The author presents a conceptual model of brand equity from the perspective of the individual consumer. Customer-based brand equity is defined as the differential effect of brand knowledge on consu...

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Conceptualizing, measuring, and managing customer-based brand equity

How do people know as much as they do with as little information as they get? The problem takes many forms; learning vocabulary from text is an especially dramatic and convenient case for research. A new general theory of acquired similarity and knowledge representation, latent semantic analysis (LSA), is presented and used to successfully simulate such learning and several other psycholinguistic phenomena. By inducing global knowledge indirectly from local co-occurrence data in a large body of representative text, LSA acquired knowledge about the full vocabulary of English at a comparable rate to schoolchildren. LSA uses no prior linguistic or perceptual similarity knowledge; it is based solely on a general mathematical learning method that achieves powerful inductive effects by extracting the right number of dimensions (e.g., 300) to represent objects and contexts. Relations to other theories, phenomena, and problems are sketched.

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A Solution to Plato's Problem: The Latent Semantic Analysis Theory of Acquisition, Induction, and Representation of Knowledge.

Part I. Experimental Studies: 2. Experiment in psychology 3. Experiments on perceiving III Experiments on imaging 4-8. Experiments on remembering: (a) The method of description (b) The method of repeated reproduction (c) The method of picture writing (d) The method of serial reproduction (e) The method of serial reproduction picture material 9. Perceiving, recognizing, remembering 10. A theory of remembering 11. Images and their functions 12. Meaning Part II. Remembering as a Study in Social Psychology: 13. Social psychology 14. Social psychology and the matter of recall 15. Social psychology and the manner of recall 16. Conventionalism 17. The notion of a collective unconscious 18. The basis of social recall 19. A summary and some conclusions.

Remembering. A Study in Experimental and Social Psychology, Cambridge (University Press) 1964.

In reporting Implicit Association Test (IAT) results, researchers have most often used scoring conventions described in the first publication of the IAT (A.G. Greenwald, D.E. McGhee, & J.L.K. Schwartz, 1998). Demonstration IATs available on the Internet have produced large data sets that were used in the current article to evaluate alternative scoring procedures. Candidate new algorithms were examined in terms of their (a) correlations with parallel self-report measures, (b) resistance to an artifact associated with speed of responding, (c) internal consistency, (d) sensitivity to known influences on IAT measures, and (e) resistance to known procedural influences. The best-performing measure incorporates data from the IAT's practice trials, uses a metric that is calibrated by each respondent's latency variability, and includes a latency penalty for errors. This new algorithm strongly outperforms the earlier (conventional) procedure.

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Understanding and using the Implicit Association Test: I. An improved scoring algorithm.

The semantic structure of texts can be described both at the local microlevel and at a more global macrolevel A model for text comprehension based on this notion accounts for the formation of a coherent semantic text base in terms of a cyclical process constrained by limitations of working memory Furthermore, the model includes macro-operators, whose purpose is to reduce the information in a text base to its gist, that is, the theoretical macrostructure These operations are under the control of a schema, which is a theoretical formulation of the comprehender's goals The macroprocesses are predictable only when the control schema can be made explicit On the production side, the model is concerned with the generation of recall and summarization protocols This process is partly reproductive and partly constructive, involving the inverse operation of the macro-operators The model is applied to a paragraph from a psychological research report, and methods for the empirical testing of the model are developed

https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.468.1535&rep=rep1&type=pdf

Toward a model of text comprehension and production.

Millions of adults in the United States lack the necessary literacy skills for most living wage jobs. For students from adult learning classes, we used a lexical decision task to measure their knowledge of words and we used a decision-making model (Ratcliff's, 1978, diffusion model) to abstract the mechanisms underlying their performance from their RTs and accuracy. We also collected scores for each participant on standardized IQ tests and standardized reading tests used commonly in the education literature. We found significant correlations between the model's estimates of the strengths with which words are represented in memory and scores for some of the standardized tests but not others. The findings point to the feasibility and utility of combining a test of word knowledge, lexical decision, that is well-established in psycholinguistic research, a decision-making model that supplies information about underlying mechanisms, and standardized tests. The goal for future research is to use this combination of approaches to understand better how basic processes relate to standardized tests with the eventual aim of understanding what these tests are measuring and what the specific difficulties are for individual, low-literacy adults.

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Adults with Poor Reading Skills: How Lexical Knowledge Interacts with Scores on Standardized Reading Comprehension Tests.

Cognitive theories in discourse-processing research

The event template for a verb is a lexical representation of the type of event that the verb can denote. Manner of motion verbs have a simple template: An entity is engaged in a manner of motion activity (e.g., walk). Change of location verbs have a different template: An entity changes from one location to another (e.g., arrive). We propose, and support empirically, that these templates determine the propositional structures of sentences in which the verbs are used.

/pdf/meanings-propositions-and-verbs-4pszwllvop.pdf

Meanings, propositions, and verbs.

We examined the effects of aging on performance in an item-recognition experiment with confidence judgments. A model for confidence judgments and response time (RTs; Ratcliff & Starns, 2013) was used to fit a large amount of data from a new sample of older adults and a previously reported sample of younger adults. This model of confidence judgments allows us to distinguish between changes evidence from memory and changes in decision-related components and it accounts for both RT distributions and response proportions. Older adults took longer to respond than younger adults, older adults exhibited a small decrease in the strength of evidence from memory compared with younger adults and a slight bias toward judging items as "old." The difference in RTs between the 2 age groups was primarily explained by the difference in the nondecision component. Although our small sample size makes the general conclusions about aging tentative, the results are consistent with other research examining the effects of aging in two-choice RT tasks and response-signal tasks, and the study demonstrates that confidence judgment choice proportion and RT distribution data from older adults can be fit with the response time and confidence 2 (RTCON2) model. (PsycINFO Database Record

Aging and Confidence Judgments in Item Recognition.

Listmaker, a programming language developed to simplify the production of stimulus lists for cognitive psychology experiments, is described. The user writes a description of the experiment in the language, and the computer program then generates stimulus lists for the experiment from files of materials. The language allows the user to manipulate easily a wide variety of stimulus materials (e.g., single words, sentences, or multiline stories). The language also provides simple commands that allow even very complex randomized and counterbalanced designs to be implemented. Two examples of programs written in the language are provided and explained in detail. Finally, an interface to a real-time experimental system is described.

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Gail McKoon

Papers

Adults with Poor Reading Skills: How Lexical Knowledge Interacts with Scores on Standardized Reading Comprehension Tests.

Cognitive theories in discourse-processing research

Meanings, propositions, and verbs.

Aging and Confidence Judgments in Item Recognition.

A flexible programming language for generating stimulus lists for cognitive psychology experiments