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<!DOCTYPE html>
<html>
<head>
<meta charset="utf-8" />
<meta name="generator" content="pandoc" />
<meta http-equiv="X-UA-Compatible" content="IE=EDGE" />
<meta name="author" content="Elena Richert" />
<meta name="author" content="Lukas Röseler" />
<meta name="date" content="2025-08-08" />
<title>Lighthouse PoC</title>
<script src="htmlwidgets_libs/header-attrs-2.29/header-attrs.js"></script>
<script src="htmlwidgets_libs/jquery-3.6.0/jquery-3.6.0.min.js"></script>
<meta name="viewport" content="width=device-width, initial-scale=1" />
<link href="htmlwidgets_libs/bootstrap-3.3.5/css/bootstrap.min.css" rel="stylesheet" />
<script src="htmlwidgets_libs/bootstrap-3.3.5/js/bootstrap.min.js"></script>
<script src="htmlwidgets_libs/bootstrap-3.3.5/shim/html5shiv.min.js"></script>
<script src="htmlwidgets_libs/bootstrap-3.3.5/shim/respond.min.js"></script>
<style>h1 {font-size: 34px;}
h1.title {font-size: 38px;}
h2 {font-size: 30px;}
h3 {font-size: 24px;}
h4 {font-size: 18px;}
h5 {font-size: 16px;}
h6 {font-size: 12px;}
code {color: inherit; background-color: rgba(0, 0, 0, 0.04);}
pre:not([class]) { background-color: white }</style>
<script src="htmlwidgets_libs/navigation-1.1/tabsets.js"></script>
<link href="htmlwidgets_libs/highlightjs-9.12.0/default.css" rel="stylesheet" />
<script src="htmlwidgets_libs/highlightjs-9.12.0/highlight.js"></script>
<style type="text/css">
code{white-space: pre-wrap;}
span.smallcaps{font-variant: small-caps;}
span.underline{text-decoration: underline;}
div.column{display: inline-block; vertical-align: top; width: 50%;}
div.hanging-indent{margin-left: 1.5em; text-indent: -1.5em;}
ul.task-list{list-style: none;}
</style>
<style type="text/css">code{white-space: pre;}</style>
<script type="text/javascript">
if (window.hljs) {
hljs.configure({languages: []});
hljs.initHighlightingOnLoad();
if (document.readyState && document.readyState === "complete") {
window.setTimeout(function() { hljs.initHighlighting(); }, 0);
}
}
</script>
<style type = "text/css">
.main-container {
max-width: 940px;
margin-left: auto;
margin-right: auto;
}
img {
max-width:100%;
}
.tabbed-pane {
padding-top: 12px;
}
.html-widget {
margin-bottom: 20px;
}
button.code-folding-btn:focus {
outline: none;
}
summary {
display: list-item;
}
details > summary > p:only-child {
display: inline;
}
pre code {
padding: 0;
}
</style>
<!-- tabsets -->
<style type="text/css">
.tabset-dropdown > .nav-tabs {
display: inline-table;
max-height: 500px;
min-height: 44px;
overflow-y: auto;
border: 1px solid #ddd;
border-radius: 4px;
}
.tabset-dropdown > .nav-tabs > li.active:before, .tabset-dropdown > .nav-tabs.nav-tabs-open:before {
content: "\e259";
font-family: 'Glyphicons Halflings';
display: inline-block;
padding: 10px;
border-right: 1px solid #ddd;
}
.tabset-dropdown > .nav-tabs.nav-tabs-open > li.active:before {
content: "\e258";
font-family: 'Glyphicons Halflings';
border: none;
}
.tabset-dropdown > .nav-tabs > li.active {
display: block;
}
.tabset-dropdown > .nav-tabs > li > a,
.tabset-dropdown > .nav-tabs > li > a:focus,
.tabset-dropdown > .nav-tabs > li > a:hover {
border: none;
display: inline-block;
border-radius: 4px;
background-color: transparent;
}
.tabset-dropdown > .nav-tabs.nav-tabs-open > li {
display: block;
float: none;
}
.tabset-dropdown > .nav-tabs > li {
display: none;
}
</style>
<!-- code folding -->
</head>
<body>
<div class="container-fluid main-container">
<div id="header">
<h1 class="title toc-ignore">Lighthouse PoC</h1>
<h4 class="author">Elena Richert</h4>
<h4 class="author">Lukas Röseler</h4>
<h4 class="date">2025-08-08</h4>
</div>
<p>Test for folding menu</p>
<details>
<summary>
Example for ausklabbable Statistics Dingens
</summary>
<p>50.5</p>
</details>
<pre class="r"><code># lighthouse data
lh_link <- "https://docs.google.com/spreadsheets/d/1gUBU8s2de3nRVO9bHi3EJYMllcFR-MQ9Uyni1SPlEns/edit?gid=0#gid=0"
lh_link <- "https://spreadsheets.google.com/feeds/download/spreadsheets/Export?key=1gUBU8s2de3nRVO9bHi3EJYMllcFR-MQ9Uyni1SPlEns&exportFormat=xlsx"
lh <- openxlsx::read.xlsx(lh_link, sheet = "Effects Summaries")
lh_comments <- openxlsx::read.xlsx(lh_link, sheet = "Comments and MAs")
lh_joined <- lh %>% left_join(lh_comments, by = 'effect.original')
#FReD (crowdsourced Replication Database with effect names)
fred <- load_fred_data()</code></pre>
<pre><code>## Warning in clean_variables(.): NAs durch Umwandlung erzeugt</code></pre>
<pre><code>## Warning in convert_effect_sizes(fred_data[, es_value_columns[i]], fred_data[, : Unknown effect size types detected:
## - w
## -
## - γ
## - q</code></pre>
<pre><code>##
## 10 effect sizes used cannot be converted into a common metric:
## - dz
## - hazards ratio
## - cramer's v
## - beta
## - b
## - regression coefficient
## - percentage
## - h
## - cohen's h
## - unstandardized coefficient</code></pre>
<pre><code>##
## 3180 rows had missing effect sizes or effect size types.</code></pre>
<pre><code>## Warning in log(ors): NaNs wurden erzeugt</code></pre>
<pre><code>## Warning in convert_effect_sizes(fred_data[, es_value_columns[i]], fred_data[, : Unknown effect size types detected:
## - w
## - q
## - squared semi partial correlation (sr2)</code></pre>
<pre><code>##
## 9 effect sizes used cannot be converted into a common metric:
## - hazards ratio
## - dz
## - beta
## - b
## - cramer's v
## - percentage
## - h
## - cohen's h
## - unstandardized coefficient</code></pre>
<pre><code>##
## 3101 rows had missing effect sizes or effect size types.</code></pre>
<pre class="r"><code># FRiDa (preliminary double-coded and validated FReD COS version)
frida_link <- "https://github.com/forrtproject/FReD-data/raw/refs/heads/main/COS%20Reports/2025-08-05_COSdata_validated.xlsx"
