Impact of video-messages on consumers' implicit response

Implicit responses in incidental learning

Predicting user affinity to items is an important problem in applications like content optimization, computational advertising, and many more. While bilinear random effect models (matrix factorization) provide state-of-the-art performance when minimizing RMSE through a Gaussian response model on explicit ratings data, applying it to imbalanced binary response data presents additional challenges that we carefully study in this paper. Data in many applications usually consist of users' implicit response that are often binary -- clicking an item or not; the goal is to predict click rates, which is often combined with other measures to calculate utilities to rank items at runtime of the recommender systems. Because of the implicit nature, such data are usually much larger than explicit rating data and often have an imbalanced distribution with a small fraction of click events, making accurate click rate prediction difficult. In this paper, we address two problems. First, we show previous techniques to estimate bilinear random effect models with binary data are less accurate compared to our new approach based on adaptive rejection sampling, especially for imbalanced response. Second, we develop a parallel bilinear random effect model fitting framework using Map-Reduce paradigm that scales to massive datasets. Our parallel algorithm is based on a "divide and conquer" strategy coupled with an ensemble approach. Through experiments on the benchmark MovieLens data, a small Yahoo! Front Page data set, and a large Yahoo! Front Page data set that contains 8M users and 1B binary observations, we show that careful handling of binary response as well as identifiability issues are needed to achieve good performance for click rate prediction, and that the proposed adaptive rejection sampler and the partitioning as well as ensemble techniques significantly improve model performance.

Dissociation of explicit and implicit responses during a change blindness task in schizophrenia

Social facilitation theory suggests that the presence of strangers produces arousal in humans. Although the arousal may facilitate over‐motor responses, it tends to debilitate more implicit responses, especially overt intellectual activity. Based upon the assumption that listening comprehension is more an implicit response than overt‐motor behavior, the present study investigated the effects of social facilitation upon listening comprehension. Results indicate that subjects listening to instructional material while alone comprehend significantly more than those listening as an audience member. Moreover, trend analysis indicated that there is a significant and nonlinear relationship between the number of strangers present and listening comprehension. The addition of strangers has only a marginal impact on the listener.

Past research showing categorical perception of emotional facial expressions has relied on identification and discrimination tasks that require an explicit response via keypress. Here we report a new paradigm for investigating the category boundary of emotional facial expressions that, instead, relies on an implicit response--eye direction. Participants were trained to expect a target stimulus on a particular side of the monitor, predicted by an emotional expression on a face image. An eye-tracker then recorded eye movements of participants as they viewed novel intermediate facial-expression stimuli. Anticipatory eye movement was taken as evidence of categorisation. Results from two experiments suggest that this implicit method can be used to determine category boundaries, and that the boundaries found with this method are similar to those found with the keypress response.

Four experiments were conducted to compare valid and invalid cue conditions for peripheral and central cues. Experiments 1, 3, and 4 used reaction time (RT) as the dependent variable. Experiment 2 used a threshold measure. Peripheral and central cues were presented on each trial. The peripheral cue was uninformative in all experiments. The central cue was informative in Experiments 1 and 2, where it predicted stimulus side on 70% of the trials. Experiment 3 included 50% and 100% central-cue prediction conditions as well as the 70% treatment. Experiment 4 included 60%, 75%, and 90% central-cue prediction conditions. The effects of the central and peripheral cues were independent and additive in all four experiments, indicating that: (1) both cue types can act simultaneously, and that the relationship between them is additive under the conditions used in these experiments, (2) informativeness is not a necessary condition for attentional effects with peripheral cues, and (3) covert visual orientation influences sensory thresholds and RT in similar ways. The results of Experiments 3 and 4 demonstrated that the facilitation associated with peripheral cues was insensitive to manipulations which demonstrate that subjects use the informational value of the central cue to direct voluntary attention. The results are discussed with reference to two issues; first, the proposition that central and peripheral cues exert their influence on performance in independent information-processing stages, following the additive factor method, and, second, the problems raised for additive factors method when cues elicit both an "explicit" response-regarding the presence or absence of a specified letter-and an "implicit response"-involving the planning and possible execution of eye and hand movements.

