Completion norms for 112 Spanish sentences

The Spanish General Knowledge Norms

Norms of valence and arousal for 14,031 Spanish words.

Most current models of research on emotion recognize valence (how pleasant a stimulus is) and arousal (the level of activation or intensity that a stimulus elicits) as important components in the classification of affective experiences (Barrett, 1998; Kuppens, Tuerlinckx, Russell, & Barrett, 2012). Here we present a set of norms for valence and arousal for a very large set of Spanish words, inc...

The Spanish adaptation of ANEW (affective norms for English words).

This article presents the Spanish adaptation of the Affective Norms for English Words (ANEW; Bradley & Lang, 1999). The norms are based on 720 participants' assessments of the translation into Spanish of the 1,034 words included in the ANEW. The evaluations were done in the dimensions of valence, arousal and dominance using the Self-Assessment Manikin (SAM). Apart from these dimensions, five ob...

Fuzzy completion time for alternative stochastic networks

In this paper a network comprising alternative branching nodes with probabilistic outcomes is considered. In other words, network nodes are probabilistic with exclusive-or receiver and exclusive-or emitter. First, an analytical approach is proposed to simplify the structure of network. Then, it is assumed that the duration of activities is positive trapezoidal fuzzy number (TFN). This paper com...

Memory for generic and quantified sentences in Spanish-speaking children and adults.

Generic language ( Owls eat at night) expresses knowledge about categories and may represent a cognitively default mode of generalization. English-speaking children and adults more accurately recall generic than quantified sentences ( All owls eat at night) and tend to recall quantified sentences as generic. However, generics in English are shorter than quantified sentences, and may be better r...