frida <- openxlsx::read.xlsx(frida_link)
# add effect name [in the future, effect original should be included in FRiDa]
fred <- fred[, c("id", "effect")] # just keep the relevant variables so that nothing else is added to FRiDa
frida_joined <- merge(frida, fred, by.x = "fred_id", by.y = "id", all.x = TRUE, suffixes = c("_frida", "_fred"))</code></pre>
<pre class="r"><code># Group by discipline (in case you have more than one)
# lh %>%
# group_by(discipline) %>%
# do({
# disc <- unique(.$discipline)
# cat(sprintf("**%s**\n\n", disc)) # Bold header
#
# # Now, for each row (effect.original + description as list)
# for (i in seq_len(nrow(.))) {
# effect <- .$effect.original[i]
# desc <- .$description[i]
# # bullet point with effect and desc
# cat(sprintf("- %s. %s\n", effect, desc))
# }
# cat("\n") # Blank line after each discipline section
# data.frame() # require some output for do()
# })
lh_joined %>%
group_split(discipline) %>%
walk(function(df) {
# Print discipline as a bold header
cat(sprintf("**%s**\n\n", df$discipline[1]))
# Pretty bullet list with bolded effect name and indented description
walk2(df$effect.original, df$description, function(effect, description) {
#include reference from Comments and MA sheet. If empty, show [tba]
ref_c <- df$reference[df$effect.original == effect][1]
ref_c_txt <- if (!is.na(ref_c) && ref_c != "") ref_c else "[tba]"
cat(sprintf(
"### %s\n\n**Description**: %s\n\n**Original Study**: [to be added]\n\n**Replication Study**: [to be added]\n\n**Comments and MAs**: %s\n\n---\n\n",
effect, description, ref_c_txt))
})
cat("\n")
})</code></pre>
<pre><code>## **Applied Linguistics**
##
## ### Critical period hypothesis
##
## **Description**: Critical period** **hypothesis**. How grammar-learning ability changes with age, finding that it is intact to the crux of adulthood (17.4 years) and then declines steadily
##
## **Original Study**: [to be added]
##
## **Replication Study**: [to be added]
##
## **Comments and MAs**: [tba]
##
## ---
##
## ### Motivational role of L2 vision
##
## **Description**: Mental imagery of oneself as a successful language user in the future can enhance one’s motivation and performance
##
## **Original Study**: [to be added]
##
## **Replication Study**: [to be added]
##
## **Comments and MAs**: [tba]
##
## ---
##
##
## **Behavioural Genetics**
##
## ### 5-HTTLPR
##
## **Description**: 5-HTT Gene-by-Environment Interaction** (5-HTT G x E). Polymorphisms in the serotonin transporter gene-linked promoter region (5-HTTLPR) moderate the experience of depression after stressful life events. People homozygous for the “short” allele (s/s) are significantly more likely to experience depression than people homozygous for the “long” allele (l/l) after multiple stressful life events; heterozygotes (s/l) demonstrate an intermediate response
##
## **Original Study**: [to be added]
##
## **Replication Study**: [to be added]
##
## **Comments and MAs**: [tba]
##
## ---
##
##
## **Cognitive Psychology**
##
## ### Verbal overshadowing effect
##
## **Description**: In a series of six experiments, verbalising the appearance of previously seen visual stimuli impaired subsequent recognition performance
##
## **Original Study**: [to be added]
##
## **Replication Study**: [to be added]
##
## **Comments and MAs**: [tba]
##
## ---
##
## ### Age of acquisition effects - influence on free recall (pure block)
##
## **Description**: Early-acquired items are recalled more accurately than late-acquired items when early-acquired items are presented in a separate block and late-acquired items are presented in a separate block
##
## **Original Study**: [to be added]
##
## **Replication Study**: [to be added]
##
## **Comments and MAs**: [tba]
##
## ---
##
## ### Age of acquisition effects - influence on free recall (mixed block)
##
## **Description**: Early-acquired items are recalled more accurately than late-acquired items when early-acquired items are mixed with late-acquired items in a block
##
## **Original Study**: [to be added]
##
## **Replication Study**: [to be added]
##
## **Comments and MAs**: [tba]
##
## ---
##
## ### Age of acquisition effects - influence on recognition (mixed block)
##
## **Description**: Early-acquired items are recalled more accurately than late-acquired items
##
## **Original Study**: [to be added]
##
## **Replication Study**: [to be added]
##
## **Comments and MAs**: [tba]
##
## ---
##
## ### Age of acquisition influence on the pre-conceptual stages of lexical retrieval (progressive demasking)
##
## **Description**: Age of acquisition influences the pre-conceptual stages of lexical retrieval (progressive demasking). **Early-acquired items are identified more accurately than late-acquired items, using a progressive demasking task. A progressive demasking task is a type of perceptual identification task where participants are presented with a series of words that are gradually revealed over time and their ability to identify words at each stage of the task is measured. Words learned at an earlier age are thought to be easier to demask than those learned later in life, perhaps because the individual has gained more experience and exposure to the word, which can make it easier to recognize
##
## **Original Study**: [to be added]
##
## **Replication Study**: [to be added]
##
## **Comments and MAs**: [tba]
##
## ---
##
## ### Age of acquisition influence on the pre-conceptual stages of lexical retrieval (object decision)
##
## **Description**: The age at which one acquires the concept of an object does not contribute to the speed and accuracy of recognising whether an object is a real object or not a real world object that has chimeric features
##
## **Original Study**: [to be added]
##
## **Replication