initial phonetic match
Total #Disfluencies
Column Name = TotalNumDisfluencies. The number of different disfluencies participants produced in their sentences.
Loc Disfluencies
Currently contains 6 columns:
For all of these columns except 'other' a 1 indicates the presence of a disfluency in this location.
In the case of word restarts, the last noun that the person chooses is considered the real head. For example in: Gabe gave the boy a fence / a cage / gate@wr. We count this as being before the second NP, even though we have 3 attempts at the 2nd noun phrase.
In the case of word lengthenings, we assume that the reason the word is extended is because of upcoming problems. Therefore in: Gabe gave@ln the boy a gate. We count this as a disfluency after the verb and before the first noun phrase.
Column Name |
Explanation |
Examples |
NP-SUBJdisf |
Receives a 1 for all disfluencies before the first noun. |
Yes: Um@fp Gabe gave the woman a pan . |
VERBdisf |
Receives a 1 for all disfluencies between the first noun and the verb. Do NOT count verb restarts here. |
Yes: Gabe / pushes over the shovel. |
POSTVB-NP1disf |
Receives a 1 if there is a disfluency between the verb and the first noun phrase. |
Yes: Patty handed@ln / the pan to a woman. |
POSTVB-NP2disf |
Receives a 1 if there is a disfluency between the first noun and the second noun. |
Yes: Gabe gave a heart / to a 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.
Receives a 1 for POSTVB-NP1disf, and a 1 for POSTVB-NP2. Other = 0. Total Disfluencies = 3.
Gabe@ln punched /// a snack // that was sitting on the table. Receives a 1 for VERBdisf, a 1 for POSTVB-NP1disf, and a 1 for Other. Total Disfluencies = 3.
Ha- um@fp Patty@sr placed a ladle@ln on a table. Receives a 1 for SUBJdisf, a 1 for POSTVB-NP2, and a 1 for Other. Total Disfluencies = 3.
Subject, verb, object, recipient
Subject & Subject_intended
Object & Object_ intended : for any analysis of the affect of the object on the sentence... make sure that Object & Object_intended are the same
Recipient
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.
Use the VerbStem column for any and all analysis.
Exclude
if != 0 then exclude
DO
0 = Prepositional Phrase
1 = Double object
2 = Other (passive, incomplete, etc)
Strong Prime
1 = strong
0 = weak
control = filler
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.
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.