![]() ![]() The Web site also distributes instructional materials for building courses in experimental psychology based on E-Prime. We are now compiling a large set of classic experiments implemented in E-Prime and available over the Internet from. The goal of the STEP Project is to provide instructional materials that will facilitate the use of E-Prime in various learning contexts. ![]() This new system, funded by the National Science Foundation, is called STEP (System for the Teaching of Experimental Psychology). Because E-Prime promises to become the standard for building experiments in psychology, it is now possible to construct a Web-based resource that uses E-Prime as the delivery engine for a wide variety of instructional materials. The shipping of the first full release of the E-Prime system later this year will open up a new opportunity for addressing this problem. ![]() However, software that allows students to build experiments on their own has been limited in a variety of ways. Students in psychology need to learn to design and analyze their own experiments. Instructional materials for building courses in experimental psychology based on E-Prime. We are now compiling a large set of classicĮxperiments implemented in E-Prime and available over the Internet from. Materials that will facilitate the use of E-Prime in various learning contexts. The goal of the STEP Project is to provide instructional Is called STEP (System for the Teaching of Experimental Psychology). This new system, funded by the National Science Foundation, The delivery engine for a wide variety of instructional materials. Standard for building experiments in psychology, it is now possible to construct a Web-based resource that uses E-Prime as System later this year will open up a new opportunity for addressing this problem. ![]() The shipping of the first full release of the E-Prime However, software that allows students toīuild experiments on their own has been limited in a variety of ways. The implications of the findings for proper name retrieval are briefly discussed. For negative SOAs, "associate" distractors were found to increase latencies compared to the "different category" condition. In the second experiment, the participants produced the names of celebrities when presented with their faces while hearing distractors that were either proper names associated with the celebrities (associate condition), that belonged to a different professional category (different condition), or that corresponded to the proper names of the celebrities (identical condition). In the case of common names, the results replicated those obtained by Shriefers, Meyer, and Levelt (1990). In the case of proper names, we replicated the data obtained by Izaute and Bonin (2001) using the interference paradigm with a proper name written naming task. In the first experiment, the participants spoke aloud the names of celebrities and the names of objects when presented with pictures while hearing distractors. Two experiments using the interference paradigm are reported. The implications of the findings for written picture naming are discussed. Facilitatory effects of phonologically related distractors were found at both SOAs. A semantic interference effect was obtained with phonologically unrelated distractors but was eliminated with phonologically related distractors. In Experiment 3, participants wrote down picture names while hearing semantically related, phonologically related, both semantically and phonologically related, or unrelated distractors, presented at both SOAs. Experiment 2 showed that the semantic interference effect was not located at the conceptual level. In Experiment 1, distractors semantically related to the picture names yielded a semantic interference effect when a stimulus onset asynchrony (SOA) of-150 msec, but not when a SOA of 0 msec, was used, in both spoken and written picture naming. French participants had to produce picture names while hearing distractors. In three experiments, the nature of the representations involved in written picture naming and the time course of their activation were investigated. ![]()
0 Comments
Leave a Reply. |