Study**: [to be added]
##
## **Comments and MAs**: [tba]
##
## ---
##
## ### Age of acquisition influence on the pre-conceptual stages of lexical retrieval (anagram solution)
##
## **Description**: Age of acquisition is thought to affect lexical retrieval through its impact on anagram (word jumbles) solutions, such that words acquired at an earlier age tend to be solved more quickly and accurately in anagram tasks than those learned later in life. This may be because words learned earlier in life are more deeply encoded and may therefore be more easily accessed
##
## **Original Study**: [to be added]
##
## **Replication Study**: [to be added]
##
## **Comments and MAs**: [tba]
##
## ---
##
## ### Age of acquisition influence on the pre-conceptual stages of lexical retrieval (visual duration threshold)
##
## **Description**: Early-acquired items are identified more accurately than late-acquired items, using visual duration threshold task
##
## **Original Study**: [to be added]
##
## **Replication Study**: [to be added]
##
## **Comments and MAs**: [tba]
##
## ---
##
## ### Age of acquisition influence on the pre-conceptual stages of lexical retrieval (category verification)
##
## **Description**: The age at which one acquires an object does not contribute to the speed and accuracy of category verification during a semantic categorisation task (where objects have to be decided whether they represent one group or another, e.g. tools vs. furniture
##
## **Original Study**: [to be added]
##
## **Replication Study**: [to be added]
##
## **Comments and MAs**: [tba]
##
## ---
##
## ### Age of acquisition influence on the pre-conceptual stages of lexical retrieval (category falsification)
##
## **Description**: The age at which one acquires the name of an object object does not contribute to the speed and accuracy of category falsification (i.e. deciding that a different word and the picture of the acquired concept do not match; e.g. the picture of the acquired concept of a rabbit, paired with the non-matching word “mouse”
##
## **Original Study**: [to be added]
##
## **Replication Study**: [to be added]
##
## **Comments and MAs**: [tba]
##
## ---
##
## ### Age of acquisition influence on face recognition
##
## **Description**: Early-acquired faces are recognised more quickly and accurately than late-acquired faces
##
## **Original Study**: [to be added]
##
## **Replication Study**: [to be added]
##
## **Comments and MAs**: [tba]
##
## ---
##
## ### Age of acquisition influence on familiarity decision
##
## **Description**: Age of acquisition influence on face familiarity decision. **Early-acquired faces are recognised as familiar faces more quickly than late-acquired faces when the task is to discriminate between familiar and unfamiliar faces
##
## **Original Study**: [to be added]
##
## **Replication Study**: [to be added]
##
## **Comments and MAs**: [tba]
##
## ---
##
## ### Age of acquisition influence on face gender decision
##
## **Description**: The age at which a celebrity face is acquired does not affect the speed to recognise a celebrity’s face, using a gender decision task (is this face male or female
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## **Original Study**: [to be added]
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## **Replication Study**: [to be added]
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## **Comments and MAs**: [tba]
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## ---
##
## ### Age of acquisition influence on semantic decision
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## **Description**: Early-acquired semantic concepts are categorised more quickly and accurately than later acquired concepts
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## **Original Study**: [to be added]
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## **Replication Study**: [to be added]
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## **Comments and MAs**: [tba]
##
## ---
##
## ### Age of acquisition influence on the conceptual stages of lexical retrieval in opaque languages (spoken picture naming in opaque languages)
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## **Description**: Age of acquisition influence on the conceptual stages of lexical retrieval in opaque languages (spoken picture naming in opaque language). **Early-acquired objects are named more quickly and accurately than late-acquired objects in opaque languages or deep orthography (i.e. spelling-sound correspondence is not direct where one is able to pronounce the word correctly based on the spelling; e.g. English, French
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## **Original Study**: [to be added]
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## **Replication Study**: [to be added]
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## **Comments and MAs**: [tba]
##
## ---
##
## ### Age of acquisition influence on the conceptual stages of lexical retrieval in logographic languages (spoken picture naming in logographic languages)
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## **Description**: Early-acquired names of objects are produced more quickly and accurately than late-acquired names in logographic languages such as Japanese and Chinese
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## **Original Study**: [to be added]
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## **Replication Study**: [to be added]
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## **Comments and MAs**: [tba]
