Wikipedia:Files for upload/November 2017

Description: This image is the new logo file for creditcards.com that appeared on the site on 1 November 2017

URL: https://www.creditcards.com/downloads/logo_horizontal_black_transparent.png

License: Fair Use

Link To License Information: https://www.creditcards.com/about-us/press-kit.php

Author/Copyright Holder's Name: CreditCards.com

Article To Be Used On/Reason For Upload: https://en.wikipedia.org/wiki/CreditCards.com

Matthew (talk) 17:04, 1 November 2017 (UTC)

 Done - See File:CreditCarts.com company logo 2017.png. GMG^talk 17:15, 1 November 2017 (UTC)

Description: Image of Major General Billy Mitchell's medals, exhibited at the National Museum of the US Air Force.

URL: http://www.nationalmuseum.af.mil/Visit/Museum-Exhibits/Fact-Sheets/Display/Article/196418/brig-gen-william-billy-mitchell/ Photo number 4

License: Work of a US government agency {{PD-USGov}}

Link To License Information: http://www.nationalmuseum.af.mil/Visit/Questions.aspx Go to Photography, Filming and Lighting

Author/Copyright Holder's Name: US Air Force

Article To Be Used On/Reason For Upload: Billy Mitchell#Military and civilian awards

50.64.119.38 (talk) 03:22, 2 November 2017 (UTC)

 Done See File:Major General Billy Mitchell National Museum of the US Air Force display.jpg. GMG^talk 12:48, 2 November 2017 (UTC)

Description: This image illustrates the work of art done by Dipson, picture taken January 1st 2017.

URL: https://pbs.twimg.com/media/DA-vC-_UMAA53LS.jpg

License: Creative Commons Attribution {{Cc-by-3.0}}

Link To License Information: https://pbs.twimg.com/copyrights

Author/Copyright Holder's Name: Dipson

Article To Be Used On/Reason For Upload: Dipson, because there's currently no images in the article.

Dipsong (talk) 05:52, 2 November 2017 (UTC)

 Not done - Dipsong: Maybe you provided the incorrect link, but it's not obvious that the image linked to has anything whatsoever to do with the subject of the article. Furthermore, the link provided for licensing does not appear to be working, and so we cannot verify that the image is licensed appropriately. GMG^talk 13:07, 2 November 2017 (UTC)

Description: This image is the transparent logo of Ecole Lemania School in 2017. Made by Ecole Lemania october 2017

URL: https://imgur.com/a/taN0K

License: Creative Common

Link To License Information: https://creativecommons.org/licenses/by-sa/4.0/

Author/Copyright Holder's Name: Ecole Lemania

Article To Be Used On/Reason For Upload: https://fr.wikipedia.org/wiki/École_Lémania . To fill the "Infobox School".

84.253.19.130 (talk) 09:56, 2 November 2017 (UTC)

 Working GMG^talk 13:26, 2 November 2017 (UTC)

@GreenMeansGo: Not sure if "working" means you're in the process of uploading, but we have no proof of license. ~ Rob₁₃^Talk 13:41, 2 November 2017 (UTC)

By working I mean I have posted at the Commons help desk for clarification of Swiss law regarding the threshold of originality. GMG^talk 13:44, 2 November 2017 (UTC)

@GreenMeansGo: This passes the threshold in the US, so even if it doesn't pass in Swiss, we can't use it on Commons. ~ Rob₁₃^Talk 13:47, 2 November 2017 (UTC)

You are almost certainly mistaken. The threshold for originality in the US is exceptionally high. For example, see this, this, and this, all of which were submitted to the US Copyright Office and denied. This should pass easily in the US, but probably would not pass in the UK. As for Switzerland, I honestly don't know. GMG^talk 13:55, 2 November 2017 (UTC)

The lamp picture rather clearly passes. The other two images are comprised of simple shapes and text. The second image in this PDF was accepted for copyright: for reference. ~ Rob₁₃^Talk 14:01, 2 November 2017 (UTC)

I will agree that the Copyright office is fickle some times. I suppose it's time for a third opinion. GMG^talk 14:04, 2 November 2017 (UTC)

