Anagram Solution Research Articles

Backtracking and k-Nearest Neighbour for Non-Player Character to Balance Opponent in a Turn-Based Role Playing Game of Anagram

Anagram is a turn-based role-playing game where two players construct words by arranging given letters. A significant aspect of playing a game is the challenge. A good challenge comes from an opponent with a close ability. In a two-player game like Anagram, the second player can be a nonhuman player called Non-Playable Character (NPC). A balanced game is more engaging. Therefore, it is imperative to insert artificial intelligence (AI) into an NPC to make it possess a balance ability. This study investigates the AI algorithm that is the most appropriate to make a balance NPC for Anagram games. We tested three scenarios: Descending AI, Random AI, and AI with k-Nearest Neighbour (k-NN). Descending AI gets an Anagram solution by selecting a word with the highest score from all possible answers. Random AI picks a word randomly from the possible answers, while AI with k-NN chooses a word closest to one of the human players. The results show that Descending AI is the best algorithm to make the strongest NPC, which always gets the highest score, followed by Random AI and AI with k-NN. However, AI with the k-NN algorithm makes the constructed NPC has the highest number of turns at an average of 18, while Descending AI gets 14 turns and Random AI has 15 turns. Looking at the remaining lives at the end of the game, AI with k-NN makes the NPC has 25 lives left, while Descending AI has 59 lives, and Random AI has 48 lives. Less remaining lives suggest that NPC containing AI with the k-NN algorithm matches closer to the human player and therefore is more suitable for Anagram NPC.

Support for an inhibitory model of word retrieval

Word retrieval may involve an inhibitory process in which a target word is activated and related words are suppressed. In the current functional magnetic resonance imaging (fMRI) study, we examined the inhibition of language processing cortex by the left dorsolateral prefrontal cortex (DLPFC) during word retrieval using an anagram-solving paradigm. Participants were presented with a distractor that was read aloud followed by a to-be-solved anagram. Distractor types were defined relative to orthographic overlap with the subsequent anagram solution and included related words with one letter different (e.g., “gripe” for the anagram of “price”), related pseudo-words, and unrelated words (i.e., all five letters were different). The anagram solution reaction time was slower in both the related word and related pseudo-word distractor conditions as compared to the unrelated word distractor condition, which can be attributed to greater inhibition following related distractors. The contrast of related words and unrelated words produced one activation in the left DLPFC, a region that has been associated with memory inhibition. To identify the regions that were negatively correlated with activity in the left DLPFC for related distractors, we conducted a functional connectivity analysis between this left DLPFC region and the rest of the brain. We found negatively correlated activity between the DLPFC and language processing cortex for the related word distractor condition (and the related pseudo-word distractor condition at a relaxed threshold). These findings suggest that that the left DLPFC may inhibit related word (and pseudo-word) representations in language processing cortex.

The effect of visual priming on the lexical retrieval on implicit memory tasks for advanced foreign language learners

This study attempted to investigate the possible effects of visual priming on a foreign language vocabulary retrieval on three implicit memory task types (i.e., word stem completion (WSC), word fragment completion (WFC) and anagram solution tasks). Gender effect was also focused for lexical retrieval under the priming effect. A total of 45 male and 45 female Iranian advanced EFL learners were recruited and assigned to each of the three experimental groups of the study which contained an equal number of males and females learners. WSC, WFC and anagram solution tasks held 30 lexical items which were developed out of 5000 most frequent words in English. 15 primed and 15 unprimed lexical items were randomly accommodated in each task. After the visual priming phase and distracting participants’ attention via an unrelated task, the participants were asked to do the implicit memory tasks based on their experimental groups. The results showed that participants gained higher scores on the visually primed lexical items on all implicit tasks. Also, no statistically significant difference was observed between males and females regarding the visual priming effect. Pedagogical implications are finally discussed on the light of the findings.

The role of anticipatory attention in insight and non-insight solutions in the anagram solution task

Medyntsev A.A., Sabadosh P.A., Kogan A.A., Moskvina V.D., Nemirova S.A., Kayutina D.V. (2020). The role of anticipatory attention in insight and non-insight solutions in the anagram solution task. National Psychological Journal, [Natsional’nyy psikhologicheskiy zhurnal], (13)1, 66–77

Green as a cbemcuru: modal as well as amodal color cues can help to solve anagrams.