##
## ---
##
## ### Age of acquisition influence on the conceptual stages of lexical retrieval in transparent languages (spoken picture naming in transparent languages)
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## **Description**: Age of acquisition influence on the conceptual stages of lexical retrieval in transparent languages (spoken picture naming in transparent language). **Early-acquired objects are named more quickly and accurately than late-acquired objects in transparent languages or shallow orthography (i.e. spelling-sound correspondence is direct where one is able to pronounce the word correctly based on the spelling; e.g. Spanish, Turkish, Italian
##
## **Original Study**: [to be added]
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## **Replication Study**: [to be added]
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## **Comments and MAs**: [tba]
##
## ---
##
## ### Age of acquisition influence on the conceptual stages of lexical retrieval (written picture naming)
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## **Description**: Early-acquired object names are written more quickly and accurately than late-acquired names
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## **Original Study**: [to be added]
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## **Replication Study**: [to be added]
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## **Comments and MAs**: [tba]
##
## ---
##
## ### Age of acquisition influence on the conceptual stages of lexical retrieval (typing)
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## **Description**: Age of acquisition influence on the conceptual stages of lexical retrieval (typing). **Early-acquired object names are typed more quickly than late-acquired object names. Typing allows more precise measure for the response execution, while written picture naming is a measure for lexical retrieval
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## **Original Study**: [to be added]
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## **Replication Study**: [to be added]
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## **Comments and MAs**: [tba]
##
## ---
##
## ### Age of acquisition influence on the post-conceptual stages of lexical retrieval (delayed spoken picture naming)
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## **Description**: Age of acquisition influence on the post-lexical stages of lexical retrieval (delayed spoken picture naming). **Early-acquired words should not differ from late-acquired words in terms of accuracy and response speed of spoken naming, when using a delayed picture naming task that requires participants to name a picture a few seconds (e.g. 2-4 sec) after seeing the actual picture. This task enables researchers to assess if any possible delay of naming effects result at an articulatory level, as opposed to a conceptual level or lexical retrieval stage
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## **Original Study**: [to be added]
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## **Replication Study**: [to be added]
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## **Comments and MAs**: [tba]
##
## ---
##
## ### Age of acquisition influence on the post-lexical stages of lexical/sublexical retrieval (delayed spoken word naming)
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## **Description**: Early-acquired words should not differ from late-acquired words, when using delayed word naming. This enables researchers to assess if the lexical/sublexical effects result at an articulatory level
##
## **Original Study**: [to be added]
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## **Replication Study**: [to be added]
##
## **Comments and MAs**: [tba]
##
## ---
##
## ### Age of acquisition influence on lexical retrieval (written word naming)
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## **Description**: Early-acquired words are written and spelled more quickly and accurately than late-acquired words. In contrast to written picture naming, written word naming involves access to the lexical and sublexical pathways that are not accessed in typing or written picture naming
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## **Original Study**: [to be added]
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## **Replication Study**: [to be added]
##
## **Comments and MAs**: [tba]
##
## ---
##
## ### Age of acquisition influence on lexical retrieval (Immediate spoken word naming in opaque language)
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## **Description**: Age of acquisition influence on lexical retrieval in opaque languages (Immediate spoken word naming in opaque language). **Early-acquired words are named more quickly and accurately than late-acquired words in opaque languages or deep orthography (i.e. spelling-sound correspondence is not direct where one is able to pronounce the word correctly based on the spelling; e.g. English, French
##
## **Original Study**: [to be added]
##
## **Replication Study**: [to be added]
##
## **Comments and MAs**: [tba]
##
## ---
##
## ### Age of acquisition influence on lexical retrieval (Immediate spoken word naming in transparent language)
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## **Description**: Age of acquisition influence on lexical retrieval (Immediate spoken word naming in transparent language). **Early-acquired words are named more quickly and accurately than late-acquired words in transparent languages or shallow orthography (i.e. spelling-sound correspondence is direct where one is able to pronounce the word correctly based on the spelling; e.g. Italian, Spanish
##
## **Original Study**: [to be added]
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## **Replication Study**: [to be added]