The French Wikipedia has a very restrictive policy on fair use images. If we can't upload it under TOO, then it's probably useless to the user. And no offense to either of you, but I figure I'd leave it up to Commons, since it's their problem anyway. I've nominated equally complex/simple images for deletion and had them kept there. If there's no response at the Help Desk after several days, I'm tempted to upload it anyway. Not to violate COM:POINT, but either of you would be welcome to pretty much immediately nominate it for DR, as I expect you would, to try to generate more discussion. GMG^talk 21:46, 2 November 2017 (UTC)

There will be no DR. Just a speedy delete nomination for uploading an image that clearly meets the threshold of originality in the US. --Majora (talk) 21:50, 2 November 2017 (UTC)

Ah. I see my shameless begging for input there has paid off. Good enough for me.  Not done GMG^talk 21:53, 2 November 2017 (UTC)

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Vinhloc30796 (talk) 19:32, 7 November 2017 (UTC)

 Done - The logo consists only of text and simply geometric shapes, and so does not meet the threshold of originality in the United States. It has been uploaded as a free file. See File:Republic.co company logo 2017.png. GMG^talk 19:55, 7 November 2017 (UTC)

Description: This is the logo for BC Public Interest Advocacy Centre.

URL: http://bcpiac.com/wp-content/uploads/2016/02/BCPIAC_LOGO.jpg

License: Copyright

Link To License Information: https://en.wikipedia.org/wiki/Wikipedia:Logos

Author/Copyright Holder's Name: BC Public Interest Advocacy Centre

Article To Be Used On/Reason For Upload:https://en.wikipedia.org/wiki/British_Columbia_Public_Interest_Advocacy_Centre

BCPIAC (talk) 20:48, 7 November 2017 (UTC)

 Done - See File:British Columbia Public Interest Advocacy Centre logo.jpg. GMG^talk 20:58, 7 November 2017 (UTC)

Description: Edgewater Laughlin logo update

URL: http://edgewater-casino.com/uploads/9/8/6/9/98696462/edgewaterlogo_1.png

License: Public Domain {{PD-textlogo}}

Link To License Information: Public domain

Author/Copyright Holder's Name: Marnell Gaming

Article To Be Used On/Reason For Upload: Edgewater Hotel and Casino

2602:302:D1A2:C740:85F7:24C1:FCD4:4F74 (talk) 03:51, 8 November 2017 (UTC)

 Done - See File:Edgewater company logo 2017.png. GMG^talk 13:14, 8 November 2017 (UTC)

Tyrell Scott, stage name, Richlife Ty, is an American Musician, Producer, and Engineer. He was born & raised by a single mother, due to the passing of his father, 3rd Digala, at only 13 years old. Scott has one older brother, which was the person responsible for Richlife's knowledge of music. At only 16, Richlife Ty reached 6,000,000 worldwide streams while unsigned to a deal. — Preceding unsigned comment added by Richlifety (talk • contribs) 15:49, 8 November 2017 (UTC)

 Not done - No request was made. GMG^talk 15:51, 8 November 2017 (UTC)

Description: Logo Anas

URL: http://www.stradeanas.it/sites/default/files/20170510_ANAS_ML_POSITIVO_VERT.png

License: {{Non-free use rationale logo|Article=ANAS|Use=Infobox|Source=[http://www.stradeanas.it]}}

Link To License Information: https://euipo.europa.eu/eSearch/#details/trademarks/016770422

Author/Copyright Holder's Name: Anas

Article To Be Used On/Reason For Upload: ANAS / This is the latest Anas logo

--Manuela Zucchini (talk) 11:04, 9 November 2017 (UTC)

 Done - See File:ANAS company logo.png. GMG^talk 11:12, 9 November 2017 (UTC)

Description: Metro-Goldwyn-Mayer logo

URL: https://vignette.wikia.nocookie.net/logopedia/images/1/1d/MGM_Holdings_Logo.png

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Link To License Information: http://www.mgm.com/#/terms

Author/Copyright Holder's Name: Metro-Goldwyn-Mayer Studios, Inc.

