Third order point process intensity estimation for reaction time experiment data

2005 ◽  
Vol 33 (2) ◽  
pp. 243-257
Author(s):  
Jennifer Asimit ◽  
W. John Braun
Keyword(s):  
Reaction Time ◽  
Point Process ◽  
Reaction Time Experiment ◽  
Experiment Data ◽  
Third Order ◽  
Intensity Estimation

Parametric Modeling of Reaction Time Experiment Data

Biometrics ◽  
2003 ◽  
Vol 59 (3) ◽  
pp. 661-669 ◽  
Author(s):  
W. John Braun ◽  
Valentin Rousson ◽  
William A. Simpson ◽  
Jennifer Prokop
Keyword(s):  
Reaction Time ◽  
Parametric Modeling ◽  
Reaction Time Experiment ◽  
Experiment Data

Effect of Reinforcement on Flexural Properties of Brittle Composites

2013 ◽  
Vol 747 ◽  
pp. 76-79
Author(s):  
Md. Zakaria Hossain
Keyword(s):  
Flexural Modulus ◽  
Flexural Properties ◽  
Experiment Data ◽  
Third Order ◽  
Theoretical Formulation ◽  
Ductile Materials ◽  
The Difference ◽  
Brittle Layers ◽  
Brittle Composites ◽  
Section Analysis

The flexural properties in terms of ductility of laminated brittle composites have been studied experimentally in the laboratory. Test specimens consisting of variable layers of mesh were prepared and tested under third point loadings. It was observed that the brittle matrix altered it properties and behaved as the ductile matrix even with small amount of ductile materials. The causes of the change in the properties have been clarified by analyzing the experiment data. The experimental results were verified by the theoretical formulation. The formulation showed that the flexural modulus of the entire section of brittle composites obtained by section analysis is equal to the modulus of ductile layers plus a factor of the difference of modulus of ductile and brittle layers. This factor is third order of ductile layer causing flexural properties in brittle composite even with 10% of ductile materials.

scholarly journals The Effect of Word-word Space Reading and Resolutions on Ambiguities of Chinese Segmentation by Advanced L2 Learners of Chinese

2020 ◽  
Author(s):  
Ken Chen ◽  
Lei Gu ◽  
Hongshan Zuo ◽  
Qiaoyan Bai ◽  
Yanfei Zhu
Keyword(s):  
Reaction Time ◽  
Chinese Text ◽  
Word Boundary ◽  
Reaction Time Experiment ◽  
Word Combination ◽  
Language Classroom ◽  
L2 Learners ◽  
Within Subjects ◽  
Text Presentation ◽  
Main Effects

<p>That Chinese text does not have a word boundary pose a question of whether L2 learners of Chinese are affected by the text at a word boundary. The present study consisted of two related experiments, i.e., one reaction time experiment and one pencil-paper experiment on the ambiguity of Chinese segmentation. The reaction time experiment was conducted by 2×2×2 within-subjects ANOVA (analysis of variance) with text presentation, length and difficulty of a sentence as the independent variables, and reading reaction time as the dependent variable. The results indicated that there were only significant main effects for word boundaries, length and difficulty of a sentence while the two/three-way interactions were not significant. Meanwhile, the pencil-paper experiment was conducted by single factor within-subjects ANOVA with the possible number of word combination (PNWC) as the independent variable, and the incorrect number of the ambiguity of Chinese segmentation which was made by the subjects as the dependent variable. The results demonstrated that there was a significant main effect for PNWC, without significant two-way interaction. Word boundary can help L2 learners of Chinese reading texts and understanding the meaning of texts fast. Apart from theoretic implications, this paper also tried to propose an approach on Chinese segmentation which can be used in Chinese as a foreign language classroom.<b> </b></p>

scholarly journals The Effect of Word-word Space Reading and Resolutions on Ambiguities of Chinese Segmentation by Advanced L2 Learners of Chinese

2020 ◽  
Author(s):  
Ken Chen ◽  
Lei Gu ◽  
Hongshan Zuo ◽  
Qiaoyan Bai ◽  
Yanfei Zhu
Keyword(s):  
Reaction Time ◽  
Chinese Text ◽  
Word Boundary ◽  
Reaction Time Experiment ◽  
Word Combination ◽  
Language Classroom ◽  
L2 Learners ◽  
Within Subjects ◽  
Text Presentation ◽  
Main Effects

<p>That Chinese text does not have a word boundary pose a question of whether L2 learners of Chinese are affected by the text at a word boundary. The present study consisted of two related experiments, i.e., one reaction time experiment and one pencil-paper experiment on the ambiguity of Chinese segmentation. The reaction time experiment was conducted by 2×2×2 within-subjects ANOVA (analysis of variance) with text presentation, length and difficulty of a sentence as the independent variables, and reading reaction time as the dependent variable. The results indicated that there were only significant main effects for word boundaries, length and difficulty of a sentence while the two/three-way interactions were not significant. Meanwhile, the pencil-paper experiment was conducted by single factor within-subjects ANOVA with the possible number of word combination (PNWC) as the independent variable, and the incorrect number of the ambiguity of Chinese segmentation which was made by the subjects as the dependent variable. The results demonstrated that there was a significant main effect for PNWC, without significant two-way interaction. Word boundary can help L2 learners of Chinese reading texts and understanding the meaning of texts fast. Apart from theoretic implications, this paper also tried to propose an approach on Chinese segmentation which can be used in Chinese as a foreign language classroom.<b> </b></p>

A Third Order Point Process Characteristic

2000 ◽  
Vol 27 (4) ◽  
pp. 657-671 ◽  
Author(s):  
K. Schladitz ◽  
A. J. Baddeley
Keyword(s):  
Point Process ◽  
Third Order ◽  
Process Characteristic

A third-order point process characteristic for multi-type point processes

2010 ◽  
Vol 64 (1) ◽  
pp. 19-44 ◽  
Author(s):  
Carlos Comas ◽  
Jorge Mateu ◽  
Aila Särkkä
Keyword(s):  
Point Process ◽  
Point Processes ◽  
Third Order ◽  
Process Characteristic

Reaction Time and the Expectancy Hypothesis

1964 ◽  
Vol 19 (2) ◽  
pp. 655-661 ◽  
Author(s):  
Lewis R. Aiken
Keyword(s):  
Reaction Time ◽  
Training Stimulus ◽  
Absolute Difference ◽  
Reaction Time Experiment ◽  
Single Test ◽  
Visual Reaction Time ◽  
Test Interval ◽  
Temporal Course ◽  
Visual Reaction ◽  
Mean Reaction Time

The measurement and meaning of the term expectancy and equivalent concepts as used in areas such as learning and vigilance are discussed briefly, and some experiments designed to measure the temporal course of expectancy are reviewed. A visual reaction time experiment is reported in which the effects of 1, 2, 3, or 4 recurrences of 2-, 3-, 4-, or 5-sec. “training” intervals on reaction time to a single “test” stimulus appearing 2, 3, 4, or 5 sec. after the last training stimulus were investigated. The results showed an insignificant effect of number of training intervals, but both the training and test interval effects and the interaction between the two were statistically significant. The general features of the curves plotted from the 16 training × test interval reaction time means illustrate that, under the conditions employed in the present experiment, mean reaction time is minimum when the training and test intervals are equal and increases as the absolute difference in duration of training and test intervals increases. Since expectancy in this investigation was operationally defined as the reciprocal of reaction time, the results obtained here are consistent with those of several previous investigations of the temporal course of expectancy.

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