Verbal Labels Research Articles

Color Vision Deficits.

Color provides important information about the identity of the objects we encounter. After early processing stages in the retinal cones, thalamus, and occipital cortex, retinal signals reach the ventral temporal cortex for high-level color and object processing, which links color perception with top-down expectations and knowledge. In the language-dominant hemisphere, some of these regions communicate with the language systems; by assigning verbal labels to percepts, these circuits speed up stimulus categorization, and permit fast and accurate inter-individual communication. This paper provides a review of color processing deficits, from dysfunction of wavelength discrimination in the retinal photoreceptors to deficits of high-level processing in the ventral temporal cortex. Neuroimaging evidence defined the existence and localization of color-preferring domains in the ventral occipito-temporal cortex. Evidence from the performance of a brain-damaged patient with color anomia but preserved color categorization demonstrated the independence of color categorization from color naming in the adult brain. Evidence from patients with brain damage suggests that high-level color processing may be divided into at least three functional domains: perceptual color experience, color naming, and color knowledge.

Training sequence effects on emergent conditional discriminations: Replication and extension to selection-based training.

We examined the replicability and generality of a previously reported training sequence effect on emergent conditional discriminations in the intraverbal naming task. In Experiment 1, a tact-intraverbal (TI) group learned first to vocally label 6 visual patterns and then to intraverbally relate pairs of verbal labels, whereas an intraverbal-tact (IT) group received the same training in the opposite sequence. Emergent conditional discriminations among pattern stimuli were assessed in match-to-sample (MTS) format. Experiment 2 was identical, except vocal tact and intraverbal training were replaced with selection-based training in which the verbal labels were text stimuli. Compared to the IT sequence, the TI sequence resulted in greater mean accuracy at test (Experiment 1), higher yields (Experiment 2), and shorter reaction times (Experiment 2). Experiment 2 data suggested the TI group's performance might be less dependent on intact intraverbal relations relative to the IT group, but related to participants' reports of visualization during intraverbal training. The results suggest the sequence effect is replicable and occurs in experimental preparations commonly used to study derived stimulus relations. They also provide novel support for the hypothesis that participant behavior during training alters sources of stimulus control available at test.

Linguistic and developmental influences on superordinate facial configuration categorization in infancy.

Humans perceive emotions in terms of categories, such as "happiness," "sadness," and "anger." To learn these complex conceptual emotion categories, humans must first be able to perceive regularities in expressive behaviors (e.g., facial configurations) across individuals. Recent research suggests that infants spontaneously form "basic-level" categories of facial configurations (e.g., happy vs. fear), but not "superordinate" categories of facial configurations (e.g., positive vs. negative). The current studies further explore how infant age and language impact superordinate categorization of facial configurations associated with different negative emotions. Across all experiments, infants were habituated to one person displaying facial configurations associated with anger and disgust. While 10-month-olds formed a category of person identity (Experiment 1), 14-month-olds formed a category that included negative facial configurations displayed by the same person (Experiment 2). However, neither age formed the hypothesized superordinate category of negative valence. When a verbal label ("toma") was added to each of the habituation events (Experiment 3), 10-month-olds formed a category similar to 14-month-olds in Experiment 2. These findings intersect a larger conversation about the nature and development of children's emotion categories and highlight the importance of considering developmental processes, such as language learning and attentional/memory development, in the design and interpretation of infant categorization studies.

Autism, music and Alexithymia: A musical intervention to enhance emotion recognition in adolescents with ASD

BackgroundDifficulties identifying and describing emotions in Autism Spectrum Disorder (ASD) have been linked with an increased prevalence of Type 2 Alexithymia. Alexithymia is associated with difficulties in interpreting and verbally labelling physiological arousal. Children and adults with ASD show typical patterns of physiological arousal to music and can attribute verbal labels to musical emotions. AimThis pilot study aimed to develop a music-based intervention to improve facial and vocal emotion recognition (ER) and Alexithymia in adolescents with ASD. Methods and proceduresAdolescents with ASD completed 5 music sessions and pre and post-tests of Alexithymia, ER and language. Each intervention began with a researcher-led group analysis of the emotions expressed in a series of musical excerpts, followed by a group-led discussion of the participants’ experiences of these emotions and the ways they may be communicated. Finally, the likely causes and outward expression of these emotions were discussed. Outcome and resultsResults showed that at pre-test, chronological age (CA) and receptive vocabulary were significantly associated with recognition of facial and verbal emotions and Not hiding emotions. At post-test, older children showed a greater increase in recognition of voices and in emotional bodily awareness. Correlations suggested a trend towards increased ER in voices and faces in children with lower language scores. Conclusions and implicationsMusic-based interventions may enhance ER in adolescents with ASD and Alexithymia. Limitations and recommendations for future investigations are discussed.