##
## **Comments and MAs**: [tba]
##
## ---
##
## ### Age of acquisition influence on lexical retrieval (spoken character naming in logographic languages)
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## **Description**: Age of acquisition influence on lexical retrieval in logographic languages (spoken character naming in logographic languages). **Early-acquired characters are named more quickly and accurately than late-acquired characters in logographic languages such as Japanese and Chinese
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## **Original Study**: [to be added]
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## **Replication Study**: [to be added]
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## **Comments and MAs**: [tba]
##
## ---
##
## ### Age of acquisition influence on speeded phonological retrieval (speeded spoken word naming)
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## **Description**: Age of acquisition influence on speeded phonological retrieval. **Early-acquired words are responded to more quickly and accurately than late-acquired words, using a speeded naming paradigm, where participants must name the items as quickly as possible within a short timeframe (e.g. 400 milliseconds). This effect is argued to reduce the influence of semantics on phonological activation, which is argued to accumulate over the word naming process
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## **Original Study**: [to be added]
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## **Replication Study**: [to be added]
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## **Comments and MAs**: [tba]
##
## ---
##
## ### Age of acquisition influence on lexical retrieval (auditory lexical decision task in opaque languages)
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## **Description**: Early-acquired words are heard and responded to more quickly and accurately than late-acquired words, using auditory lexical decision tasks where participants have to judge whether they heard a real word or not
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## **Original Study**: [to be added]
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## **Replication Study**: [to be added]
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## **Comments and MAs**: [tba]
##
## ---
##
## ### Age of acquisition influence on lexical retrieval (visual lexical decision in opaque languages)
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## **Description**: Early-acquired words are seen and responded more quickly and accurately than late-acquired words in opaque languages or deep orthography (i.e. spelling-sound correspondence is not direct where one is able to pronounce the word correctly based on the spelling; e.g. English, French), using visual lexical decision task. Participants have to decide whether they saw a word or not
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## **Original Study**: [to be added]
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## **Replication Study**: [to be added]
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## **Comments and MAs**: [tba]
##
## ---
##
## ### Age of acquisition influence on lexical retrieval (Visual lexical decision in transparent languages)
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## **Description**: Age of acquisition influence on lexical retrieval (Visual lexical decision in transparent language). **Early-acquired words are responded more quickly and accurately than late-acquired words in transparent languages or shallow orthography (i.e. spelling-sound correspondence is direct where one is able to pronounce the word correctly based on the spelling; e.g. Spanish, Turkish, Italian
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## **Original Study**: [to be added]
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## **Replication Study**: [to be added]
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## **Comments and MAs**: [tba]
##
## ---
##
## ### Age of acquisition influence on lexical retrieval (Visual lexical decision in logographic languages)
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## **Description**: Early-acquired logograms are responded more quickly and accurately than late-acquired logograms in logographic languages such as Chinese and Japanese, using a visual lexical decision task
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## **Original Study**: [to be added]
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## **Replication Study**: [to be added]
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## **Comments and MAs**: [tba]
##
## ---
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## ### Age of acquisition influence on silent reading (eye-tracking)
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## **Description**: Early-acquired words show shorter fixations, gaze and total reading times than late-acquired words in sentences and paragraphs, using eye-tracking
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## **Original Study**: [to be added]
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## **Replication Study**: [to be added]
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## **Comments and MAs**: [tba]
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## ---
##
## ### Age of acquisition influence on name retrieval
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## **Description**: The earlier an individual learns a celebrity name and face, the more quickly and accurately the participant will name the celebrity
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## **Original Study**: [to be added]
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## **Replication Study**: [to be added]
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## **Comments and MAs**: [tba]
