Статті в журналах: "Explicit vs"

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Maliszewski, Norbert, Klaudyna Jankowska, and Hubert Suszek. "Implicit vs. explicit power motive." Problemy Zarzadzania 12, no. 1 (March 31, 2014): 50–65. http://dx.doi.org/10.7172/1644-9584.45.4.

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Schmidt, Steffen, Matthias Limbach, Sascha Langner, Klaus-Peter Wiedmann, Levke Albertsen, and Philipp Reiter. "Official sports sponsorship fortress vs ambush marketing attack." International Journal of Sports Marketing and Sponsorship 19, no. 1 (February 5, 2018): 91–108. http://dx.doi.org/10.1108/ijsms-10-2016-0071.

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Purpose The purpose of this paper is to assess the effectiveness of event-related sports sponsorship and ambushing activity using social media video advertising that aim to affect spectators’ implicit and explicit brand information processing. Design/methodology/approach A dual model of brand knowledge is used that considers the implicit and explicit information processing of marketing-induced brand messages. A web study was conducted prior to the 2014 FIFA World Cup. Each participant implicitly and explicitly evaluated either one sponsor brand or one ambush brand before and after watching the video advertisement (within-subject design). A Wilcoxon signed-rank test was used to evaluate each change of the pre-post testing scores. Findings Implicit and explicit brand associations as well as brand behavior were partially affected by the short contact with the advertisements of sponsor brands and ambush brands. In this regard, the implicit association measurements were more sensitive to reveal changes in the brand knowledge structure than their explicit counterparts. Furthermore, sponsorship advertising was slightly more effective than ambush advertising. Originality/value The current exploratory study evaluated for the first time the performance of event-related video advertisements that were originally released on social media of sponsor brands and ambush brands. The findings emphasize the necessary requirement of evaluating the implicit processing in addition to the explicit processing of sponsorship information to ensure a holistic evaluation of consumers’ memory with regard to the effectiveness of a sponsorship activity.

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Evans, D. J., and M. P. Bekakos. "Group explicit complete method vs. standard explicit method on mimd parallel systems." International Journal of Computer Mathematics 46, no. 1-2 (January 1992): 113–30. http://dx.doi.org/10.1080/00207169208804143.

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Aoki, Katsuki, Shinji Mukohyama, and Ryo Namba. "Positivity vs. Lorentz-violation: an explicit example." Journal of Cosmology and Astroparticle Physics 2021, no. 10 (October 1, 2021): 079. http://dx.doi.org/10.1088/1475-7516/2021/10/079.

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Ruiz Arriola, E., S. Szpigel, and V. S. Timóteo. "Implicit vs explicit renormalization and effective interactions." Physics Letters B 728 (January 2014): 596–601. http://dx.doi.org/10.1016/j.physletb.2013.12.038.

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Alba, George. "The effect of implicit (vs explicit) rejection on the behavioral intentions of online daters." Online Information Review 45, no. 5 (February 11, 2021): 930–45. http://dx.doi.org/10.1108/oir-06-2020-0207.

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PurposeOnline dating facilitates both dater interactions and rejections. Given the vast offer of potential mates and daters' limited time, several rejections may occur. On online dating platforms, most of these rejections are simply the absence of a reply (ignoring). The purpose of this paper is to compare the impact of implicit rejection (ignoring) vs explicit rejection (declining) on the behavioral intentions of daters, considering self-esteem as a moderator.Design/methodology/approachExperiment 1 investigated the effect of the extent of rejection (implicit vs explicit vs control) on the behavioral intentions of online daters. Experiment 2 assessed observers' recommended actions to a male (vs female) online dater following rejection (implicit vs explicit vs control).FindingsImplicit rejections generate greater behavioral intentions than explicit rejections. Both daters (study 1) and observers of the dating scenario (study 2) indicated greater intent to revise their profiles (study 1) or recommend a profile revision (study 2) when implicitly (vs explicitly) rejected by interaction partners. Self-esteem moderated the effect of the extent of rejection. Higher levels of self-esteem eliminate and lower levels of self-esteem intensify the effect of the extent of rejection on behavioral intentions. Additionally, observers' recommendations based on the extent of rejection depend on the rejected dater's gender.Originality/valueIgnoring is a frequent practice among dating platform users, and this paper provides an original contribution to better understand the differences stemming from implicit or explicit rejection of online daters.Peer reviewThe peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-06-2020-0207

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Kovic, Vanja, Gert Westermann, and Kim Plunkett. "Implicit vs. explicit learning in German noun plurals." Psihologija 41, no. 4 (2008): 387–411. http://dx.doi.org/10.2298/psi0804387k.