Improving the Measurement of “Big Five” Personality Traits in a Brief Survey Instrument

Abstract. The Ten Item Personality Inventory (TIPI) is the leading brief instrument for the “Big Five” personality measurement. However, TIPI’s design has suboptimal features: agree-disagree response options, numeric instead of verbal response labels, and multiple items per page. This paper presents a version of TIPI that addresses these problems. Using two nationally representative sample surveys, we compare the original and revised TIPIs on several dimensions: completion time, item nonresponse, paired item reliability, and validity based on relations to other variables. Completion time is the same and item nonresponse rates are low, while reliability and criterion validity for the revised TIPI is better than the original. The results show how better personality data can be obtained at no additional cost by optimizing questionnaire design.

Learning Letters: Evidence and Questions From a Science‐of‐Reading Perspective

ABSTRACTIn this article, I illustrate how research from cognitive science and the science of reading can inform research on the science of reading instruction. This purpose is accomplished by focusing on four recently published randomized control trials of instruction designed to teach alphabet letters to 3‐ and 4‐year‐old children (N= 342) attending preschool in the United States. Approximately 35% of the children were dual‐language learners. Instruction ranged from 10 to 12 weeks’ duration and was implemented in small groups taught by research assistants. Evidence for the value of explicit instruction in which paired‐associate learning connecting visual letter forms with their verbal letter labels (names and sounds) for learning letters is reviewed. The effectiveness of explicit instruction for promoting children’s motivation and engagement is identified. The relation of these studies to important features of a science of reading is discussed. Collective and individual instructionally related implications from the studies are elaborated, including replicated evidence of the benefit of visual–verbal paired‐associate learning of printed letters and their spoken names or sounds; the positive effects on motivation and engagement of such instruction; and the benefit of decontextualized letter instruction over letter instruction contextualized within storybook reading, real words, and personal names.

Decoding visual colour from scalp electroencephalography measurements

Recent advances have made it possible to decode various aspects of visually presented stimuli from patterns of scalp EEG measurements. As of recently, such multivariate methods have been commonly used to decode visual-spatial features such as location, orientation, or spatial frequency. In the current study, we show that it is also possible to track visual colour processing by using Linear Discriminant Analysis on patterns of EEG activity. Building on other recent demonstrations, we show that colour decoding: (1) reflects sensory qualities (as opposed to, for example, verbal labelling) with a prominent contribution from posterior electrodes contralateral to the stimulus, (2) conforms to a parametric coding space, (3) is possible in multi-item displays, and (4) is comparable in magnitude to the decoding of visual stimulus orientation. Through subsampling our data, we also provide an estimate of the approximate number of trials and participants required for robust decoding. Finally, we show that while colour decoding can be sensitive to subtle differences in luminance, our colour decoding results are primarily driven by measured colour differences between stimuli. Colour decoding opens a relevant new dimension in which to track visual processing using scalp EEG measurements, while bypassing potential confounds associated with decoding approaches that focus on spatial features.

Do alcohol product labels stating lower strength verbal description, percentage alcohol‐by‐volume, or their combination affect wine consumption? A bar laboratory adaptive randomised controlled trial

A previous research study concluded that wine and beer labelled as lower in strength increase consumption compared with the same drinks labelled as regular strength. The label included both a verbal and numerical descriptor of strength. The present study aimed to estimate the effect of each of these label components. Adaptive, parallel group randomised controlled trial, comprising an internal pilot sample (N1 = 90) and a confirmatory sample (N2 = 57). University bar laboratory in London UK. One-hundred and forty-seven weekly wine drinkers were sampled from a nationally representative English panel. Participants were randomised to one of three groups to taste test wine in a bar-laboratory, varying only in the label displayed: (i) verbal descriptor only (Super Low); (ii) numerical descriptor only (4%ABV); and (iii) verbal descriptor and numerical descriptor combined (Super Low 4%ABV) [each group n = 49]. The primary outcome was total volume (ml) of wine consumed. Participants randomised to the numerical descriptor label group (4%ABV: M = 155.12ml, B = 20.30, 95% CI = 3.92, 36.69, p-value = 0.016) and combined verbal and numerical descriptor label group (Super Low 4%ABV: M = 154.59ml, B = 20.68, 95%CI = 4.32, 37.04, p-value = 0.014) drank significantly greater amounts than those randomised to the verbal descriptor label group (Super Low: M = 125.65ml). This bar laboratory study estimated that a greater quantity of 'lower' strength wine was consumed when the label included a numerical strength descriptor compared with a verbal only strength descriptor.

