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= For Experiment 2 =
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>>

== 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>>

== Trial Type ==
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>>

== Codes for Phonetic Matches ==
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>>

== Total #Disfluencies ==
Column Name = Total``Num``Disfluencies.
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>> <<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.


|| 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 .  <<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 . ||
|| Other || Count of disfluencies that occur in other parts of the sentence. (Receives numbers > 0) ||  ||

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>>
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.
<<BR>> <<BR>>
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.
<<BR>> <<BR>>


== 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.
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.''

== 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>>