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Over the past few decades there has been a lot of debate about language learning and the opinion about the status of mental rule during the process of language learning is still divided between different researches. The present study examines learning morphology of German noun plurals based on rules, examples or on both, rules and examples. The results across these three experimental conditions suggest that the morphological patterns are learned more easily in the form of rules and thus, seem to be more easily captured by dual-route (which suggest that rules and exceptions are processed by two qualitatively different mechanisms) than single route theories (which suggest a singe mechanism for processing both rules and exceptions). However, a closer examination of error patterns across the five rules (-e, -n, -er, ?, -s) revealed results confronting dual-route theories and suggest the existence of two rulemechanisms (-n and -s) rather than one for learning regular inflection in German plural nouns. Moreover, the second rule (with plural ending -n) was the easiest one to be learned, although it is the fifth rule (with plural ending -s) which is considered as a default rule in German.

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Cameron, Brendan D., Ian M. Franks, J. Timothy Inglis, and Romeo Chua. "Reach adaptation to explicit vs. implicit target error." Experimental Brain Research 203, no. 2 (April 11, 2010): 367–80. http://dx.doi.org/10.1007/s00221-010-2239-x.

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9

Ben-David, Arie, and Janice Mandel. "Classification accuracy: Machine learning vs. explicit knowledge acquisition." Machine Learning 18, no. 1 (January 1995): 109–14. http://dx.doi.org/10.1007/bf00993823.

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Huißmann, Sebastian, Christos N. Likos, and Ronald Blaak. "Explicit vs Implicit Water Simulations of Charged Dendrimers." Macromolecules 45, no. 5 (February 22, 2012): 2562–69. http://dx.doi.org/10.1021/ma202520d.

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11

Gamble, Jordan R. "Tacit vs explicit knowledge as antecedents for organizational change." Journal of Organizational Change Management 33, no. 6 (October 5, 2020): 1123–41. http://dx.doi.org/10.1108/jocm-04-2020-0121.

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PurposeThe aim of this paper is to explore the dichotomous role of knowledge through an examination of tacit and explicit knowledge in organizational change contexts.Design/methodology/approachThe study's aim is achieved by an analytical review of the seminal and contemporary knowledge management literature.FindingsThe paper contributes to the current body of knowledge management literature by analyzing a wide range of key literature and presenting a contemporary overview that compares the role of tacit and explicit knowledge within organizational change contexts.Research limitations/implicationsThe findings contribute toward theoretical development in the knowledge management field by providing researchers with future research directions to build upon previous theoretical understandings and advance our collective knowledge of the research domain.Practical implicationsThe paper offers practical and pragmatic insights that will help firm managers to use tacit and/or explicit knowledge to manage organizational change.Originality/valueThis article presents an original comparative table that summarizes and compares the key understandings and insights from across the literature sources on a range of important aspects, and then presents implications for the two knowledge typologies. The paper also presents an original research framework containing a structured database of related calls for research by the latest academic publications. Furthermore, it provides specific and informed managerial recommendations for best practice in the integration of these knowledge typologies into organizational change management.

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12

de Luca, Stefano, and Roberta Di Pace. "Modelling Passenger Departure Airport Choice: Implicit vs. Explicit Approaches." Procedia - Social and Behavioral Sciences 54 (October 2012): 875–85. http://dx.doi.org/10.1016/j.sbspro.2012.09.803.

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13

Daumeyer, Natalie M., Ivuoma N. Onyeador, Xanni Brown, and Jennifer A. Richeson. "Consequences of attributing discrimination to implicit vs. explicit bias." Journal of Experimental Social Psychology 84 (September 2019): 103812. http://dx.doi.org/10.1016/j.jesp.2019.04.010.

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Blochowiak, Joanna, Cristina Grisot, and Liesbeth Degand. "From implicit to explicit." Pragmatics and Cognition 29, no. 1 (December 31, 2022): 29–58. http://dx.doi.org/10.1075/pc.21001.blo.

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Abstract The presence of discourse relations can be marked explicitly with lexical items such as specialized and underspecified connectives or left implicit. It is now well established that the presence of specialized connective facilitates the processing of these relations. The question is to gauge how different degrees of explicitness affect the processing of discourse relations. This study investigates this question with respect to two relations, which are fundamental to our cognition and which are closely tied: causal relations and temporal relations. We carried out a self-paced reading experiment, in which we sought to compare the cost of inferring the presence of causal vs. temporal relations in the absence vs. presence of a connective indicating a given relation in French. For the explicit marking, two types of connectives were tested – one specialized for each relation (donc for causality and puis for temporality) and one underspecified (et in its temporal and causal readings). Overall, our results confirm the facilitator role of discourse connectives: we find that explicit discourse relations are processed faster than implicit ones. The specific (rather than underspecified) connective facilitates processing for temporal relations but not for causal relations; and temporal relations were read equally fast as causal relations.

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Tayebipour, Farhad. "The Impact of Written vs. Oral Corrective Feedback on Omani Part-time vs. Full-time College Students’ Accurate Use and Retention of the Passive Voice." Journal of Language Teaching and Research 10, no. 1 (January 1, 2019): 150. http://dx.doi.org/10.17507/jltr.1001.17.