Verbally Induced Olfactory Illusions Are Not Caused by Visual Processing: Evidence From Early and Late Blindness.

Olfactory perception is malleable and easily modulated by top-down processes such as those induced by visual and verbal information. A classic example of this is olfactory illusions where the perceived pleasantness of an odor is manipulated by the valence of a verbal label that is either visually or auditorily presented together with the odor. The mechanism behind this illusion is still unknown, and it is not clear if it is driven only by verbal information or if there is an interaction between language functions and visual mental imagery processes. One way to test this directly is to study early blind individuals who have little or no experience of visual information or visual mental imagery. Here, we did this by testing early blind, late blind, and sighted individuals in a classical paradigm where odors were presented with negative, neutral, and positive labels via speech. In contrast to our hypothesis—that the lack of visual imagery would render early blind individuals less susceptible to the olfactory illusion—early and late blind participants showed more amplified illusions than sighted. These findings demonstrate that the general mechanism underlying verbally induced olfactory illusions is not caused by visual processing and visual mental imagery per se.

Odor is more effective than a visual cue or a verbal cue for the recovery of autobiographical memories in AD

ABSTRACT Alzheimer’s disease (AD) is associated with an impairment of autobiographical memories, leading to the production of nonspecific memories. Recent research has demonstrated that odor can serve as a powerful cue for the retrieval of autobiographical memories in AD. Moreover, studies conducted in young adults have showed that odor-evoked autobiographical memories are evoked with more details compared with memories triggered by other sensory modalities. Building on the latter research, we compared specificity, subjective experience, emotional characteristics and retrieval time of autobiographical memories evoked by odor cue, visual cue and verbal cue. To this end, we invited participants with mild AD and control participants to retrieve autobiographical memories after the presentation of an odor, a visual representation of the odorant, or a verbal label of the odorant. Results showed more specificity, higher arousal and more positive memories after odor exposure compared to the visual cue and verbal cue in AD and control participants. In AD participants, autobiographical were retrieved faster after odor-exposure compared to memories evoked by a visual cue and a verbal cue, suggesting the automatic nature of odor-evoked autobiographical memories. Overall, these findings demonstrate that odor is more effective than visual or verbal cues for autobiographical retrieval in AD.

Children's emergent relations of equivalence using stimuli with opposite verbal labels: Exclusion and minimal training conditions

The present study examined different conditions under which exclusion responding in conditional discrimination tasks would generate emergent equivalence relations in young children based on shared relationships with verbal labels. Both visual stimuli (Sets A, B, C, and D) and auditory stimuli (spoken words, Set N: N1 “correct”; N2: “incorrect”) were used. Following a pilot study, three experiments were conducted, each involving eight preschool children. These experiments systematically investigated under which conditions responding by exclusion (i.e., responding away from a designated S− comparison in a matching to sample context) would generate sufficiently stable sample-S+ relations for arbitrary stimulus classes to establish. The results showed that young children’s exclusion responding under test conditions will only contribute to arbitrary stimulus class formation and expansion when training has already established two arbitrary stimulus classes involving at least two stimuli each. For young children to demonstrate emergent conditional discrimination performances that are indicative of the formation of equivalence relations, it is necessary to have training and/or reinforced exposure to both S+ and S− control elements required for deriving the appropriate emergent relations with at least two conditional relations involving different samples. These findings not only contribute to existing research and theory on the conditions under which exclusion responding may contribute to fundamental language and learning processes, they also contribute to the experimental predictability of emergent conditional matching behaviours in preschool children by further unravelling the conditions under which emergent matching based on exclusion generates arbitrary conditional relations of equivalence.

Does Benchmarking of Rating Scales Improve Ratings of Search Performance Given by Specialist Search Dog Handlers?