Article To Be Used On/Reason For Upload: Metro-Goldwyn-Mayer and MGM Holdings

130.193.224.233 (talk) 17:24, 9 November 2017 (UTC)

File uploaded. You can find it at File:MGM Holdings logo.png. Thank you for your contribution to Wikipedia! Corky ^{Buzz by the Hornet's Nest} 17:39, 9 November 2017 (UTC)

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Vinhloc30796 (talk) 19:50, 7 November 2017 (UTC)

 Not done - Vinhloc30796: It is not entirely clear that the absence of a screenshot of the website would be detrimental to a readers understanding regarding an article about a company, and therefore it is not clear that the image would meet our non-free content criteria. Even if it did, non-free content cannot be used outside of published articles. I have added a banner for our Articles for Creation project, and you may use it to submit your draft for review by an experienced volunteer who can offer feedback prior to publishing. GMG^talk 19:59, 7 November 2017 (UTC)

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Vinhloc30796 (talk) 19:57, 7 November 2017 (UTC)

 Not done - Vinhloc30796: Similar to the above request, this content is not clearly essential for an encyclopedic understanding, and cannot be used except on a published article if it were. GMG^talk 19:59, 7 November 2017 (UTC)

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Lenlelai (talk) 16:16, 8 November 2017 (UTC)

 Not done - Lenlelai, if you would like to request an image be ulpoaded, you need to complete the information above. GMG^talk 16:17, 8 November 2017 (UTC)

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Kabaaa (talk) 08:56, 13 November 2017 (UTC)

Relationship between word frequency and Generation Effect Lab Report Institutional Affiliation: Students’ Name: Date:

ABSTRACT

	The aim of this study was to make use of the previous studies to help it in coming up with new significant results on generation effects. The objective of this study is to find out if there is the possibility of generation effects with low-frequency words. The other research objective was to test if there is a significant difference in generation effects between low-frequency words and low-frequency words. The study involved 87 students. The students were from Psychology class taking Research Methods course. The researcher did not require a lot of background information of the participants as the investigation did not expect that. Both male and female students were presented in the experiment. The participants were aged between 19 to 65 years. The finding of this study confirms that there is a generation effect for low frequency words. Generated words were highly recalled than reading words. The findings agree with the previous research. Slamecka and Graf (1978) carried out a study to compare read words and generated words. In this study, they found that performance of recalling in generated words was much better than reading words. The researchers agreed that information would better be remembered if generated than when the information is read. The findings also confirm that the generation effect will be smaller for low frequency words than high frequency words. High-frequency words were highly recalled than low-frequency words. In conclusion, the study this study indicates that there is a significant difference in generation effect between low frequency and high-frequency words. High-frequency words are well remembered since they are commonly used words. The study recommends the future experiments to be conducted in a conducive environment where there is no noise, and this will help respondents recall the words.