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The present study was an attempt to discover the effects of explicit written vs. explicit oral corrective feedback on Omani part-time vs. full-time College students’ accurate use and retention of the passive voice. The participants consisted of the students of six intact classes, i. e. three part-time and three full-time, who took an Oxford Quick Placement Test (OQPT) as a general proficiency test. Following the proficiency test, the participants took three similar, but not identical, tests on the target structure as pretest, posttest and delayed posttest. In response to the errors made in the pretest, the experimental groups received explicit written and explicit oral corrective feedback in their treatment phase whereas the control groups did not receive such explicit written or explicit oral feedback. The accuracy of the use and retention of the passive voice was measured by a posttest and a delayed posttest. The results indicated a significant difference between the pretest performance of the experimental groups and their performance in the posttest and the delayed posttest. Similarly, the results showed a significant difference between the performance of the experimental groups and that of the control groups in the sense that the experimental groups outperformed the control groups. In addition, there was a significant difference between the performance of the part-time students and that of the full-time students in that the part-time students outperformed the full-time students. Finally, there was no significant difference between the experimental groups’ performance on the posttest and their performance on the delayed posttest.

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Gabrielova, Elena V., and Olga I. Maksimenko. "Implicit vs explicit evaluation: How English-speaking Twitter users discuss migration problems." Russian Journal of Linguistics 25, no. 1 (December 15, 2021): 105–24. http://dx.doi.org/10.22363/2687-0088-2021-25-1-105-124.

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The current research answers the question how Twitter users express their evaluation of topical social problems (explicitly or implicitly) and what linguistic means they use, being restricted by the allowed length of the message. The article explores how Twitter users communicate with each other and exchange ideas on social issues of great importance, express their feelings using a number of linguistic means, while being limited by a fixed number of characters, and form solidarity, being geographically distant from each other. The research is focused on the linguistic tools employed by Twitter users in order to express their personal attitude. The subject chosen for study was the migration processes in Europe and the USA. The aim of the current investigation is to determine the correlation between the attitudes of English-speaking users towards migration and the way they are expressed implicitly or explicitly. The authors make an attempt to define which tools contribute to the implicit or explicit nature of the utterances. The material includes 100 tweets of English-speaking users collected from February 1 to July 31, 2017. The choice of the time period is defined by significant events in Trumps migration policy and their consequences. The research is based on the content analysis of the material carried out by means of the Atlas.ti program. The software performs the coding of textual units, counts the frequency of codes and their correlation. The results of the research show that Twitter users tend to express their critical attitudes towards migration, rather than approve of it or sympathise with migrants. Criticism is more often expressed implicitly rather than explicitly. In order to disguise the attitude and feelings, the English-speaking users of Twitter employed irony, questions and quotations, while the explicit expression of attitudes was done by means of imperative structures. It is also worth mentioning that ellipses, contractions and abbreviations were used quite frequently due to the word limit of tweets. At the same time, the lack of knowledge about extralinguistic factors and personal characteristics of users makes the process of interpretation of tweets rather challenging. The findings of the current research suggest the necessity to take into account implicit negative attitudes while carrying out the analysis of public opinion on Twitter.

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Hertz, Matthew, and Emery D. Berger. "Quantifying the performance of garbage collection vs. explicit memory management." ACM SIGPLAN Notices 40, no. 10 (October 12, 2005): 313–26. http://dx.doi.org/10.1145/1103845.1094836.

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Kriss, Peter H., Rosemarie Nagel, and Roberto A. Weber. "Implicit vs. explicit deception in ultimatum games with incomplete information." Journal of Economic Behavior & Organization 93 (September 2013): 337–46. http://dx.doi.org/10.1016/j.jebo.2013.03.024.

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Cserjési, Renáta, Nicolas Vermeulen, Olivier Luminet, Clarisse Marechal, François Nef, Yves Simon, and László Lénárd. "Explicit vs. implicit body image evaluation in restrictive anorexia nervosa." Psychiatry Research 175, no. 1-2 (January 2010): 148–53. http://dx.doi.org/10.1016/j.psychres.2009.07.002.

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Kytö, Elina, Harold Bult, Esther Aarts, Joost Wegman, Rianne M. A. J. Ruijschop, and Sari Mustonen. "Comparison of explicit vs. implicit measurements in predicting food purchases." Food Quality and Preference 78 (December 2019): 103733. http://dx.doi.org/10.1016/j.foodqual.2019.103733.

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Vasheghani Farahani, Mehrdad, Omid Rezaei, and Milad Masoomzadeh. "Teaching implicit vs explicit reading comprehension skills and translation performance of Iranian undergraduate students." Journal of Applied Research in Higher Education 11, no. 4 (October 14, 2019): 844–62. http://dx.doi.org/10.1108/jarhe-12-2018-0262.

