Evidence for preferential attachment: Words that are more well connected in semantic networks are better at acquiring new links in paired-associate learning

Here, we view the mental lexicon as a semantic network where words are connected if they are semantically related. Steyvers and Tenenbaum (Cognitive Science, 29, 41–78, 2005) proposed that the growth of semantic networks follows preferential attachment, the observation that new nodes are more likely to connect to preexisting nodes that are more well connected (i.e., the rich get richer). If this is the case, well-connected known words should be better at acquiring new links than poorly connected words. We tested this prediction in three paired-associate learning (PAL) experiments in which participants memorized arbitrary cue–response word pairs. We manipulated the semantic connectivity of the cue words, indexed by the words’ free associative degree centrality. Experiment 1 is a reanalysis of the PAL data from Qiu and Johns (Psychonomic Bulletin & Review, 27, 114–121, 2020), in which young adults remembered 40 cue–response word pairs (e.g., nature–chain) and completed a cued recall task. Experiment 2 is a preregistered replication of Qiu and Johns. Experiment 3 addressed some limitations in Qiu and Johns’s design by using pseudowords as the response items (e.g., boot–arruity). The three experiments converged to show that cue words of higher degree centrality facilitated the recall/recognition of the response items, providing support for the notion that better-connected words have a greater ability to acquire new links (i.e., the rich do get richer). Importantly, while degree centrality consistently accounted for significant portions of variance in PAL accuracy, other psycholinguistic variables (e.g., concreteness, contextual diversity) did not, suggesting that degree centrality is a distinct variable that affects the ease of verbal associative learning.

SEMANTIC NETWORK OF THE WORD ASSOCIATION IN THE FIELD OF LAW

Word association can be utilized for identifying semantic network and describing point of view and prior knowledge of someone. This study aims to discuss two focuses, (1) the categorization of response word and (2) language factors that form semantic networks from the response words of word association in the field of law. This research uses a qualitative approach which is a type of descriptive case study research. Data collection held by using a word association questionaire. Based on the word categorization, the results showed that the stimulus words in the form of nouns were the most responded by nouns, verbs were the most responded by nouns, while the adjectives were responded more by an adjectives. Overall, responses in the form of nouns are 64.71%, verbs are 17.70%, adjectives are 17.58%. The responses in the form of nouns are related to the semantic relations of argument and predication, while the adjective response tends to be related to other adjectives in the unity of the semantic network. The response words form semantic network based on language factors, namely (1) lexical factors that consist of meaning relationship, connotation of meaning, concreteness and abstractness and (2) grammatical factors that consist of syntagmatic-paradigmatic and predication-argument relationship. Keywords: semantic network, word association, mental lexicon

Disentangling semantic and response learning effects in color-word contingency learning

It is easier to indicate the ink color of a color-neutral noun when it is presented in the color in which it had been shown frequently before, relative to print colors in which it had been shown less often. This phenomenon is known as color-word-contingency learning. It remains unclear whether participants actually learn semantic (word-color) associations or/and response (word-button) associations. We here present a novel variant of the paradigm that can disentangle semantic and response learning, because word-color and word-button associations are manipulated independently. In four experiments, each involving four daily sessions, novel words (pseudowords such as enas, fatu or imot) were probabilistically associated either with a particular color, a particular response-button position, or with both. Neutral trials were also included, and participants’ awareness of the contingencies was manipulated. The data showed no impact of explicit contingency awareness, but clear evidence both for response learning and for semantic learning, with effects emerging swiftly. Deeper processing of color information, with color words presented in black instead of color patches to indicate response-button positions, resulted in stronger effects, both for semantic and response learning. Our data add a crucial piece of evidence lacking so far in color-word contingency learning studies: Semantic learning effectively takes place even when associations are learned in an incidental way.

Die positiewe invloed van esteties bevredigende geboue en ʼn goed versorgde skoolterrein op die skep van skoolklimaat