Intertriad associative relationships were varied in three-alternative verbal-discrimination lists, using either specific correction (the word itself) or outcome correction ('right,' 'wrong'). All of the associative lists were learned faster with outcome-correction feedback than was the control list, in which there were no interpair associates (NA list); but with specificcorrection feedback, only the list in which both associates were right (AR list) was learned faster. The facilitation with outcome correction is attributed to a change in the chance level of guessing for the lists in which both associates were wrong (AW list) or in which the associates were both right and wrong in different pairs (AB list), and to a summation of rehearsal and implicit response in the AR list. The failure to find interference with specific correction for the AW and AB lists seemed to be a result of the ceiling effect that occurred because of the slow presentation rates. Verbal-discrimination learning has recently been explained in term of the subject's ability to distinguish between the past frequency of experience of the right (R) and wrong (W) members of each pair.1 It was assumed that these differences in experience were acquired through four types of events which contributed one 'frequency unit' each time they occurred during the course of learning. These events were the act of perceiving an item, or the representational response; the choice or pronunciation response during anticipation; the rehearsal of the correct response during the feedback interval; and the implicit associative response. The rehearsal response was seen as the event initially shifting the frequency of experience in favor of the R term, because the representational and Received for publication May 18, 1970. The investigation was supported by Biomedical Sciences Support Grant Fr-07053 from the General Research Support Branch, Division of Research Resources, Bureau of Health Professions Education and Manpower Training, National Institutes of Health. 1 B. R. Ekstrand, W. P. Wallace, and B. J. Underwood, A frequency theory of verbal-discrimination learning, Psychol. Rev., 73, 1966, 566-578.

Currently, the rapid usage of the Internet as a tool or medium of communication and information, including media campaign to society, is popular to spread the idea(s), thought, even ideology. YouTube, as one of the popular video-sharing social media, is vivacious and potential to get the audience's attention and responses accordingly to the design(s) like ABC as one of the brands of complementary food (sauce/ketchup) has done. This research tries to find the audience's responses to gendered-relations campaign through the new media, particularly through social media (YouTube). Based on reader-response theory and using [dominantly] qualitative text online analysis, this research attempts to find the variety of the audience's response to the Campaign. Finally, this research finds that basically, the responses are implicit and explicit. The explicit means that the icon like and unlike identifies the audience's positive and negative responses. The implicit response appears in the comment section, both verbal and nonverbal (such as emoticon). We can catch many comments about gender relations. Even between wife-husband (spousal relationship), the dichotomy still exists and shows a negative-positive pole. The diverse responses/comments presented by the audiences seem to be influenced by several factors, such as values of the culture, education, family, environment, society, and religion. It seems that the campaign as a digital marketing strategy has affected the audiences to involve in spreading the idea, called as the word-of-mouth effect. Keywords: audience response, Campaign, gender relation, social media, digital marketing

MPLICIT RESPONSE IN THE LITERACY NARRATIVE ASSIGNMENT: INSTRUCTOR VALUES AND SOCIAL CLASS Kara Poe Alexander May 13, 2006 My dissertation examines instructor responses to a popular personal writing assignment, the literacy narrative. Previous studies have shown this assignment to be popular with instructors because of the reflection it is thought to generate; however, nobody has yet looked at what instructors really mean by reflection. This study investigates what features of student texts instructors recognize as reflection. I collected literacy narratives and demographic questionnaires from students and surveys, assignments, think-alouds, and follow-up interviews from instructors. Personal writing, and the literacy narrative assignment in particular, can best be taught by highlighting the rhetorical capabilities of this genre. The results of the thinkalouds show that instructors most often consider analytical moves, such as cause-effect and evaluation, as reflection. This emphasis on cause-effect and evaluation arguments demonstrates that the focus of instructor assignments on description and other narrative elements is perhaps misdirected. Two other features also carried cultural capital with instructors but to a lesser extent than argumentative moves: literary elements, including vivid description and metaphoric language, and appeals to shared values. Instructors were more likely to flesh out the connections for students when value-appeals were present,

Change in rated meaning of nonsense syllables which have been paired with groups of meaningful words has been explained in two ways. Staats proposed mediation by an implicit response and Bousfield hypothesized mediation by common word associates. Data obtained in this study support Bousfield's explanation and do not refute the position of Staats.

User experience is understood in so many ways, like a one on one interaction (subjective views), online surveys and questionnaires. This is simply so get the user’s implicit response, this paper demonstrates the underlying user emotion on a particular interface such as the webpage visual content based on the context of familiarisation to convey users’ emotion on the interface using emoji, we integrated physiological readings and eye movement behaviour to convey user emotion on the visual centre field of a web interface. The physiological reading is synchronised with the eye tracker to obtain correlating user interaction, and emoticons are used as a form of emotion conveyance on the interface. The eye movement prediction is obtained through a control system’s loop and is represented by different color display of gaze points (GT) that detects a particular user’s emotion on the webpage interface. These are interpreted by the emoticons. Result shows synchronised readings which correlates to area of interests (AOI) of the webpage and user emotion. These are prototypical instances of authentic user response execution for a computer interface and to easily identify user response without user subjective response for better and easy design decisions.