INTRODUCTION Generation effect is the remembering of information from one’s mind rather than reading the text (Jacoby, 1978). Many types of research have been carried with the aim of identifying the reason why generated information is greatly recalled than reading information but no study that has identified adequate reasons for this phenomenon. Slamecka and Graf (1978) carried out a survey to compare read words and generated words. In this study, they found that performance of recalling in generated words was much better than reading words. The researchers agreed that information would better be remembered if generated than when the data is read. This brought interest in studying the generation effect and acted as the basis for other studies. Jacoby (1978) carried out research to determine the problem solutions that will be remembered better. He performed tow experiments were the sample size composed of 36 students. He discovered that recalling resolution was significantly affected by a situation when trying to recall final solution. He found that after remembering final solutions, students were able to recall the problem-solving process. Gardiner (1988) carried out an experiment that provides a new concept of high and low-frequency words. The findings of this study indicated that there exists no significant difference in generation effect for both low-frequency words and high-frequency words. The current research does not support Gardiner's findings. This study indicates that there is a significant difference in generation effect between low frequency and high-frequency words. High-frequency words are well remembered since they are commonly used words. McElroy and Slamecka (1982) conducted a study which resulted into very important theories. Before carrying out the investigation, it was hypothesized that generation effect is because of fundamental differences in individuals in the process of reading and generate. They carried out three experiments on forty-four students. The first test was to test if generation effects happen when the semantic memory is in use. They found that generation effect to occur the items to be recalled needs to be characterized in the mental dictionary. Read items condition generation is focused on mental lexical representation initiation. Slamecka et al. (1983) they examined the situations when generation effects fail. They hypothesized that generation fails due to incomplete generations. They generations were incomplete due to semantic characteristics which were processed in place of surface characteristics. Saint Aubin (2005) made another challenging result to the associative linkage theory. The study suggested that high-frequency words are highly remembered than low-frequency words. The reason why high-frequency words were highly recalled was that they have long-term associative links. Even though, when low-frequency words which usually have a short-term associative link were also incorporated in the list of high-frequency words, and it was found that both high and low-frequency words are all recalled Naire et al. (1985) employed low-frequency words, high-frequency words and non- words in their study. From their research, they found that generation effects occurred only for high-frequency words. They did not recognize the earlier study findings of mental lexical activation theory. Their findings found that lexicon representation was insufficient for the generation effect. Naire suggested a new approach to replace the lexical representation theory which had been rejected by his team. He proposed associative linkage theory which stated that the essential for generation effect is the fact that in the semantic webs there exists a connected associatively connecting items that are generated. By the theory suggested by Naire low-frequency words have insignificant associative relations than high-frequency words, therefore, they expected to indicate low generation effect. Hence non-words have no representation in semantic systems thus they are unable to create generation effects. In summary, Naira concluded that generation effect might occur in low frequency words, but generation effect in high frequency is always higher than in low frequency words. According to Gardiner et al. (1988) the word frequency does not relate to generation effect, and so there is no need of preferring associative theory to the lexical hypothesis. McElroy & Slamecka (1982) come up with a lexical activation theory which explains the generation effect. The researchers believed that mental depiction of anything is needed by the generation effect to happen. Nairne (1985) disagreed with the lexical activation theory and suggested a new theory known as the associate linkage theory which explained generation effect. Later in 1988, Nairne continued the associate linkage theory by conducting another research that proved the positions of the lexical depiction was not needed to produce generation effect. Nairne study found that there is a chance of generation effect for low-frequency words which is also indicated by the present study. Saint Aubin (2005) made another challenging result to the associative linkage theory. The study suggested that high-frequency words are highly remembered than low-frequency words. The reason why high-frequency words were highly recalled was that they have long-term associative links. Even though, when low-frequency words which usually have a short-term associative link were also incorporated in the list of high-frequency words, and it was found that both high and low-frequency words are all recalled. This previous study leads to the creation of a new finding which is important in the generation effect occurrence. Gardiner (1988) carried out an experiment that provides a new concept of high and low-frequency words. McElroy and Slamecka investigation got critical theories. Before the carrying out of the experiment, it was believed that innate dissimilarities cause generation effects among individuals. They carried out three investigations on 44 students. First, an investigation was performed it was hypothesized that generation effects happen only when the semantic experiment memory is used. Subsequently, they failed to get any generation effects on non-words. In the end, they came up with lexical activation theory. This meant that for generation effect to take place there must happen items that are featured in the mental lexicon. For the reading situation of generation effect, they emphasized on lexical depiction activation. Different findings were obtained by Slamecka et al. (1983).They carried out a study with the aim of examining generation effect when generation flops. Finally, they concluded that generations failed due to lack of complete generations. And the reason for the incomplete generations was said to be due to semantic features processing rather than the processing of surface features. This study assumes that low-frequency words may fail to show generation effect because they are not familiar to the majority of the subjects such words include savant or bivouac. However, the association between frequency words and familiarity of the words have no connection with the generation effect. This study assumes that there existed no generation effect in low-frequency words. Low-frequency words are the words that less frequently used in both reading and generate. Low often used words are easily recalled, and thus we expect frequent low words to have generation effect or fail to have it. As indicated the above researches about generation effects there has a wide research on the phenomenon. This study will make use of the previous studies to help it in coming up with new significant results on generation effects. The objective of this study is to find out if there is the possibility of generation effects with low frequency words. The other research objective was to test if there is a significant difference in generation effects between low frequency words and low frequency words. The research came up with two research hypothesis; First hypothesis H10: There is no generation effect for low frequency words H11: There is a generation effect for low frequency words

Second hypothesis H20: The generation effect will not be smaller for low frequency words than high frequency. H21: The generation effect will be smaller for low frequency words than high frequency