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Purpose This paper reports on a quasi-experimental research performed in the field of reading comprehension and translation quality. The purpose of this paper is to investigate the comparative effect of explicit vs implicit reading comprehension skills on translation quality of Iranian translation students at BA level. Design/methodology/approach The design of this research was quasi-experimental in nature. This design was preferred in this study, as it was impossible to assign random sampling to the subjects and apply a true experimental design. The research in hand was also a comparative group design research in a sense that it was supposed to compare two reading comprehension methods (explicit vs implicit) with different treatments. Findings In light of this research, some conclusions can be drawn. It can be concluded that there is a positive and direct relationship between reading comprehension and translation, as the first step of translation is to understand the content of the source text (Reid, 1993). Research limitations/implications The reading comprehension ability of translation students should be enhanced in their undergraduate classes so that they can better understand the source text and produce a more fluent translation. In order to teach reading comprehension skills, both implicit and explicit techniques can be applied; however, it is better if the subjects receive explicit instruction, as this technique may have more positive results. Originality/value Various researchers have explored explicit and implicit instructions on such areas as reading, speaking and listening (see, e.g. Jalilifar and Alipour, 2007; Vahid Dastjerdi and Shirzad, 2010; Negahi and Nouri, 2014; Khanbeiki and Abdolmanafi-Rokni, 2015; Khoii et al., 2015; Mostafavi and Vahdany 2016; Rahimi and Riasati, 2017). Although the results of these studies have shown the positive impacts of both explicit and implicit teaching, explicit has more positive impacts. However, the review of the literature shows that explicit and implicit reading comprehension skills have not been investigated in relation to teaching translation and their possible impacts on translation quality.

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Bahat, G., B. Ilhan, I. Bay, S. Avci, F. Tufan, C. Kilic, and M. Karan. "COMPARING THE EXPLICIT TOOLS VS. IMPLICIT EVALUATION AMONG TURKISH GERIATRIC OUTPATIENTS." Innovation in Aging 1, suppl_1 (June 30, 2017): 1048. http://dx.doi.org/10.1093/geroni/igx004.3830.

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23

Motlagh, Leily Nekuruh. "Irinan EFL Teachers’ Preferences For Corrective Feedback Types, implicit Vs Explicit." Procedia - Social and Behavioral Sciences 192 (June 2015): 364–70. http://dx.doi.org/10.1016/j.sbspro.2015.06.052.

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24

Zhu, Yulian, Songcan Chen, and Qing Tian. "Spatial regularization in subspace learning for face recognition: implicit vs. explicit." Neurocomputing 173 (January 2016): 1554–64. http://dx.doi.org/10.1016/j.neucom.2015.09.028.

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25

Nentjes, Lieke, David P. Bernstein, Maaike Cima, and Reinout W. Wiers. "Implicit vs. explicit dimensions of guilt and dominance in criminal psychopathy." International Journal of Law and Psychiatry 52 (May 2017): 35–43. http://dx.doi.org/10.1016/j.ijlp.2017.03.006.

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Garrod, Luke, and Matthew Olczak. "Explicit vs tacit collusion: The effects of firm numbers and asymmetries." International Journal of Industrial Organization 56 (January 2018): 1–25. http://dx.doi.org/10.1016/j.ijindorg.2017.10.006.

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Fonseca, Miguel A., and Hans-Theo Normann. "Explicit vs. tacit collusion—The impact of communication in oligopoly experiments." European Economic Review 56, no. 8 (November 2012): 1759–72. http://dx.doi.org/10.1016/j.euroecorev.2012.09.002.

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Khalil, Elias L., and Kevin Wu. "Explicit vs implicit proprietorship: Can endowment effect theory explain exchange asymmetry?" Economics Letters 154 (May 2017): 117–19. http://dx.doi.org/10.1016/j.econlet.2017.02.023.

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Jeong, Howon, Sungho Cho, Minyoung Lee, and Endarman Sputra. "Race of Athlete-Spokesperson and Implicit and Explicit Responses to Advertising." Social Behavior and Personality: an international journal 42, no. 4 (May 15, 2014): 655–71. http://dx.doi.org/10.2224/sbp.2014.42.4.655.

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In this study we investigated racial vs. athletes from other countries, bias and differences in attitude of South Koreans toward advertisements featuring Korean vs. foreign athletes and White vs. Black athletes by implementing explicit and implicit measures. The results suggest that Koreans have: (a) implicit preferences for Korean athletes over foreign athletes, (b) implicit attitudes that are more favorable toward advertisements featuring Korean athletes than toward those featuring foreign athlete-spokespersons, (c) implicit preferences for White athletes over Black athletes, and (d) implicit attitudes that are more favorable toward advertisements featuring White athlete-spokespersons than toward those featuring Black athlete-spokespersons. The explicit measures revealed several contradictory results; therefore we have discussed implications for the discrepancy between implicit and explicit measurement methods and the usefulness of implicit measures in the context of racial bias research.

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Karimi, Lotfollah, and Nahid Esfandiari. "The Effect of Recast vs. Explicit Corrective Feedback on Iranian EFL Learners' Stress Patterns Learning." Theory and Practice in Language Studies 6, no. 6 (June 7, 2016): 1166. http://dx.doi.org/10.17507/tpls.0606.05.