The positive influence of aesthetically pleasing buildings and well cared for school grounds on the creation of school climate. In this article the positive effect of beautiful school buildings and well-kept school grounds on a school’s learners, teachers and parents is investigated. The methodology and theoretical foundation of Appreciative Inquiry were used to ask learners, educators and parents of Oranje Girls School in Bloemfontein, South Africa, about their experience of the influence the school’s beautiful buildings and terrain exert on the education presented there. Six appreciative questions were put to the respondents. Four themes were identified from the participants’ responses: the aesthetics of gardens and buildings; the influence of the history of the school; maintenance and buildings that tell something; and the influence of the buildings and grounds on education and interaction between learners, educators and parents. The themes and responses are embedded into, and compared to existing literature about the topic to demonstrate their relevance. It is argued that the performance of South African learners can be improved by renovating schools and by beautifying school grounds.In hierdie artikel word die positiewe effek wat mooi skoolgeboue en ’n goed versorgde terrein op ’n skool se leerders, onderwysers en ouers het, ondersoek. Die metodologie en teoretiese grondslag van Waarderende Ondersoek is gebruik om leerders, onderwysers en ouers van Oranje Meisieskool in Bloemfontein uit te vra oor die invloed wat die skool se mooi terrein en geboue op hulle belewenis van die skool en die onderrig daar het. Ses waarderende vrae is aan respondente gestel. Vier temas is uit die deelnemers se response geïdentifiseer: die estetika van tuine en geboue; die invloed van die geskiedenis van die skool; onderhoud en geboue wat iets vertel; en die invloed van die geboue en terrein op onderrig en interaksie tussen leerders, leerkragte en ouers. Die temas en response word ingebed en vergelyk met bestaande literatuur oor die onderwerp om hulle geldigheid aan te toon. Daar word geargumenteer dat SuidAfrikaanse leerders se prestasies merkbaar verbeter kan word deur skole op te knap en skoolterreine te verfraai.

AN EXAMINATION OF THE ANTECEDENTS OF CUSTOMER SATISFACTION, BEHAVIORAL RESPONSE AND INTENTIONS AMONG RETAIL STORE FORMATS

The purpose of this study is to examine the effect of store image attributes, customer attitude and perceived value on consumers’ satisfaction, behavioral response and intentions and also, the effect of customer satisfaction on behavioral response and loyalty intentions. A structured questionnaire was successfully distributed to 600 respondents, who had made purchases from sixty retail formats operated in Delhi and Gurugram belonging to the domain of Shopping Malls, Hypermarket, Supermarket, Department Stores, Discount stores and Category Killers through systematic stratified sampling for the collection of data. Factor analysis was employed to identify the store image attributes as perceived by retail customers. Multiple regression analysis was conducted to predict customers' satisfaction, behavioral response (word of mouth communication), intention to switch, and customers’ loyalty intention from retail store image attributes, customers’ overall store attitude and perceived customer value, and to predict behavioral response and intentions from customers’ satisfaction. The results of the study showed that customers’ overall store attitude and perceived customer value are significant for all the dependent variables (customers' satisfaction, behavioral response (word of mouth communication), intention to switch, and customers’ loyalty intention), while store image is partially influencing customers’ satisfaction, behavioral response and intentions, furthermore customer satisfaction is significant predictors of customers’ behavioral response and intentions. The implications for marketers and managers have also discussed.

Echo answers in native/non-native interaction

An echo answer is an answer that repeats elements of the question. This response form occurs after yes/noquestions and “statements about B-events”. The current study is based on data from native/non-native institutional interaction, and echo answers are shown to play an important role in certain types of repair that are characteristic of such interaction. Echo answers have two main usages. The first is to appropriate a candidate formulation and integrate it into one’s own turn in progress. This often happens when native speakers attempt to assist non-native interlocutors in expressing themselves. The other is to claim a strengthened commitment to the answer. This is especially salient in cases where a minimal agreement might project a potential dispreferred response. Echo answers may occur alone or with an initial or final response word, and these different response formats are shown to index the relative epistemic authority of the interlocutors.

Kortikale Komper-Oudiometrie - "Electric Response Audiometry (ERA)"

Die nuutste objektiewe oudiometriese metode wat vandag wêreldwyd aanvaar is, is die Kortikale Komper-oudiometrie. Dit maak gebruik van 'n gespesialiseerde komper wat die elektriese response wat in tyd aan die stimuli gebonde is, sommeer tot 'n identifiseerbare respons. By die volwassene het die gesommeerde vertekspotensiaal 'n golfvorm wat min verskil van een indiwidu tot 'n ander. By die kind onder sewe jaar oud, en veral in die slaaptoestand, is die golfvorm minder konstant. Vanwee die steurende effek van spierbewegings op die kortikale respons, is dit verkieslik dat die jong aktiewe kind met kalmeermiddels tot 'n slaaptoestand gebring word. Na die sommering van 'n voorafgekose aantal response, word die gesommeerde response uitgeskryf om 'n permanente rekord te vorm. Deur superponering kan die resultate by verskillende frekwensies en intensiteite vergelyk word deur hulle oor 'n sterk lig te hou. Vergelykbare response word as positief geïdentifiseer en die drempel geskat volgens die laagste intensiteit waar positiewe response sigbaar is. Wanneer 'n standard golfvorm nie verskyn nie, word gesoek na die kenmerkende golfvorm vir die betrokke indiwidu.