METHODS Research Design The study used mixed research design. First, repeated measures design was employed where stimulus list was provided containing words read and those generated. Second research design divided the participants into two groups, then allocations to the groups were done randomly. The two groups performed in low-frequency words and high-frequency words conditions Participants The study involved 87 students. The students were from Psychology class taking Research Methods course. The researcher did not require a lot of background information of the participants as the investigation did not expect that. Both male and female students were presented in the experiment. The participants were aged between 19 to 65 years. The participation of the participants was voluntary, and the participants were to pay nothing for the use of the experimental materials. Materials and Apparatus To carry out this investigation with no problems, the researcher prepared some material and apparatus required. The very first important thing was to organize for a hall that will accommodate all the participants. The second thing was to prepare for the suitable desks and also enough number of sits. Students were provided with sheets of paper each with one. Two types of word lists were also given to the participants. The apparatus used were a projector, whiteboard, and computer. Students were also required to have a piece of paper and a pen to write down the remembered words. Procedure At the beginning of the experiment, students were given short and simple instructions. The tests were done to all students at the same time. The students were required not to turn out the piece of paper given to them. Words were written in column one. On the right-hand side of the sheet was empty were responses were to be written. The instruction was for the participants to copy the words red to the right-hand side of the sheet. The underlined words were to be transformed by reversing the initial letters and then written in the response column. The students were required not to look upon their colleague's sheets until the experiment is over. 2 minutes was the total time for this task. After experiment students were to be given a 10 minutes break. At this period the researcher was required to prepare research method lecture. A free recall test was carried out after the speech. Each participant was given enough time to recall all words from the previous list of the words given. After recalling one piece of paper was passed to all participants one after the other to fill it. This paper had the questions; which group did the participant belong, how many words the participant remembered were read and how many were generated.

RESULTS To test if there existed a generation effect for low-frequency words, first a related t-test was conducted. From figure 1 below, a related t-test showed that participants recalled significantly more words (m=4.77, SD=2.30) than read words (m=2.93, SD=1.86) t (43)=5.01/p=0.001. We fail to accept the null hypothesis and conclude that there is a generation effect for low frequency words.

Figure1 : Bar chart to show mean score for generated recall and read recall condition. Subsequently to check the difference in the generation effect for the high and low frequency words, an independent t-test was used. Levene’s test for equality of variances is not significant (p=0.137). The experimenter considered equal variances assumed. From figure 2 below, an unrelated t-test found that the generation effect is smaller for low frequency words (m=1.84, SD=2.44) than for high frequency words (m=4.25, SD=2.95),t(85)= -4.16,p=0.001. We fail to accept the null hypothesis and conclude that the generation effect is smaller for low frequency words than high frequency words.

Comparing generated words and read words recalled From table 1 below, participants recalled more generated words (mean=4.77, SD=2.301) than reading words (Mean=2.93, SD=1.860). Table 1: Average of generated and Read recalled words. Paired Samples Statistics Mean N Std. Deviation Std. Error Mean Pair 1 Generate Recalled 4.77 44 2.301 .347 Read Recalled 2.93 44 1.860 .280

Table 2 A significant test for the difference between Generated words and read words recalled. Paired Samples Test Paired Differences t df Sig. (2-tailed) Mean Std. Deviation Std. Error Mean 95% Confidence Interval of the Difference Lower Upper Generate Recalled Read Recalled 1.841 2.439 .368 1.099 2.583 5.006 43 .000

The t-value is equal to 5.006 corresponding to p-value < 0.001, hence we fail to accept the null hypothesis and conclude that there is a generation effect for low frequency words From table 3 below, high-frequency words were highly freely recalled (Mean=4.2558, SD=2.95275) than low-frequency words (mean=1.8409, SD=2.43944). Table 3: Average of low frequency and high-frequency words. Word Frequency N Mean Std. Deviation Std. Error Mean Difference Low 44 1.8409 2.43944 .36776 High 43 4.2558 2.95275 .45029

To test if there existed a significant difference in generation effect between low-frequency words and high-frequency words, a test was used. From table 4 below, the t-statistic is -4.163 corresponding to p-value <0.001. Thus we conclude that the generation effect will be smaller for low frequency words than high frequency words. . Table 4: Significant test for the difference between low-frequency words and high-frequency words recalled Independent Samples Test Levene's Test for Equality of Variances t-test for Equality of Means F Sig. T df Sig. (2-tailed) Mean Difference Std. Error Difference 95% Confidence Interval of the Difference Lower Upper Difference Equal variances assumed 2.253 .137 -4.163 85 .000 -2.41490 .58011 -3.56832 -1.26149 Equal variances not assumed -4.154 81.360 .000 -2.41490 .58138 -3.57160 -1.25821