Rating scales are widely used to rate working dog behavior and performance. Whilst behaviour scales have been extensively validated, instruments used to rate ability have usually been designed by training and practitioner organizations, and often little consideration has been given to how seemingly insignificant aspects of the scale design might alter the validity of the results obtained. Here we illustrate how manipulating one aspect of rating scale design, the provision of verbal benchmarks or labels (as opposed to just a numerical scale), can affect the ability of observers to distinguish between differing levels of search dog performance in an operational environment. Previous studies have found evidence for range restriction (using only part of the scale) in raters' use of the scales and variability between raters in their understanding of the traits used to measures performance. As provision of verbal benchmarks has been shown to help raters in a variety of disciplines to select appropriate scale categories (or scores), it may be predicted that inclusion of verbal benchmarks will bring raters' conceptualization of the traits closer together, increasing agreement between raters, as well as improving the ability of observers to distinguish between differing levels of search dog performance and reduce range restriction. To test the value of verbal benchmarking we compared inter-rater reliability, raters' ability to discriminate between different levels of search dog performance, and their use of the whole scale before and after being presented with benchmarked scales for the same traits. Raters scored the performance of two separate types of explosives search dog (High Assurance Search (HAS) and Vehicle Search (VS) dogs), from short (~30 s) video clips, using 11 previously validated traits. Taking each trait in turn, for the first five clips raters were asked to give a score from 1, representing the lowest amount of the trait evident to 5, representing the highest. Raters were given a list of adjective-based benchmarks (e.g., very low, low, intermediate, high, very high) and scored a further five clips for each trait. For certain traits, the reliability of scoring improved when benchmarks were provided (e.g., Motivation and Independence), indicating that their inclusion may potentially reduce ambivalence in scoring, ambiguity of meanings, and cognitive difficulty for raters. However, this effect was not universal, with the ratings of some traits remaining unchanged (e.g., Control), or even reducing in reliability (e.g., Distraction). There were also some differences between VS and HAS (e.g., Confidence reliability increased for VS raters and decreased for HAS raters). There were few improvements in the spread of scores across the range, but some indication of more favorable scoring. This was a small study of operational handlers and trainers utilizing training video footage from realistic operational environments, and there are potential cofounding effects. We discuss possible causal factors, including issues specific to raters and possible deficiencies in the chosen benchmarks, and suggest ways to further improve the effectiveness of rating scales. This study illustrates why it is vitally important to validate all aspects of rating scale design, even if they may seem inconsequential, as relatively small changes to the amount and type of information provided to raters can have both positive and negative impacts on the data obtained.

О КОНЦЕПЦИИ «СЛОВАРЯ СОВРЕМЕННЫХ ПОЛИТИЧЕСКИХ ЯРЛЫКОВ»

The article aims to describe the conception of the Modern Political Labels Dictionary being developed at the Siberian Federal University. The creation of such a dictionary is relevant owing to the development of political lexicography which allows revealing the state and features of modern political language development. It is also noted that political labels remain largely unstudied despite their wide and quite long-term use in media. The authors of both the dictionary and the article believe that it can be useful not only for specialists focused on conducting linguistic examinations of conflictogenic texts, but also for those who are interested in politics. The Modern Political Labels Dictionary makers see the main purpose of its creation in characterizing modern political discourse verbal labels used as a tool of information-psychological confrontation as completely as possible. The concept of the dictionary is based on the following definition of the term “political verbal label”: it is a nominative ideologeme (word and phrase) tending to stereotypization. It is a linear negative myth used to discredit socially and politically significant objects. A political verbal label is characterized by exaggerated pejorative connotations and weakened denotative components. The dictionary being developed is explanatory and illustrative. It also includes derivations and (optional) philological commentaries. The selection of speech samples for the dictionary was mainly based on a linguo-ideological analysis following the methodology proposed by N.A. Kupina that assumes the identification of key ideologeme labels in a text and analysis of their com-patibility to reveal semantic, axiological, and aesthetic additives that reflect an author’s point of view on certain political events. The article also characterizes the dictionary structure including a theoretical introduction, dictionary entries, a glossary, and a list of abbreviations; examples of dictionary entries are provided. The words and phrases se-lected for the glossary passed verification procedure acting as Yandex, Google and Russian Language National Corpus search query to confirm their non-unity (usability): the existence of at least 3 to 5 contexts from different sources in which the selected unit is used with the same meaning was considered sufficient. It is noted in the description of a dictionary entry that it contains both mandatory (head unit; interpretation of its semantics in compliance with the principle of unification of interpretation models; speech samples from texts of various styles and genres created in post-Soviet and modern periods) and optional (commentaries on the functioning specifics of a political label: its origin, use periods, productivity and role in text; variations; synonyms and derivatives) components. It is concluded that the work on the dictionary made it possible to clarify the definition of the political labels phenomenon; identify the most common political labels, and expand the notion of their paradigmatic (synonymous, opposing) connec-tions, word-formation capabilities, functioning specifics in modern public speech; and present the meta-reactions of society to their use. The above-mentioned makes it possible to fill the current gap in the theory of political linguistics.