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The present study was conducted to compare the effect of recast and explicit corrective feedback on Iranian EFL learners' stress patterns learning. After administering a Nelson test, 60 intermediate female learners out of 80 were selected from intact classes at Iranian, Eram, Jouya, and zaban Sara Language Institutes in Islam Abad Gharb, Iran. These sixty participants were randomly assigned to three groups namely, recast group (G1), explicit corrective feedback group (G2), and control group (G3), each consisting of twenty participants. After that a piloted researcher-made pretest concerning stress patterns on words and sentences was administered to the participants. Then, one of the experimental groups was treated via recast and the other one via explicit corrective feedback, and the control group via traditional method of teaching stress patterns. After the treatment, a piloted posttest administered to all groups. To analyze the data ANCOVA and One-way ANOVA were run and the results revealed that both recast and explicit corrective feedback had positive effect on the learners' stress patterns learning. However, the effect of recast was stronger than that of the explicit corrective feedback. Pedagogically, teachers, syllabus designers, and language learners may use the findings of this study in their practice.

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Whitley, Bernard E., and Gregory D. Webster. "The Relationships of Intergroup Ideologies to Ethnic Prejudice: A Meta-Analysis." Personality and Social Psychology Review 23, no. 3 (April 4, 2018): 207–37. http://dx.doi.org/10.1177/1088868318761423.

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This meta-analysis summarizes the results of research on the relationships of majority group members’ endorsement of assimilation, colorblindness, multiculturalism, and the relative relationships of colorblindness and multiculturalism to ethnic prejudice. Random effects analyses found that assimilation was positively related to explicit prejudice ( g. = 0.80), multiculturalism was negatively related to both explicit ( g. = −0.26) and implicit prejudice ( g. = −0.19), and colorblindness was negatively related to explicit prejudice ( g. = −0.07). Multiculturalism was more closely associated with low prejudice than colorblindness ( g. = 0.15). Effect sizes varied as a function of methodology (experimental vs. correlational), country in which research was conducted (United States vs. other countries), and, in experimental studies of multiculturalism, type of prime used (abstract vs. concrete). Discussion points include methodological issues, groups used as targets of prejudice, national diversity norms, additional issues raised in the studies reviewed, and directions for future research.

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Czajko, Jakub. "Angular Nonradial vs. Usual Radial Potential Energy Quotient." International Letters of Chemistry, Physics and Astronomy 52 (June 2015): 172–77. http://dx.doi.org/10.18052/www.scipress.com/ilcpa.52.172.

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Potential energy quotient of the angular nonradial to the usual radial potential energy (and the quotient’s density for a closed orbit or an openended trajectory of a satellite) is offered without direct dependence on the mass of the given (assumed as nonrotating) celestial body (such as star or planet) but with explicit dependence on the body’s density of matter.

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Czajko, Jakub. "Angular Nonradial vs. Usual Radial Potential Energy Quotient." International Letters of Chemistry, Physics and Astronomy 52 (June 2, 2015): 172–77. http://dx.doi.org/10.56431/p-f1k4q7.

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Potential energy quotient of the angular nonradial to the usual radial potential energy (and the quotient’s density for a closed orbit or an openended trajectory of a satellite) is offered without direct dependence on the mass of the given (assumed as nonrotating) celestial body (such as star or planet) but with explicit dependence on the body’s density of matter.

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Lemish, Nataliya, Svitlana Matvieieva, Yuliia Orlova, and Juliia Kononets. "Culture vs Stereotypical Thinking vs Language Facts." Khazar Journal of Humanities and Social Sciences 25, no. 1 (April 2022): 64–86. http://dx.doi.org/10.5782/2223-2621.2022.25.1.64.

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The paper considers the topical issue of contemporary Intercultural Communication, Linguoculturology, Psycholinguistics, Psychology, dealing with importance of an individual’s awareness of cultural factors of different nations, specificity of national thinking (stereotypical in particular), ability of different languages to reflect reality differently, as well as establishing their interrelation. The findings prove close (integral and interdependent) relations among culture, stereotypical thinking, and language facts. It is stated that all the cultural universals contain a kind of deep structures of human consciousness which correlate with national peculiarities of each separate culture. Any changes in society always cause changes of vital senses and values fixed in cultural universals. Language is a prerequisite and “a verbal expression” of culture. As a sociocultural factor language helps to gain and organize human experience, and any national culture depends upon the character and specificity of a separate language. The results show that thinking is investigated through language analysis. The authors argue that thinking is influenced by national values and customs of the country where a person is brought up, thus confirming the existence of stereotypical thinking. Such stereotypes are rooted in social conditions and prior experiences; they may be neutral or have a positive / negative impact. People should be aware of explicit / implicit stereotypes existence and of an individual’s ability to think stereotypically. In this connection language facts (in their relation to stereotypical thinking within various cultures) are readily perceived by most representatives of discrete nations / groups and reflect both the encouraged moral values, and beliefs, as well as stigmatised human vices and ridiculed negative phenomena.