DISCUSSION The finding of this study confirms that there is a generation effect for low frequency words. Generated words were highly recalled than reading words. The findings agree with the previous research. Slamecka and Graf (1978) carried out a study to compare read words and generated words. In this study, they found that performance of recalling in generated words was much better than reading words. The researchers agreed that information would better be remembered if generated than when the information is read The findings also confirm that the generation effect will be smaller for low frequency words than high frequency words. High-frequency words were highly recalled than low-frequency words. The findings of this study are consistent with Naire et al. (1985) who used low-frequency words, high-frequency words, and non- words in their study. From their study, they found that generation effects occurred only for high-frequency words. In summary, Naira concluded that generation effect might occur in low-frequency words, but generation effect in high frequency is always higher than in low-frequency words. McElroy and Slamecka (1982) investigation got very important theories. Before the carrying out of the experiment it was believed that generation effects are caused by innate dissimilarities among individuals. They carried out three investigation on 44 students. First an investigation was performed it was hypothesized that generation effects happens only when the experiment semantic memory is been used. Subsequently they failed to get any generation effects on non-words. At the end they came up with lexical activation theory. This meant that for generation effect to take place there must happen items that are featured in the mental lexicon. For read situation of generation effect they emphasized on lexical depiction activation. Different findings were obtained by Slamecka et.al (1983).They carried out a study with an aim of examining generation effect when generation failures. The above findings were consistent with our study that conclude that generation effects exists in low frequency words and the generation effect will be smaller for low frequency words than high frequency.

	McElroy & Slamecka (1982) come up with a lexical activation theory which explains the generation effect. The researchers believed that mental depiction of anything is needed by the generation effect to happen. The current study gives findings which extends the results of McElroy & Slamecka (1982) research. The only difference with the present study with the McElroy's study is that the previous did not investigate anything concerned with the generation effect for low-frequency words. Nairne (1985) disagreed with the lexical activation theory and suggested a new theory known as the associate linkage theory which explained generation effect. Later in 1988, Nairne continued the associate linkage theory by conducting another research that proved the positions of the lexical depiction was not needed to produce generation effect. The present study is consistent with the findings of Nairne (1985).Nairne study found that there is a chance of generation effect for low-frequency words which is also indicated by the present study. Saint Aubin (2005) made another challenging result to the associative linkage theory. The study suggested that high-frequency words are highly remembered than low-frequency words. The reason why high-frequency words were highly recalled was that they have long-term associative links. Even though, when low-frequency words which usually have a short-term associative link were also incorporated in the list of high-frequency words, and it was found that both high and low-frequency words are all recalled. This previous study leads to the creation of a new finding which is important in the generation effect occurrence. Gardiner (1988) carried out an experiment that provides a new concept of high and low-frequency words. The findings of this study indicated that there exists no significant difference in generation effect for both low-frequency words and high-frequency words. The current study does not support Gardiner's findings. This study indicates that there is a significant difference in generation effect between low frequency and high-frequency words. High-frequency words are well remembered since they are commonly used words.