Embodied cognition theories have been getting much support in recent years from studies showing that multimodal experiential traces are activated during language comprehension. However, there are almost no studies examining this influence in the opposite direction. Here, we investigated the influence of modal (physical color patch) and amodal (color word) cues on anagram solving times. We manipulated the association between the color cue and the solution word's referent color (e.g., finding the solution word "cucumber" for the anagram "cmrbucue" should be facilitated by the word "green" or a green color patch). In a third experiment, both cues were combined: a color word was presented inside a color patch before the anagram appeared. We indeed observed priming effects: anagrams were solved faster when the preceding color patch or color word matched the solution word's referent compared to a mismatching color patch or color word. When combining these cues, a priming effect only was found when both color word and color patch matched the solution word's referent. These results further strengthen the notion that multimodal experiential traces play an important role in language comprehension and expand upon the results of earlier studies on anagram solution tasks.

Activating concepts by activating experiential traces: investigations with a series of anagram solution tasks.

According to the experiential-simulations view of language, words automatically activate experiential traces that stem from the reader's interactions with their referents. Here, we focus on the corresponding influence in the opposite direction. By means of an anagram-solving task we investigated whether activating spatial experiential traces would activate the corresponding concepts, which in turn facilitates access to associated words. Participants solved anagrams of nouns associated with the ocean or the sky (e.g. dolphin = " dplhion" or cloud = " cdulo"). In six experiments we provided additional context information such as positional information (presenting the anagram at the top or the bottom of the screen), or pictorial information that either matched the ocean and sky theme or not, or both positional and pictorial information. Anagrams were solved faster when the position of the anagram was congruent with the location of the noun's referent in the real world, but only when presented on the background of an ocean-sky picture. Thus, activating experiential traces indeed seems to activate related concepts but positional information alone is not enough to find facilitation in an anagram solving task. Rather what is needed is a whole set of traces that sufficiently narrow down the number of related concepts.

Влияние имплицитной подсказки на автоматические процессы обработки информации в задаче на решение анаграмм

This article presents the results of a study, aimed at exploring the influence of implicit cues on early “automatic” processes (first 400 ms) in anagram solving task. During six experimental series participants were shown two type of stimuli: anagrams and pseudowords in random order. Participants had to discriminate the type of stimuli, solve the anagrams and response (by key pressing), whether it was insight solution or not. In the first five series pseudowords had a special cue (letters “A” and “O”). There were no such cues in anagrams. In the last experimental series there were no cues on both pseudowords and anagrams. The participants did not know about such differences. The electroencephalography (EEG) was recorded during this study. It was shown that discrimination time decreased from the first to the fifth series, but increase in the last series. The number of correct discriminations increased from the first to the fifth series, and decreased in the last one. EEG analysis showed significant difference in amplitude of late positive component on interval 200 to 300 ms after stimuli between anagrams and pseudowords. This findings may be explained by activation of semantic network, which is involved in anagram solution processing. This work was supported by grant RSCF № 14-18-03773.

Neural Bases of Unconscious Error Detection in a Chinese Anagram Solution Task: Evidence from ERP Study.

In everyday life, error monitoring and processing are important for improving ongoing performance in response to a changing environment. However, detecting an error is not always a conscious process. The temporal activation patterns of brain areas related to cognitive control in the absence of conscious awareness of an error remain unknown. In the present study, event-related potentials (ERPs) in the brain were used to explore the neural bases of unconscious error detection when subjects solved a Chinese anagram task. Our ERP data showed that the unconscious error detection (UED) response elicited a more negative ERP component (N2) than did no error (NE) and detect error (DE) responses in the 300–400-ms time window, and the DE elicited a greater late positive component (LPC) than did the UED and NE in the 900–1200-ms time window after the onset of the anagram stimuli. Taken together with the results of dipole source analysis, the N2 (anterior cingulate cortex) might reflect unconscious/automatic conflict monitoring, and the LPC (superior/medial frontal gyrus) might reflect conscious error recognition.