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## ---
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## ### Age of acquisition on lexical-semantic processes (translation task)
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## **Description**: Compared to late-acquired words, early-acquired words in a native or other language are translated more quickly to the other language or the native language, respectively
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## **Original Study**: [to be added]
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## **Replication Study**: [to be added]
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## **Comments and MAs**: [tba]
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## ---
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## ### Age of acquisition influence on lexical-semantic processes (picture-word interference)
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## **Description**: The pictures of objects whose concept is acquired earlier show smaller semantic interference with simultaneously appearing semantically related words, compared to when the task is done using pictures of objects whose concept is acquired later
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## **Original Study**: [to be added]
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## **Replication Study**: [to be added]
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## **Comments and MAs**: [tba]
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## ---
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## ### Age of acquisition influence on lexical change
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## **Description**: In contrast to the meaning of late-acquired words,** **the meaning of early-acquired words are less likely to change over time in the conceptual representation of the speaker and community
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## **Original Study**: [to be added]
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## **Replication Study**: [to be added]
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## **Comments and MAs**: [tba]
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## ---
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## ### Age of acquisition influence on learning (conceptual learning)
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## **Description**: The earlier a concept is learned, the more likely the concept will be more strongly consolidated and more likely to be recalled
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## **Original Study**: [to be added]
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## **Replication Study**: [to be added]
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## **Comments and MAs**: [tba]
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## ---
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## ### Age of acquisition influence on learning (procedural learning)
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## **Description**: Age of acquisition influence on learning (procedural). **The order of learning new actions of a procedures influences the speed and accuracy of recalling the correct position
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## **Original Study**: [to be added]
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## **Replication Study**: [to be added]
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## **Comments and MAs**: [tba]
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## ---
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## ### Frequency effects on memory - influence on free recall (pure block)
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## **Description**: High frequency items are recalled more accurately than low-frequency items when high-frequency items are presented in a separate block and low-frequency items are presented in a separate block
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## **Original Study**: [to be added]
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## **Replication Study**: [to be added]
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## **Comments and MAs**: [tba]
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## ---
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## ### Frequency effects on memory - influence on free recall (mixed block)
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## **Description**: High-frequency items are recalled more accurately than High-frequency items when early-acquired items are mixed with late-acquired items in a block
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## **Original Study**: [to be added]
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## **Replication Study**: [to be added]
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## **Comments and MAs**: [tba]
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## ---
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## ### Frequency effects on memory - influence on recognition (mixed block)
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## **Description**: High-frequency items are recognised more accurately than low-frequency items
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## **Original Study**: [to be added]
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## **Replication Study**: [to be added]
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## **Comments and MAs**: [tba]
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## ---
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## ### Frequency influence on the pre-conceptual stages of lexical retrieval (progressive demasking)