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Schneider, G. E., and K. Wittich. "Explicit vs implicit schemes for the spectral method for the heat equation." Journal of Thermophysics and Heat Transfer 7, no. 3 (July 1993): 454–61. http://dx.doi.org/10.2514/3.440.

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Tedeschi, Marcello, Beatrice Luceri, Sabrina Latusi, Donata Tania Vergura, and Cristina Zerbini. "Consumer Responses to Explicit Sexual Stimuli in Advertising: Artistic vs Provocative Style." International Business Research 11, no. 1 (December 19, 2017): 102. http://dx.doi.org/10.5539/ibr.v11n1p102.

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This study extends prior research on sexual appeal advertising by developing a model of consumer responses to explicit sexual stimuli conveyed through different expressive styles (artistic versus provocative). A between-subjects experimental design (N=369) was conducted. The theoretical model includes ad-, brand- and behaviour-related variables. Structural equation modelling was used to estimate the hypothesized relationships.Findings reveal that the use of an artistic format stimulates a better response than the use of images in merely provocative poses. From a female consumer perspective, all paths were positive and significant when exposed to the artistic nudity stimuli, with the only exception of the positive emotions-purchase intention relationship. Results suggest a moderating role of the mode of representing sexual images on attitude-intention relationships. From a male consumer perspective, the response was similar, but any effect was present between attitude towards the advertisement and purchase intention. Support was found for a moderating influence of expressive styles on positive emotion-attitude towards the brand relationship.The paper sheds new lights on the way explicit sexual stimuli can be represented, offering a contribution to improving the communication effectiveness of products and brands that exploit sexual stimuli.

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Carvalho, Joana, Oleg Czop, Marta Rocha, Pedro Nobre, and Sandra Soares. "Gender Differences in the Automatic Attention to Romantic Vs Sexually Explicit Stimuli." Journal of Sexual Medicine 15, no. 8 (August 2018): 1083–92. http://dx.doi.org/10.1016/j.jsxm.2018.06.008.

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Sandu, A., J. G. Verwer, M. Van Loon, G. R. Carmichael, F. A. Potra, D. Dabdub, and J. H. Seinfeld. "Benchmarking stiff ode solvers for atmospheric chemistry problems-I. implicit vs explicit." Atmospheric Environment 31, no. 19 (October 1997): 3151–66. http://dx.doi.org/10.1016/s1352-2310(97)00059-9.

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Krebs, Georgina, Colette R. Hirsch, and Andrew Mathews. "The effect of attention modification with explicit vs. minimal instructions on worry." Behaviour Research and Therapy 48, no. 3 (March 2010): 251–56. http://dx.doi.org/10.1016/j.brat.2009.10.009.

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김정은. "Timing of form-focused instruction and development of implicit vs. explicit knowledge." English Teaching 69, no. 2 (June 2014): 123–47. http://dx.doi.org/10.15858/engtea.69.2.201406.123.

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Zhou, Ruhong. "Free energy landscape of protein folding in water: Explicit vs. implicit solvent." Proteins: Structure, Function, and Genetics 53, no. 2 (September 24, 2003): 148–61. http://dx.doi.org/10.1002/prot.10483.

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Lacabex, Esther Gomez, and Francisco Gallardo-del-Puerto. "Explicit phonetic instruction vs. implicit attention to native exposure: phonological awareness of English schwa in CLIL." International Review of Applied Linguistics in Language Teaching 58, no. 4 (November 26, 2020): 419–42. http://dx.doi.org/10.1515/iral-2017-0079.

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AbstractThe present study aims at determining whether instruction in the form of explicit phonetic training and of implicit exposure to native input impacted Content and Language Integrated Learning (CLIL) students’ phonological awareness of the occurrence of English schwa in unstressed syllables of content words (bacon). Four intact CLIL groups were administered a perception task immediately before and after an intervention period of one month in which two groups underwent explicit instruction on the incidence of reduced vowels versus full vowels in English disyllabic words while another group was exposed to native input in their CLIL sessions. A fourth CLIL group with neither explicit intervention nor native teacher input served as control group. All four groups tended to judge both schwas and full vowels as correct in the pre-test, indicating that they were not knowledgeable of the general pattern of vowel reduction occurrence in unstressed syllables in English prior to intervention. In the post-test, the three experimental groups significantly improved their ability to identify full vowels as incorrect, the groups receiving explicit instruction exhibiting higher gains than the group which was implicitly exposed to native input.

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Keidan, Artemij. "Marking of quality modifiers in 2nd-generation IE languages." Poznan Studies in Contemporary Linguistics 56, no. 3 (September 25, 2020): 477–527. http://dx.doi.org/10.1515/psicl-2020-0014.