Explanations of an Unfamiliar Phenomenon Based on Categorical Names and Metaphors

A study by Giffin and colleagues (2017) found the effect of a verbal label on the explanation of an unfamiliar phenomenon: when a name is used, people's judgments are more likely to express the belief that the phenomenon has an objective cause. This effect was demonstrated in behavior descriptions of a mental disorder that was either labeled with the fictional name “depataphy” or left unlabeled. In the present study, we replicated this effect (N = 110) and added new conditions in order to assess whether another linguistic form, a metaphor, could cause the same effect. A separate group (N = 119) evaluated two conditions wherein, instead of a verbal label, we informed participants that the internal state of the person behaving abnormally can be compared to some other event (e.g., a fire). One condition (the so-called nonconventional metaphor) emphasized that this comparison is made by the character of the story himself, and the second condition emphasized other people with a similar behavioral disorder (the so-called conventional metaphor). According to our hypothesis, only the conventional metaphor could affect the formation of explanations, because the conventionality would give the metaphor the status of a category name. The hypothesis was partially confirmed: in the condition with a nonconventional metaphor no significant effect was found, and in the condition with a conventional metaphor it was found in the answers to only one question. The results of the study are generally consistent with the interpretation by Giffin and colleagues that judgments are primarily influenced by a category label rather than other linguistic forms.

Axiological aspect of confrontational communicative strategies in american political discourse

The aim of this paper is to analyze how the axiological aspect of confrontational communicative strategies is realized in American political discourse. The problem of intensified conventional and destructive elements in American political speech requires thorough linguistic investigation as political discourse is becoming more subjective and negative. The evaluation category allows discourse participants to construct some hierarchy of objects based on the “good vs. bad” predicates. The author analyzes different types of evaluations and their realizations in confrontational strategies, e.g. instrumental, technical, conductive, utilitarian, medical, hedonic evaluations. The paper puts special focus on construction of evaluation act, which includes the subject of speech, the object of speech and the predicate. The subject of speech is expressed through personal pronouns, appeals to authority or majority. The object of speech can be specified directly (using, for example, proper nouns, familiar constructions and verbal labels) or indirectly (using deixis). The predicate is expressed through nouns, adjectives, modal and emotional verbs and infinitives. The negative evaluation comprises such typical means as modified personal pronouns, contextual metaphors, pun, indexical phrases etc., which are used for confrontational speech tactics of mockery, discrediting, exposing, prosecution, negative analysis and vulnerability.

The Effect of Animate-Inanimate Soundscapes and Framing on Environments' Evaluation and Predicted Recreation Time.

In this research, we investigated whether soundscapes’ animateness and the framing of environments affect participants’ assessment of the surroundings and their predicted recreation time. In an online study, we showed the participants six stimuli, each consisting of an animate or inanimate soundscape recording and of a verbal label of a natural or urban environment. We asked them to (a) imagine visiting the presented locations while mentally fatigued, in company or alone; (b) to visualize spending time there while engaged in recreational activities; and (c) to assess the environment and the predicted recreation time. We found that environments with animate soundscapes were rated as having a higher degree of naturalness and were favored in the urban condition. Environments with inanimate soundscapes, meanwhile, were preferred in the natural condition. Furthermore, natural-framed soundscapes were evaluated as having a higher degree of naturalness and were preferred over urban-framed soundscapes. Social context did not affect the results; however, we discovered the indirect effect of natural labels on the recreation time through the naturalness of the environments, both for the environments with animate and inanimate soundscapes. Overall, our findings demonstrate the influence of soundscapes’ animateness and framing on the settings’ evaluations and on recreation time.