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## **Description**: Frequency influences the pre-conceptual stages of lexical retrieval (progressive demasking). **High-frequency items are identified more accurately than low-frequency items, using a progressive demasking task. A progressive demasking task is a type of perceptual identification task where participants are presented with a series of words that are gradually revealed over time and their ability to identify words at each stage of the task is measured. Words learned at an earlier age are thought to be easier to demask than those learned later in life, perhaps because the individual has gained more experience and exposure to the word, which can make it easier to recognize
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## **Original Study**: [to be added]
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## **Replication Study**: [to be added]
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## **Comments and MAs**: [tba]
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## ---
##
## ### Frequency influence on the pre-conceptual stages of lexical retrieval (object decision)
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## **Description**: The age at which one acquires the concept of an object does not contribute to the speed and accuracy of recognising whether an object is a real object or not a real world object that has chimeric features
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## **Original Study**: [to be added]
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## **Replication Study**: [to be added]
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## **Comments and MAs**: [tba]
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## ---
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## ### Frequency influence on the pre-conceptual stages of lexical retrieval (category verification)
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## **Description**: The frequency that a person encounters a word or object does not contribute to the speed and accuracy of category verification during a semantic categorisation task (where objects have to be decided whether they represent one group or another, e.g. tools vs. furniture
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## **Original Study**: [to be added]
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## **Replication Study**: [to be added]
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## **Comments and MAs**: [tba]
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## ---
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## ### Frequency influence on the pre-conceptual stages of lexical retrieval (category falsification)
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## **Description**: The frequency that a person encounters a word or object does not contribute to the speed and accuracy of category falsification (i.e. deciding that a different word and the picture of the acquired concept do not match; e.g. the picture of the acquired concept of a rabbit, paired with the non-matching word “mouse”
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## **Original Study**: [to be added]
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## **Replication Study**: [to be added]
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## **Comments and MAs**: [tba]
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## ---
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## ### Frequency influence on semantic decision
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## **Description**: High-frequency semantic concepts are categorised more quickly and accurately than low-frequency concepts
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## **Original Study**: [to be added]
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## **Replication Study**: [to be added]
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## **Comments and MAs**: [tba]
##
## ---
##
## ### Frequency influence on the conceptual stages of lexical retrieval in opaque languages (spoken picture naming in opaque languages)
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## **Description**: Frequency influence on the conceptual stages of lexical retrieval in opaque languages (spoken picture naming in opaque language). **High-frequency objects are named more quickly and accurately than low-frequency objects in opaque languages or deep orthography (i.e. spelling-sound correspondence is not direct where one is able to pronounce the word correctly based on the spelling; e.g. English, French
##
## **Original Study**: [to be added]
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## **Replication Study**: [to be added]
##
## **Comments and MAs**: [tba]
##
## ---
##
## ### Frequency influence on the conceptual stages of lexical retrieval in logographic languages (spoken picture naming in logographic languages)
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## **Description**: High-frequency names of objects do not differ in naming latencies to low-frequency names in logographic languages such as Japanese and Chinese
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## **Original Study**: [to be added]
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## **Replication Study**: [to be added]
##
## **Comments and MAs**: [tba]
##
## ---
##
## ### Frequency influence on the conceptual stages of lexical retrieval in transparent languages (spoken picture naming in transparent languages)
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## **Description**: Frequency influence on the conceptual stages of lexical retrieval in transparent languages (spoken picture naming in transparent language). **High-frequency objects are named more quickly and accurately than low-frequency objects in transparent languages or shallow orthography (i.e. spelling-sound correspondence is direct where one is able to pronounce the word correctly based on the spelling; e.g. Spanish, Turkish, Italian