Failure to replicate the Mehta and Zhu (2009) color-priming effect on anagram solution times

Mehta and Zhu (Science, 323, 1226-1229, 2009) hypothesized that the color red induces avoidance motivation and that the color blue induces approach motivation. In one experiment, they reported that anagrams of avoidance motivation words were solved more quickly on red backgrounds and that approach motivation anagrams were solved more quickly on blue backgrounds. Reported here is a direct replication of that experiment, using the same anagrams, instructions, and colors, with more than triple the number of participants used in the original study. The results did not show the Mehta and Zhu color-priming effects, even though statistical power was sufficient to detect the effect. The results call into question the existence of their color-priming effect on the solution of anagrams.

Linguistic Effects on Anagram Solution: The Case of a Transparent Language

Anagram solution tasks have been frequently used to assess word recognition processes and relevant researchsuggests that anagram solution ability is closely related to reading. Recently, the anagram paradigm was utilized tocompare reading performance in the Greek language and was found to share significant positive correlation toreading fluency. The aim of the present study is to explore theoretical views with regard to the linguistic effects onsolving anagrams in a transparent language with a simple syllabic structure, using custom made software. Resultsfrom 76 children illustrate that anagram solution difficulty is influenced by both syllable complexity and graphemefrequency. These variables also explain much of the variation in terms of the number of moves required for solutionand the time spent working on anagrams.

Brain mapping in verbal and spatial thinking

The goal of this study was to describe the topography of the active cortical areas and subcortical structuresin verbal and spatial thinking. The method of functional magnetic resonance imaging (fMRI) was used. 18 right-handed subjects participated in the study. Four types of tasks were presented: two experimental tasks--verbal (anagram) and spatial (search for a piece to complement a square), and two types of control tasks (written words and a spatial task, where all the pieces are identical). In solving verbal tasks the greater volume of activation was observed in the left hemisphere involving Broca's area, while the right middle frontal gyrus was activated in solving the spatial tasks. For occipital region an activation of the visual field 18 was more explicitin solving spatial problems, while the solution of anagrams caused an activation of the field 19 associated with higher levels of visual processing. The cerebellum was active bilaterally in both tasks with predominance in the second. The obtained fMRI data indicate that the verbal and spatial types of thinking are provided by an activation of narrow specific sets of brain structures, while the previous electrophysiological studies indicate the distributed nature of the brain processes in thinking. Combining these two approaches, it can be concluded that cognitive functions are supported by the systemic brain processes with a distinct location of the particular salient structures.

New concepts in anxiety

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The Role of Syllables in Anagram Solution: A Rasch Analysis

ABSTRACT Anagrams are frequently used by experimental psychologists interested in how the mental lexicon is organized. Until very recently, research has overlooked the importance of syllable structure in solving anagrams and assumed that solution difficulty was mainly due to frequency factors (e.g., bigram statistics). The present study uses Rasch analysis to demonstrate that the number of syllables is a very important factor influencing anagram solution difficulty for both good and poor problem solvers, with polysyllabic words being harder to solve. Furthermore, it suggests that syllable frequency may have an impact on solution times for polysyllabic words, with more frequent syllables being more difficult to solve. The study illustrates the advantages of Rasch analysis for reliable and unidimensional measurement of item difficulty.

Type and token bigram frequencies for two-through nine-letter words and the prediction of anagram difficulty

Recent research on anagram solution has produced two original findings. First, it has shown that a new bigram frequency measure called top rank, which is based on a comparison of summed bigram frequencies, is an important predictor of anagram difficulty. Second, it has suggested that the measures from a type count are better than token measures at predicting anagram difficulty. Testing these hypotheses has been difficult because the computation of the bigram statistics is difficult. We present a program that calculates bigram measures for two-to nine-letter words. We then show how the program can be used to compare the contribution of top rank and other bigram frequency measures derived from both a token and a type count. Contrary to previous research, we report that type measures are not better at predicting anagram solution times and that top rank is not the best predictor of anagram difficulty. Lastly we use this program to show that type bigram frequencies are not as good as token bigram frequencies at predicting word identification reaction time.