Consistent verbal labels promote odor category learning

Recent research shows that speakers of most languages find smells difficult to abstract and name. Can verbal labels enhance the human capacity to learn smell categories? Few studies have examined how verbal labeling might affect non-visual cognitive processes, and thus far very little is known about word-assisted odor category learning. To address these gaps, we tested whether different types of training change learning gains in odor categorization. After four intensive days of training to categorize odors that were co-presented with arbitrary verbal labels, people who learned odor categories with odor-label pairs that were more consistent were significantly more accurate than people with the same perceptual experience but who had odor-label pairs that were less consistent. Both groups' accuracy scores improved, but the learning curves differed. The context of consistent linguistic cuing supported an increase in correct responses from the third day of training. However, inconsistent linguistic cuing delayed the start of approximating to target odor categorization until after the fourth day. These results show that associations formed between odors and novel verbal labels facilitate the formation of odor categories. We interpret this as showing a causal link between language and olfactory perceptual processing in supporting categorization.

Enlace químico: representaciones en Textos Escolares Chilenos

<p>En este trabajo se analizan las imágenes sobre el enlace químico covalente, iónico y metálico presentes en libros de texto chilenos. Este trabajo hace un aporte en el análisis de libros de texto desde un enfoque descriptivo en función de las representaciones semióticas que proponen los textos escolares en Chile. Se analizan un total de 10 libros publicados entre los años 2010 a 2016, cinco libros del nivel de octavo año de enseñanza básica y cinco libros de primer año de enseñanza media. En el análisis se han utilizado cinco criterios de estudio. En relación a la función de la secuencia didáctica apreciamos que los textos continúan planteando un modelo de ciencia rígido y dogmático, además no se evidencia aspectos relacionados con la interpretación y problematización en las imágenes. En el grado de iconicidad la tendencia es incorporar símbolos normalizados. La funcionalidad de las imágenes es de carácter sintáctica y la relación entre el texto y la imagen es connotativa, quedando a interpretación del lector esa relación. Las etiquetas verbales son meramente nominativas, careciendo de aportes significativos para interpretar la imagen.</p>

The development of computational estimation in the transition from informal to formal mathematics education

The transition from informal to formal mathematics is an important episode in children’s mathematical development. The current study investigated how young children’s computational estimation performance and strategy use develops in this transitional period. The computational estimation performance of 350 children was assessed before the start of formal schooling (i.e., third grade of kindergarten) and again after the start of formal schooling (i.e., first grade of primary school) by means of a computational estimation addition task with manipulatives. Both children’s answer construction and their counting behavior while constructing the answer were observed during task administration. Results showed an age-related increase in children’s estimation accuracy as well as in their proportion of exact answers. Age-related changes in strategy use were also observed. Children demonstrated an increase in their counting behavior while constructing the answer, but no changes in the way the answer was constructed. In both grades, the answer was most often constructed by laying down all manipulatives immediately in one group. These results suggested that children can follow two pathways to solve the estimation problems: (1) relying on the visual representation of the addends without using counting and (2) using the verbal labels provided by the experimenters while using counting. More use of counting in first grade positively influenced children’s estimation accuracy in this grade, suggesting that these children strive for more precision compared to children who do not count.

Using Only Numeric Labels Instead of Verbal Labels: Stripping Rating Scales to Their Bare Minimum in Web Surveys

With the increasing use of smartphones in web surveys, considerable efforts have been devoted to reduce the amount of screen space taken up by questions. An emerging stream of research in this area is aimed at optimizing the design elements of rating scales. One suggestion that has been made is to completely abandon verbal labels and use only numeric labels instead. This approach deliberately shifts the task of scale interpretation to the respondents and reduces the information given to them with an intention to reduce their response burden while still preserving the scale meaning. Following prior research, and by drawing on the established model of the cognitive response process, we critically tested these assumptions. Based on a web survey experiment, we found that omitting verbal labels and using only numeric labels instead pushed respondents to focus their responses on the endpoints of a rating scale. Moreover, drawing on response time paradata, we showed that their response burden was not reduced when presented with only numeric labels; quite the opposite was the case, especially when respondents answered the scale with only numeric labels for the first time, which seemed to entail additional cognitive effort. Based on our findings, we advise against using only numeric labels for rating scales in web surveys.