##
## **Original Study**: [to be added]
##
## **Replication Study**: [to be added]
##
## **Comments and MAs**: [tba]
##
## ---
##
## ### Frequency influence on the conceptual stages of lexical retrieval (written picture naming)
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## **Description**: High-frequency object names do not significantly differ in terms of written latencies to low-frequency names
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## **Original Study**: [to be added]
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## **Replication Study**: [to be added]
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## **Comments and MAs**: [tba]
##
## ---
##
## ### Frequency influence on the conceptual stages of lexical retrieval (typing)
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## **Description**: Frequency influence on the conceptual stages of lexical retrieval (typing). **The frequency of the object does not contribute to typing latencies. Typing allows more precise measure for the response execution, while written picture naming is a measure for lexical retrieval
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## **Original Study**: [to be added]
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## **Replication Study**: [to be added]
##
## **Comments and MAs**: [tba]
##
## ---
##
## ### Frequency influence on the post-conceptual stages of lexical/sublexical retrieval (delayed spoken word naming)
##
## **Description**: Frequency influence on the post-lexical stages of lexical/sublexical retrieval (delayed spoken word naming). **Early-acquired words should not differ from late-acquired words, when using delayed word naming. This enables researchers to assess if the lexical/sublexical effects result at an articulatory level
##
## **Original Study**: [to be added]
##
## **Replication Study**: [to be added]
##
## **Comments and MAs**: [tba]
##
## ---
##
## ### Word frequency influence on lexical retrieval (written word naming)
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## **Description**: High-frequency words are written and spelled more quickly and accurately than low-frequency words. In contrast to written picture naming, written word naming involves access to the lexical and sublexical pathways that are not accessed in typing or written picture naming
##
## **Original Study**: [to be added]
##
## **Replication Study**: [to be added]
##
## **Comments and MAs**: [tba]
##
## ---
##
## ### Frequency influence on lexical retrieval (Immediate spoken word naming in opaque language)
##
## **Description**: Frequency influence on lexical retrieval in opaque languages (Immediate spoken word naming in opaque language). **High-frequency words are named more quickly and accurately than low-frequency words in opaque languages or deep orthography (i.e. spelling-sound correspondence is not direct where one is able to pronounce the word correctly based on the spelling; e.g. English, French
##
## **Original Study**: [to be added]
##
## **Replication Study**: [to be added]
##
## **Comments and MAs**: [tba]
##
## ---
##
## ### Frequency influence on lexical retrieval (Immediate spoken word naming in transparent language)
##
## **Description**: Frequency influence on lexical retrieval (Immediate spoken word naming in transparent language). **High-frequency words are named more quickly and accurately than low-frequency words in transparent languages or shallow orthography (i.e. spelling-sound correspondence is direct where one is able to pronounce the word correctly based on the spelling; e.g. Italian, Spanish
##
## **Original Study**: [to be added]
##
## **Replication Study**: [to be added]
##
## **Comments and MAs**: [tba]
##
## ---
##
## ### Frequency influence on lexical retrieval (spoken character naming in logographic languages)
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## **Description**: Frequency influence on lexical retrieval in logographic languages (spoken character naming in logographic languages). **High-frequency characters are named more quickly and accurately than low-frequency characters in logographic languages such as Japanese and Chinese
##
## **Original Study**: [to be added]
##
## **Replication Study**: [to be added]
##
## **Comments and MAs**: [tba]
##
## ---
##
## ### Frequency influence on speeded phonological retrieval (speeded spoken word naming)
##
## **Description**: Frequency influence on speeded phonological retrieval. **High-frequency words are responded to more quickly and accurately than low-frequency words, using a speeded naming paradigm, where participants must name the items as quickly as possible within a short timeframe (e.g. 400 milliseconds). This effect is argued to reduce the influence of semantics on phonological activation, which is argued to accumulate over the word naming process
##
## **Original Study**: [to be added]
##
## **Replication Study**: [to be added]
##
## **Comments and MAs**: [tba]
##
## ---
##
## ### Frequency influence on lexical retrieval (auditory lexical decision task)
##
## **Description**: High-frequency words are heard and responded to more quickly and accurately than low-frequency words, using auditory lexical decision tasks where participants have to judge whether they heard a real word or not
##
## **Original Study**: [to be added]
##
## **Replication Study**: [to be added]
##
## **Comments and MAs**: [tba]
##