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AbstractIn PIE, quality modifiers were expressed by stative verbs and nominal epithets, rather than by special adjectival lexemes. Adjectives did not form a separate lexical class. This made the encoding of the NP constituency less explicit. If we consider what I suggest calling “second-generation IE languages” we can observe a general tendency to create new, more explicit morphological means of dependency marking within a NP. The exact outcomes of this diachronic process vary from one language to another. However, if we parametrise the variation, a common pattern becomes clearly observable. In all the languages analysed in the present paper, there is a pronoun undergoing grammaticalisation as a dependency marker. What varies is (1) the position of this element with respect to the nominal base (pre- vs. postposed); (2) the degree of agglutination (bound morpheme vs. clitic vs. free morpheme); and (3) the locus of marking (head vs. modifier vs. double or alternant marking); (4) the source morpheme that undergoes grammaticalisation (relative vs. demonstrative pronoun).

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Schnabel, Konrad, Jens B. Asendorpf, and Anthony G. Greenwald. "Understanding and using the implicit association test: V. measuring semantic aspects of trait self‐concepts." European Journal of Personality 22, no. 8 (December 2008): 695–706. http://dx.doi.org/10.1002/per.697.

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Implicit Association Tests (IATs) often reveal strong associations of self with positive rather than negative attributes. This poses a problem in using the IAT to measure associations involving traits with either positive or negative evaluative content. In two studies, we employed non‐bipolar but evaluatively balanced Big Five traits as attribute contrasts and explored correlations of IATs with positive (e.g. sociable vs. conscientious) or negative (e.g. reserved vs. chaotic) attributes. Results showed (a) satisfactory internal consistencies for all IATs, (b) explicit–explicit and implicit–implicit correlations that were moderate to high and comparable in strength after both were corrected for attenuation and (c) better model fit for latent variable models that linked the implicit and explicit measures to distinct latent factors rather to the same factor. Together, the results suggest that IATs can validly assess the semantic aspect of trait self‐concepts and that implicit and explicit self‐representations are, although correlated, also distinct constructs. Copyright © 2008 John Wiley & Sons, Ltd.

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Moslavac, Bruno. "Consent by GDPR vs. Blockchain." Revista Acadêmica Escola Superior do Ministério Público do Ceará 12, no. 1 (June 30, 2020): 149–66. http://dx.doi.org/10.54275/raesmpce.v12i1.22.

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The role of consent in personal data protection today is probably the first question for researches on how it impacts in our daily lives, ordinarily or on-line. This paper uses comparative method analyzes seemingly opposed essential parts of consent due to lawfulness of personal data processing versus inclusion of same data in a chain using blockchain technology, with the hypothesis that freewill public announcement of personal data substitute explicit consent for their processing. Finally, the author concludes that the principle of lawfulness stated by GDPR is not violated if the personal data processor using blockchain technology does not obtain consent for the processing of personal data, voluntarily put into the chain by another subject in the same “chain” and the “right to be forgotten” isn’t absolute right.

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Zirngibl, Christiane, and Iring Koch. "The Impact of Response Mode on Implicit and Explicit Sequence Learning." Experimental Psychology 49, no. 2 (April 2002): 153–62. http://dx.doi.org/10.1027//1618-3169.49.2.153.

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Evidence regarding the influence of response mode on sequence learning in serial reaction time (SRT) tasks has been mixed so far. In the present study, sequence learning was investigated under two different response conditions: manual (button presses) versus verbal (pronunciation of digits). Additionally, participants were divided post hoc into subgroups differing in their degree of explicit knowledge about the sequence. Results showed an interaction between response mode and type of learning (implicit vs. explicit), with explicit learning functioning more effectively under verbal than under manual conditions, whereas implicit learning was unaffected by the variation of the response mode. Implications concerning different underlying learning mechanisms (R-R learning vs. R-S learning) are discussed. Specifically, we suggest that the high response-effect distinctiveness of the verbal responses facilitated R-R learning.

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Johnson, Taylor, Erin Peacock, Julia Silver, James Marsh, Richard Petty, and M. A. Krousel-Wood. "SEX DIFFERENCES BETWEEN ATTITUDES TOWARD MEDICATIONS AND POOR ANTIHYPERTENSIVE MEDICATION ADHERENCE IN ELDERLY." Innovation in Aging 3, Supplement_1 (November 2019): S260. http://dx.doi.org/10.1093/geroni/igz038.971.

