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X Demographics
Mendeley readers
Attention Score in Context
| Title |
ERP measures of semantic richness: the case of multiple senses
|
|---|---|
| Published in |
Frontiers in Human Neuroscience, January 2013
|
| DOI | 10.3389/fnhum.2013.00005 |
| Pubmed ID | |
| Authors |
Vanessa Taler, Shanna Kousaie, Rocío López Zunini |
| Abstract |
Semantic richness refers to the amount of semantic information that a lexical item possesses. An important measure of semantic richness is the number of related senses that a word has (e.g., TABLE meaning a piece of furniture, a table of contents, to lay aside for future discussion, etc.). We measured electrophysiological response to lexical items with many and few related senses in monolingual English-speaking young adults. Participants performed lexical decision on each item. Overall, high-sense words elicited shorter response latencies and smaller N400 amplitudes than low-sense words. These results constitute further evidence of the importance of semantic richness in lexical processing, and provide evidence that processing of multiple related senses begins as early as 200 milliseconds after stimulus onset. |
X Demographics
The data shown below were collected from the profiles of 2 X users who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Switzerland | 1 | 50% |
| United States | 1 | 50% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 1 | 50% |
| Scientists | 1 | 50% |
Mendeley readers
The data shown below were compiled from readership statistics for 39 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United States | 1 | 3% |
| Korea, Republic of | 1 | 3% |
| Unknown | 37 | 95% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Ph. D. Student | 12 | 31% |
| Researcher | 4 | 10% |
| Student > Postgraduate | 4 | 10% |
| Professor > Associate Professor | 4 | 10% |
| Student > Master | 4 | 10% |
| Other | 6 | 15% |
| Unknown | 5 | 13% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 18 | 46% |
| Linguistics | 5 | 13% |
| Agricultural and Biological Sciences | 3 | 8% |
| Neuroscience | 3 | 8% |
| Engineering | 2 | 5% |
| Other | 0 | 0% |
| Unknown | 8 | 21% |
Attention Score in Context
This research output has an Altmetric Attention Score of 1. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 31 January 2013.
All research outputs
#17,677,535
of 22,694,633 outputs
Outputs from Frontiers in Human Neuroscience
#5,698
of 7,123 outputs
Outputs of similar age
#210,115
of 280,671 outputs
Outputs of similar age from Frontiers in Human Neuroscience
#728
of 862 outputs
Altmetric has tracked 22,694,633 research outputs across all sources so far. This one is in the 19th percentile – i.e., 19% of other outputs scored the same or lower than it.
So far Altmetric has tracked 7,123 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 14.5. This one is in the 15th percentile – i.e., 15% of its peers scored the same or lower than it.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 280,671 tracked outputs that were published within six weeks on either side of this one in any source. This one is in the 22nd percentile – i.e., 22% of its contemporaries scored the same or lower than it.
We're also able to compare this research output to 862 others from the same source and published within six weeks on either side of this one. This one is in the 11th percentile – i.e., 11% of its contemporaries scored the same or lower than it.