Investigating the encoding—retrieval match in recognition memory: Effects of experimental design, specificity, and retention interval

Five experiments investigated the encoding-retrieval match in recognition memory by manipulating read and generate conditions at study and at test. Experiments 1A and 1B confirmed previous findings that reinstating encoding operations at test enhances recognition accuracy in a within-groups design but reduces recognition accuracy in a between-groups design. Experiment 2A showed that generating from anagrams at study and at test enhanced recognition accuracy even when study and test items were generated from different anagrams. Experiment 2B showed that switching from one generation task at study (e.g., anagram solution) to a different generation task at test (e.g., fragment completion) eliminated this recognition advantage. Experiment 3 showed that the recognition advantage found in Experiment 1A is reliably present up to 1 week after study. The findings are consistent with theories of memory that emphasize the importance of the match between encoding and retrieval operations.

The Syllable Effect in Anagram Solution: Unrecognised Evidence from Past Studies

Six previous studies of the variables affecting anagram solution are re-examined for the evidence that number of syllables contributes to solution difficulty. It was shown that the number of syllables in a solution word was confounded with imagery for one study and with diagram frequency for another. More importantly it was shown that the number of syllables has a large effect on anagram solution difficulty in the re-analysis of the results from the other four studies. In these studies, the number of syllables was either more important than the principal variable examined in the experiment or the second most important variable. Overall the effect size for the number of syllables was large, d = 1.14. The results are discussed in the light of other research and it is suggested that anagram solution may have more in common with other word identification and reading processes than has been previously thought.

Testing the mere effort account of the evaluation-performance relationship.

Research traditions in psychology in which the evaluation-performance relationship was examined do not show agreement on the mediating process, nor is there any compelling evidence that favors one account over the others. On the basis of a molecular analysis of performance on the Remote Associates Test (RAT), Harkins (2006) argued that the potential for evaluation motivates participants to perform well, which potentiates prepotent responses. If the prepotent response is correct, performance is facilitated. If the prepotent response is incorrect, and participants do not know, or if they lack the knowledge or time required for correction, performance is debilitated. The present research pits this mere effort account against 4 other potential explanations (withdrawal of effort, processing interference, focus of attention, and drive) on 3 tasks that were specifically selected for this purpose (anagram solution, the Stroop Color-Word task, and the antisaccade task). In each case, the results are consistent with the mere effort account.

The Effects of Superficial and Structural Information on Online Problem Solving for Good versus Poor Anagram Solvers

The two experiments reported here tested two predictions concerning the sensitivity of good and poor problem solvers to superficial and structural information during online problem solving: (a) Superficial features have a greater effect on solution difficulty for poor problem solvers, whereas (b) structural features have a greater effect on solution difficulty for good problem solvers. The tests were conducted in the domain of anagram solution by manipulating or measuring several superficial and structural characteristics in this domain. The results supported both predictions. They also indicated that better problem solvers have access to structural information from the earliest stages of processing (within the first 2 s). The authors discuss the implications of their results for the types of solution strategies used by more and less competent anagram solvers.

Superiority of variable to repeated practice in transfer on anagram solution

Previous research in motor learning shows that practicing variations of a task (variable practice) leads to better transfer than does repeatedly practicing the exact same task (repeated practice). In contrast, research on priming using verbal materials shows that performance on a test improves to the extent that the material at learning and test overlap. We tested whether variability in practice conditions can lead to improved performance with the verbal priming task of anagram solution. Participants practiced solving anagrams, either repeatedly solving the same anagram that was later tested, repeatedly solving a different anagram from the one that was later tested, or solving different variations of the anagram that was later tested. We found that this last condition-variable practice on different versions of an anagram-led to improved test performance in relation to repeated practice, even when the test anagram was the one that had been repeatedly practiced. This finding aligns results from the motor learning literature with a higher level cognitive task: anagram solution. Shea and Kohl's (1991) hypothesis, arguing that varied practice may lead to greater elaborative processing than does repeated practice, provides one account of the results.

Anagram software for cognitive research that enables specification of psycholinguistic variables

Anagram tasks are frequently used in cognitive research, and the generation of new scrambled letter combinations is a task well suited to a software solution. Most available programs, however, do not allow experimenters to generate new anagrams flexibly or to characterize existing anagrams using psycholinguistic criteria. They also do not provide detailed information on their source dictionaries. We present anagram software that interfaces with CELEX2, an internationallyrecognized psycholinguistic database. This software allows users to capitalize on lexical variables and thus enables direct control of psycholinguistic features that may influence the cognitive processes involved in anagram solution.