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Abstract Despite its importance for blood pressure control, antihypertensive medication adherence remains a challenge in older adults. Explicit and implicit attitudinal ambivalence toward medications (holding both positive and negative explicit attitudes, and discrepant explicit and implicit attitudes, respectively) may underlie low adherence. We examined whether race, age, or sex affect the associations between attitudes, ambivalence, and adherence. A questionnaire and implicit association test captured medication attitudes from hypertensive adults aged ≥55 (n=199). Adherence was measured with the Krousel-Wood Medication Adherence Scale (K-Wood-MAS-4). Higher scores on the attitudes and adherence scales indicate more positive attitudes and worse adherence, respectively. Associations and effect modification by sex, race (white vs. nonwhite), and age (<65 vs. ≥65) were tested in separate ordinary least squares regressions. The sample was 51.0% female, 43.7% nonwhite, 35.5% aged ≥65, with mean K-Wood-MAS-4 0.64 (SD=0.88). Better adherence was associated with more positive net explicit attitudes (β=-0.18, 95% CI -0.30, -0.06, p=0.003), and worse adherence with higher explicit ambivalence (β=-0.05, 95% CI 0.01, 0.09, p=0.028). The associations with explicit attitudes and explicit ambivalence were significant for men (β=-0.30, 95% CI -0.48, -0.11, p=0.002 and β=0.09, 95% CI 0.03, 0.15, p=0.005, respectively) but not for women (β=-0.07, 95% CI -0.423, 0.09, p=0.378 and β=-0.00, 95% CI -0.06, 0.05, p=0.982, respectively) (p-values for interaction=0.062 and 0.031, respectively). No race or age differences were identified. Adherence was not associated with implicit attitudes or implicit ambivalence. In conclusion, explicit attitudes and explicit attitudinal ambivalence may underlie low adherence to antihypertensive medications, particularly for older men.

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Prakash, E. S. "Explicit constructivism: a missing link in ineffective lectures?" Advances in Physiology Education 34, no. 2 (June 2010): 93–96. http://dx.doi.org/10.1152/advan.00025.2010.

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This study tested the possibility that interactive lectures explicitly based on activating learners’ prior knowledge and driven by a series of logical questions might enhance the effectiveness of lectures. A class of 54 students doing the respiratory system course in the second year of the Bachelor of Medicine and Bachelor of Surgery program in my university was randomized to two groups to receive one of two types of lectures, “typical” lectures ( n = 28, 18 women and 10 men) or “constructivist” lectures ( n = 26, 19 women and 7 men), on the same topic: the regulation of respiration. Student pretest scores in the two groups were comparable ( P > 0.1). Students that received the constructivist lectures did much better in the posttest conducted immediately after the lectures (6.8 ± 3.4 for constructivist lectures vs. 4.2 ± 2.3 for typical lectures, means ± SD, P = 0.004). Although both types of lectures were well received, students that received the constructivist lectures appeared to have been more satisfied with their learning experience. However, on a posttest conducted 4 mo later, scores obtained by students in the two groups were not any different (6.9 ± 3 for constructivist lectures vs. 6.9 ± 3.7 for typical lectures, P = 0.94). This study adds to the increasing body of evidence that there is a case for the use of interactive lectures that make the construction of knowledge and understanding explicit, easy, and enjoyable to learners.

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Wojnowicz, Michael T., Melissa J. Ferguson, Rick Dale, and Michael J. Spivey. "The Self-Organization of Explicit Attitudes." Psychological Science 20, no. 11 (November 2009): 1428–35. http://dx.doi.org/10.1111/j.1467-9280.2009.02448.x.

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How do minds produce explicit attitudes over several hundred milliseconds? Speeded evaluative measures have revealed implicit biases beyond cognitive control and subjective awareness, yet mental processing may culminate in an explicit attitude that feels personally endorsed and corroborates voluntary intentions. We argue that self-reported explicit attitudes derive from a continuous, temporally dynamic process, whereby multiple simultaneously conflicting sources of information self-organize into a meaningful mental representation. While our participants reported their explicit (like vs. dislike) attitudes toward White versus Black people by moving a cursor to a “like” or “dislike” response box, we recorded streaming x- and y-coordinates from their hand-movement trajectories. We found that participants' hand-movement paths exhibited greater curvature toward the “dislike” response when they reported positive explicit attitudes toward Black people than when they reported positive explicit attitudes toward White people. Moreover, these trajectories were characterized by movement disorder and competitive velocity profiles that were predicted under the assumption that the deliberate attitudes emerged from continuous interactions between multiple simultaneously conflicting constraints.

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Dorostkar, Niku, and Alexander Preisinger. "‘Cyber hate’ vs. ‘cyber deliberation’." Journal of Language and Politics 16, no. 6 (June 12, 2017): 759–81. http://dx.doi.org/10.1075/jlp.15033.dor.

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Abstract Our contribution deals with an Austrian case study on racist discourse strategies in the forums of the Austrian online newspaper derStandard.at. First, we will consider forums as a communicative form characterised by specific linguistic features as well as its technical and functional design. Furthermore, we will present an analysis of the reader’s postings from a critical-discursive perspective following the discourse-historical approach, where the readers’ comments on articles on migration and language are investigated against the background of online-specific communication. Another subject of discussion will be areas of conflict between freedom of expression, deliberation and the ‘censorship’ of the forums by the editorial staff with the help of semi-automated tools for filtering out explicit racist postings. Finally, we discuss chances and risks of the investigated forums regarding discursive and social practices within democratically constituted societies and address the question which actions can be taken to improve the quality of such forums.

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