SpaVerb-WN-A megastudy of naming times for 4562 Spanish verbs: Effects of psycholinguistic and motor content variables.

Several studies have been carried out in various languages to explore the role of the main psycholinguistic variables in word naming, mainly in nouns. However, reading of verbs has not been explored to the same extent, despite the differences that have been found between the processing of nouns and verbs. To reduce this research gap, we present here SpaVerb-WN, a megastudy of word naming in Spanish, with response times (RT) for 4562 verbs. RT were obtained from at least 20 healthy adult participants in a reading-aloud task. Several research questions on the role of syllable frequency, word length, neighbourhood, frequency, age of acquisition (AoA), and the novel variable 'motor content' in verb naming were also examined. Linear mixed-effects model analyses indicated that (1) RT increase in with increasing word length and with decreasing neighbourhood size, (2) syllable frequency does not show a significant effect on RT, (3) AoA mediates the effect of motor content, with a positive slope of motor content at low AoA scores and a negative slope at high AoA scores, and (4) there is an interaction between word frequency and AoA, in which the AoA effect for low-frequency verbs gradually decreases as frequency increases. The results are discussed in relation to existing evidence and in the context of the consistency of the spelling-sound mappings in Spanish.

German normative data with naming latencies for 283 action pictures and 600 action verbs.

Timed picture naming is a common psycholinguistic paradigm. In this task, participants are asked to label visually depicted objects or actions. Naming performance can be influenced by several picture and verb characteristics which demands fully characterized normative data. In this study, we provide a first German normative data set of picture and verb characteristics associated with a compilation of 283 freely available action pictures and 600 action verbs including naming latencies from 55 participants. We report standard measures for pictures and verbs such as name agreement indices, visual complexity, word frequency, word length, imageability and age of acquisition. In addition, we include less common parameters, such as orthographic Levenshtein distance, transitivity, reflexivity, morphological complexity, and motor content of the pictures and their associated verbs. We use repeated measures correlations in order to investigate associations between picture and word characteristics and linear mixed effects modeling for the prediction of naming latency. Our analyses reveal comparable results to previous studies in other languages, indicating high construct validity. We found that naming latency varied as a function of entropy of responses, word frequency and motor content of pictures and words. In summary, we provide first German normative data for action pictures and their associated verbs and identify variables influencing naming latency.

Physical education environment and student physical activity levels in low-income communities.

BACKGROUND: The purpose of this study was to examine the association of physical education (PE) class characteristics, such as lesson context, teacher's physical activity (PA) promotion behavior, and lesson location, with student engagement in moderate- and vigorous-intensity physical activity (MVPA) during PE lessons in elementary school (ES), middle school (MS), and high school (HS). METHODS: The study sample included 2106 PE classes from 40 schools located in low-income communities. The System for Observing Fitness Instruction Time (SOFIT) was used to assess lesson context, teacher's behavior, and student PA during PE lessons. Mixed models were used to examine the association between PE class characteristics and the probability of meeting the recommended level of MVPA during PE lessons (MVPA ≥50%), accounting for within-school random effects and school characteristics. RESULTS: Almost all PE classes (90%) with ≥60-70% of lesson time spent in motor content and ≥ 10-20% in teacher's in-class PA promotion met the recommended level of MVPA across the school levels. More specifically, among the sub-categories of motor content, more lesson time spent in fitness was significantly associated with MVPA ≥50% in all school levels. However, more lesson time spent in game play was a significant factor only in ES (OR = 2.1; 95% CI = 1.4-3.0). Outdoor lessons were a significant factor in ES (OR = 5.3; 95% CI = 3.1-9.0) and MS (OR = 21.0; 95% CI = 6.3-69.4), but not HS (OR = 1.4; 95% CI = 0.6, 3.2). CONCLUSIONS: PE lessons with higher motor content and higher teacher's in-class PA promotion are more likely to meet the recommended level of MVPA in all school levels. However, the sub-categories of motor content and lesson location could impact student MVPA differently by school levels.

Motor content norms for 4,565 verbs in Spanish.

Embodiment theory suggests that, during the processing of words related to movement, as in the case of action verbs, somatotopic activation is produced in the motor and premotor cortices. In the same way, some studies have demonstrated that patients with frontal-lobe damage, such as Parkinson's patients, have difficulties processing that kind of stimulus. At the moment, no standardized data exist concerning the motor content of Spanish verbs. Therefore, the aim of the present research was to develop a database of 4,565 verbs in Spanish through a survey filled out by 152 university students. The value for the motor content was obtained by calculating the average value from the answers of the participants. In addition, the reliability of the results was estimated, as well as their convergent validity, using diverse correlation coefficients. The database and the raw responses of the participants can be downloaded from this website: https://inco.grupos.uniovi.es/enlaces.