The main strength of this investigation was the methodological fact. The sample size of this investigation was large enough; the study involved 87 participants. The more significant sample shows that generalization is easy to occur. In addition to that, it is a fair representative of the entire population that makes a study to produce valid and reliable results. Despite the benefit of a larger sample, the study is associated with a limitation of the participants taking part in this study. The sample contained only postgraduate and undergraduate students, and this indicates that the sample contained members of the same age group. From this sample, someone can say that the results of this study did not involve the entire population of learners. The findings may also be different due to the narrowness of the study participant’s composition. To improve this challenge of gender composition, the researcher is required to put more attention on the ages of the people taking part in this study. The other limitation related to this investigation was the problem associated with the noise disturbance. Noise leads to the impaired capability to recall words. Presence of noise makes disturbances on the input of information in short period memory. The solution to this problem is to identify a room where there are no noise disturbances. This improvement ensures that it is conducive for the participants to recall there both generated and read words. The noise disturbance presence challenge affects perception and concentration at the time of recall if the recall takes place in a noisy place. This may lead to inappropriate responses. In each psychological study, the researcher should take care of participant’s health at the period of the experiment. This study lacked precise of the debriefing. There existed a section of procedure that described what participants are required to do when the experiments start. The experimenter assumes that the participants were able to recall both low and high-frequency words after 10 minutes. The suitable information by the nature of the study should be considered before the study begins. This would produce a more reliable method to this investigation. In a study that involves this kind of interest Hendry’s (2005) provided a suggestion on the implication of the length of the words used on generation impact. In his study, he compared word length and generation effects. Single item acknowledgment tasks were performed similar serial recall acknowledgment tasks. The study discovered that long words are less recalled than shorter words. Despite long words being well recognized than short words, they are least recalled than short words. The study provided a suggestion on the improvement of the present study. Both long and short length words were taken into consideration of the stimuli lists. It is recommend to include the same idea when replicating the same study. To make this investigation successful and produce reliable results it is required consider participants language preferences. Noort & Maurits (2006) experimented to test language proficiency of multi-linguals. The study found that various languages spoken by the participants affect the results of their recall of words. The suitable improvement of the current study would be to provide a hypothesis that talks more about language preferences of the participants. As shown in the above, this study involves some weaknesses and strengths. Also, it is suggested some ways that can be used in the current study and also propose appropriate solution. In conclusion, the findings of the study conform to the previous studies. Also, the results support Nairne's et al. (1985) associative linkage hypothesis. The research also found that low-frequency words are easier to recall than high-frequency words when both generated or read.

REFERENCES

Gardiner, J.M., Gregg, V.H., & Hampton, J.A. (1988). Word frequency and generation effects. Journal of Experimental Psychology, Learning, Memory, and Cognition, 14, 687-693.

McElroy, L.A., & Slameka, N.J. (1982). Memorial consequences of generating nonwords: Implications for theories of the generation effect. Journal of Verbal learning and Verbal Behaviour, 21, 249-259. Nairne, J.S., Pusen, C., & Widner, R.L. Jnr. (1985). Representation in the mental lexicon: Implications for theories of the generation effect. Memory & Cognition, 13, 183-191. Slamecka, N.J., & Graf, P. (1978). The generation effect: Delineation of a Phenomenon. Journal of Experimental Psychology: Human Learning and Memory, 4, 592-604. Jacoby, L.L. (1978). "On interpreting the effects of repetition: Solving a problem versus remembering a solution" (PDF). Journal of Verbal Learning and Verbal Behaviour. 17 (6): 649–668. Salame, P.& Baddeley, A.D.(1983). Differential effects of noise and speech on short-term memory.InG. Rossi (Ed.), Proceedings of the 4th international congress on noise as a public health problem, Vol.2 (pp.751-758). McElroy, L. A., & Slamecka, N. J. (1982). Memorial consequences of generating non words: Implications for semantic-memory interpretations of the generation effect. Journal of Verbal Learning & Verbal Behaviour, 21, 249-259.

Maurits , van den Noort (2006) .Recognizing the risks of brain stimulation

Hendry, Liam and Tehan, Gerald (2005) An item/order trade off explanation of word length and generation effects. Memory, 13 (3 and 4). pp. 364-371. ISSN 0965-8211

APPENDICES

Figure 1: error bars for Generated Recalled and Read recalled words.

Figure 2: Errors bars for low and high frequency words. Table 1: Average of generated and Read recalled words. Paired Samples Statistics Mean N Std. Deviation Std. Error Mean Pair 1 Generate Recalled 4.77 44 2.301 .347 Read Recalled 2.93 44 1.860 .280

Table 2 A significant test for the difference between Generated words and read words recalled. Paired Samples Test Paired Differences t df Sig. (2-tailed) Mean Std. Deviation Std. Error Mean 95% Confidence Interval of the Difference Lower Upper Generate Recalled Read Recalled 1.841 2.439 .368 1.099 2.583 5.006 43 .000

Table 3: Average of low frequency and high-frequency words. Word Frequency N Mean Std. Deviation Std. Error Mean Difference Low 44 1.8409 2.43944 .36776 High 43 4.2558 2.95275 .45029