Previous studies have reported significant deficits in emotion recognition among individuals along the frontotemporal dementia (FTD) spectrum. The basis of emotional impairment is still poorly understood and explicit (emotion appraisal) and implicit (autonomic system activity) responses have not been carefully evaluated. We investigated explicit evaluation of emotions by testing valence and arousal using self-report measures and we also assessed automatic responses to emotional cues, using autonomic measures (skin conductance response and heart rate). 16 behavioral variant FTD and 12 agrammatic variants of primary progressive aphasia patients were included. The performance of these patients was compared to a group of 14 patients with Alzheimer's disease and 20 healthy controls. Each subject was required to observe and evaluate affective pictures while autonomic parameters were recorded. FTD patients preserved a functional general competency in terms of valence (correct positive versus negative attribution) and arousal (correct dichotomy between high versus low arousal category) distinction. These patients showed significant changes in autonomic implicit response compared to the other groups. The mismatch between explicit and implicit responsiveness to emotional cues was found both in behavioral variant FTD and in agrammatic variants of primary progressive aphasia. Emotional responsiveness was related to the severity of behavioral abnormalities as measured by the Frontal Behavioral Inventory and associated with atrophy of the left putamen. The present findings indicate that FTD patients are able to explicitly "appraise" the emotion, but they cannot implicitly "feel" the emotion. This mismatch between the two levels may help explain the general emotional behavior impairment found in these patients.

Lady Mary Shepherd holds that the relation of cause and effect consists of the combination of two objects (the causes) to create a third object (the effect). She also holds that this account implies that causes are synchronous with their effects. There is a single instant in which the objects that are causes combine to create the object which is their effect. Hume argues that cause and effect cannot be synchronous because if they were then the entire chain of successive causes and effects would all collapse into a single moment, and succession would not be possible. I argue that Shepherd has a ready, although implicit response, to Hume’s argument. Since causation is combination on Shepherd’s view, she is free to hold that there are times in between those instants in which combinations occur, during which times other, non-combinatory changes (such as changes in the location of objects) occur, which changes account for succession.

The reliability design of automotive structures is characterized by numerous variables and implicit responses. The traditional design of experiments for metamodel construction often requires manual adjustment of model parameters and extensive finite element analysis, resulting in inefficiency. To address these issues, active learning-based reliability methods are effective solutions. This study proposes an active-learning reliability analysis method based on multi-software interaction. Firstly, through secondary development of different software and MATLAB (version 2023a)’s batch processing function, a multi-software interactive reliability analysis method is developed, achieving automation in structural parametric design, finite element analysis and post-processing. This provides a more efficient and convenient platform for the implementation of active learning. Secondly, the polynomial chaos–kriging (PCK) active-learning method is introduced, combining the advantages of polynomial chaos expansion (PCE) and kriging. The PCK method captures the global behavior of the computational model using regression-based PCE and local variations using interpolation-based kriging. This metamodel is constructed with fewer training samples, effectively replacing the real multi-dimensional implicit response relations, thereby improving the efficiency of modeling and reliability analysis. Finally, the specific implementation scheme is detailed. The accuracy and efficiency of the proposed method are verified by a reliability engineering example of body-in-white bending and torsional stiffness.

This study compared how two virtual display conditions of human body expressions influenced explicit and implicit dimensions of emotion perception and response behavior in women and men. Two avatars displayed emotional interactions (angry, sad, affectionate, happy) in a “pictorial” condition depicting the emotional interactive partners on a screen within a virtual environment and a “visual” condition allowing participants to share space with the avatars, thereby enhancing co-presence and agency. Subsequently to stimulus presentation, explicit valence perception and response tendency (i.e. the explicit tendency to avoid or approach the situation) were assessed on rating scales. Implicit responses, i.e. postural and autonomic responses towards the observed interactions were measured by means of postural displacement and changes in skin conductance. Results showed that self-reported presence differed between pictorial and visual conditions, however, it was not correlated with skin conductance responses. Valence perception was only marginally influenced by the virtual condition and not at all by explicit response behavior. There were gender-mediated effects on postural response tendencies as well as gender differences in explicit response behavior but not in valence perception. Exploratory analyses revealed a link between valence perception and preferred behavioral response in women but not in men. We conclude that the display condition seems to influence automatic motivational tendencies but not higher level cognitive evaluations. Moreover, intragroup differences in explicit and implicit response behavior highlight the importance of individual factors beyond gender.