An examination of the effect of sponsorship stimuli on consumer perceptions of concrete and abstract brand attributes

A Solomon four-group experiment, controlling for order effects, examined the effect of a sponsorship stimulus on consumers’ perceptions of concrete and abstract brand attributes. Results for this study suggested that consumers who are aware of an association between an event sponsorship and a brand demonstrate more favorable perceptions of abstract brand attributes than those who are unaware of such an association. The same favourable perceptions were not found for concrete brand attributes.

Differential Equations in Abstract Cones

We extend the method of quasilinearization to differential equations in abstract normal cones. Under some assumptions, corresponding monotone iterations converge to the unique solution of our problem and this convergence is superlinear or semi–superlinear

Abstract Subdifferential Calculus and Semi-Convex Functions

∗ The work is partially supported by NSFR Grant No MM 409/94.

Frontal Solutions: an Information Technology Transfer to Abstract Mathematics

The paper introduces a method for dependencies discovery during human-machine interaction. It is based on an analysis of numerical data sets in knowledge-poor environments. The driven procedures are independent and they interact on a competitive principle. The research focuses on seven of them. The application is in Number Theory.

An Abstract Second Kind Fredholm Integral Equation with Degenerated Kernel

Mathematics Subject Classification: 44A40, 45B05

Polysemy advantage with abstract but not concrete words

Peer reviewed

Polysemy advantage with abstract but not concrete words

Peer reviewed

Concrete and abstract concepts in school age children

The aim of this study is to highlight what kind of information distinguishes abstract and concrete conceptual knowledge in different aged children. A familiarity-rating task has shown that 8-year-olds judged concrete concepts as very familiar while abstract concepts were judged as much less familiar with ratings increasing substantially from age 10 to age 12, according to literature showing that abstract terms are not mastered until adolescence (Schwanenflugel, 1991). The types of relation elicited by abstract and concrete concepts during development were investigated in an association production task. At all considered age levels, concrete concepts mainly activated attributive and thematic relations as well as, to a much lesser extent, taxonomic relations and stereotypes. Abstract concepts, instead, elicited mainly thematic relations and, to a much lesser extent, examples and taxonomic relations. The patterns of relations elicited were already differentiated by age 8, becoming more specific in abstract concepts with age.

Different domains in abstract concepts

This study is a first attempt to unravel the almost unexplored domain of abstract conceptual knowledge. Four kinds of abstract concepts (nominal kinds, states of the self, cognitive processes, and emotion concepts) were investigated in two experiments. Emotion concepts displayed a specific pattern in both concreteness/abstractness and imagery ratings (cf. Altarriba et al., 1999), as did the other considered domains of abstract knowledge (Experiment 1). In Experiment 2 we highlighted the specific pattern of information (taxonomic, thematic, attributive, etc) these different abstract domains elicited in a definition production task.

The acquisition of abstract words by young infants.

Young infants' learning of words for abstract concepts like 'all gone' and 'eat,' in contrast to their learning of more concrete words like 'apple' and 'shoe,' may follow a relatively protracted developmental course. We examined whether infants know such abstract words. Parents named one of two events shown in side-by-side videos while their 6-16-month-old infants (n=98) watched. On average, infants successfully looked at the named video by 10 months, but not earlier, and infants' looking at the named referent increased robustly at around 14 months. Six-month-olds already understand concrete words in this task (Bergelson & Swingley, 2012). A video-corpus analysis of unscripted mother-infant interaction showed that mothers used the tested abstract words less often in the presence of their referent events than they used concrete words in the presence of their referent objects. We suggest that referential uncertainty in abstract words' teaching conditions may explain the later acquisition of abstract than concrete words, and we discuss the possible role of changes in social-cognitive abilities over the 6-14 month period.

Building autonomous sensitive artificial listeners (Extended abstract)

This paper describes a substantial effort to build a real-time interactive multimodal dialogue system with a focus on emotional and non-verbal interaction capabilities. The work is motivated by the aim to provide technology with competences in perceiving and producing the emotional and non-verbal behaviours required to sustain a conversational dialogue. We present the Sensitive Artificial Listener (SAL) scenario as a setting which seems particularly suited for the study of emotional and non-verbal behaviour, since it requires only very limited verbal understanding on the part of the machine. This scenario allows us to concentrate on non-verbal capabilities without having to address at the same time the challenges of spoken language understanding, task modeling etc. We first summarise three prototype versions of the SAL scenario, in which the behaviour of the Sensitive Artificial Listener characters was determined by a human operator. These prototypes served the purpose of verifying the effectiveness of the SAL scenario and allowed us to collect data required for building system components for analysing and synthesising the respective behaviours. We then describe the fully autonomous integrated real-time system we created, which combines incremental analysis of user behaviour, dialogue management, and synthesis of speaker and listener behaviour of a SAL character displayed as a virtual agent. We discuss principles that should underlie the evaluation of SAL-type systems. Since the system is designed for modularity and reuse, and since it is publicly available, the SAL system has potential as a joint research tool in the affective computing research community.