Increased accessibility of semantic concepts after (more or less) subtle activation of related concepts: support for the basic tenet of priming research

Abstract

Increasingly remote concepts and behaviors have been primed, which have come under increasing criticism. In this present experiment, we take a step back and try to strengthen the roots of priming research. In this experiment, we systematically varied the activation or priming of a concept in six experiments (N?=?1285). We then measured accessibility for semantic concepts using a word stem completion task. Across the six experiments, our investigations showed that the activation of semantic concepts is possible through greater accessibility of semantically congruent words (with only one experiment failing to reach a conventional level of significance). These results provide a prerequisite for further investigation into behavioral priming. The present experiment showed that the basal priming mechanisms are robust effects. The meta-analytic integration showed that women reliably had access to more baby-related words. A possible explanation is that social role stereotypes associate women more with the reproductive sphere than men and that women, to a certain extent, internalize these societal views. Other explanations and potential future applications are discussed.     

The effects of gender differences on the usability of automotive on-board navigation systems – A comparison of 2D and 3D display

This study integrated gender with the user interface of automotive on-board navigation systems to analyze whether gender differences or 2D (2 dimensional) vs. 3D (3 dimensional) display affect the interface usability of an on-board car navigation system (CNS). An experimental design was adopted for collecting data from three tasks – locating points, planning routes, and searching polygons – each emphasizing a different aspect of way-finding. The participants reported their subjective usability via the System Usability Scale after each trial. Study results show that gender, the CNS interface the subject used, and a combination of both predict the usability of an on-board CNS. This study’s results provide a clearer understanding of whether manufacturers should develop interfaces that fit a CNS 2D or 3D display based on gender.     

Multi‐Criteria Ratios: What is the Unit?

When Analytic Hierarchy Process ratios are normalized to sum to unity, the unit of measure becomes obscure. This paper investigates this obscurity and whether ratio measurement is possible when there is no prior knowledge of the measurement unit. Initially, we look at ratio scales of tangible attributes of objects with well‐known measures. Then, ratio scales of unknown intangible attributes of objects are analysed. We discover that natural zero and a specific unit of measure are not necessarily used explicitly in deriving ratio scale measures. Nevertheless, the derived scale does have a derived unit of measurement. We conclude that although composite multi‐criteria answers are possible in ratio form, it is important to know that a unit of measure exists if ambiguities are to be avoided. Copyright © 2011 John Wiley & Sons, Ltd.     

No frills: Simple regularities in language can go a long way in the development of word knowledge

Recent years have seen a flourishing of Natural Language Processing models that can mimic many aspects of human language fluency. These models harness a simple, decades-old idea: It is possible to learn a lot about word meanings just from exposure to language, because words similar in meaning are used in language in similar ways. The successes of these models raise the intriguing possibility that exposure to word use in language also shapes the word knowledge that children amass during development. However, this possibility is strongly challenged by the fact that models use language input and learning mechanisms that may be unavailable to children. Across three studies, we found that unrealistically complex input and learning mechanisms are unnecessary. Instead, simple regularities of word use in children's language input that they have the capacity to learn can foster knowledge about word meanings. Thus, exposure to language may play a simple but powerful role in children's growing word knowledge. A video abstract of this article can be viewed at https://youtu.be/dT83dmMffnM .

Research Highlights

• Natural Language Processing (NLP) models can learn that words are similar in meaning from higher-order statistical regularities of word use.
• Unlike NLP models, infants and children may primarily learn only simple co-occurrences between words.
• We show that infants' and children's language input is rich in simple co-occurrence that can support learning similarities in meaning between words.
• We find that simple co-occurrences can explain infants' and children's knowledge that words are similar in meaning.