Table 4: Significant test for the difference between low-frequency words and high-frequency words recalled Independent Samples Test Levene's Test for Equality of Variances t-test for Equality of Means F Sig. T df Sig. (2-tailed) Mean Difference Std. Error Difference 95% Confidence Interval of the Difference Lower Upper Difference Equal variances assumed 2.253 .137 -4.163 85 .000 -2.41490 .58011 -3.56832 -1.26149 Equal variances not assumed -4.154 81.360 .000 -2.41490 .58138 -3.57160 -1.25821

 Not done - No image requested. This is not the place to request articles be created. See WP:AFC or perhaps Wikipedia:Requested articles. Additionally, this appears to be a sort of academic paper and not an encyclopedia article, and Wikipedia is [[WP:NOTESSAY|not a publisher or original thought. GMG^talk 11:20, 13 November 2017 (UTC)

Description: This is the 2017 rebranded logo for Deakin University.

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Alex3895 (talk) 02:44, 10 November 2017 (UTC)

 Done - See File:Deakin University Logo 2017.svg. GMG^talk 13:27, 13 November 2017 (UTC)

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Jtoddalgami (talk) 09:39, 10 November 2017 (UTC)

 Done - See File:Bunq (bank) company logo 2017.svg. GMG^talk 13:34, 13 November 2017 (UTC)

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Vkclark16 (talk) 18:36, 10 November 2017 (UTC)

 Done - See File:Vascular Medicine journal cover 2017.png. GMG^talk 13:41, 13 November 2017 (UTC)

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Abc.55 (talk) 11:05, 13 November 2017 (UTC)

 Done - See File:London Chamber Orchestra logo.png. GMG^talk 13:47, 13 November 2017 (UTC)

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RichardBold (talk) 17:39, 14 November 2017 (UTC)

•  Done - See File:Hg company logo 2017.png. GMG^talk 17:58, 14 November 2017 (UTC)

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Woko Sapien (talk) 15:25, 13 November 2017 (UTC)

On hold - Woko Sapien, I don't see anywhere on the official website where the school is themselves using this version of the logo. Please provide a link showing that this is the version created by, and used by the school, and not merely a particular stylized version of the school logo produced by the diplomaframe.com website for use in their products. GMG^talk 15:33, 13 November 2017 (UTC)

See new links added Woko Sapien (talk) 15:57, 13 November 2017 (UTC)

Woko Sapien: I'm not sure what the twitter link is supposed to be to, but the link to the 2017 commencement uses the version of the logo in the background that matches the logo currently on the article. GMG^talk 15:59, 13 November 2017 (UTC)

Twitter link is to a photo taken of marketing materials from 2017 commencement ceremony showing new seal being used. Also, the other link shows new seal, not old. Notice the difference in lettering & how in the old seal, the shield sits on top of the "Summa Optimaque" banner, while new seal's shield in situation behind the "Summa Optimaque" banner. Woko Sapien (talk) 16:27, 13 November 2017 (UTC)

Woko Sapien, both links show versions of the logo that are blue on white. Neither show a version of the logo you link to here with a blue on variations of tan. The twitter link shows barely half of the logo, but the commencement does show the variation of the logo with the date shifted to the top, but again, what we need is a link showing the school using this exact image. As of right now, it still appears that his particular variation has been created by diplomaclassics.com, and doesn't appear to be used in this exact form by the school itself. GMG^talk 16:34, 13 November 2017 (UTC)

Best I can do is add Twitter photo links showing the new seal as an illuminated sign (with the correct coloring, but no horizontal lines in the background) and an image of it in monochrome (gold on blue background) with the horizontal lines. Truth be told, SNHU seems to be phasing the old one out and the new one in still, so it may be some time before we see the new one used more prominently and on more official web pages. If it's too early for this to be added to Wikipedia, I won't object. Woko Sapien (talk) 17:03, 13 November 2017 (UTC)

One final photo link added to make my case Woko Sapien (talk) 17:06, 13 November 2017 (UTC)

Woko Sapien: We may simply have to wait until they start using the new logo in a more widespread official capacity. If they are in a transition period, and still using both, then it probably isn't detrimental to the article to have the older of the two. At any rate, in order to justify the non-free use of the image, we need to be able to show that this version in particular is the official one used by the school, and not a variation designed and used by a third party website. GMG^talk 18:57, 13 November 2017 (UTC)

That's fair enoughWoko Sapien (talk) 20:10, 13 November 2017 (UTC)

File upload request declined. Per above. Feel free to refile when the logo is being used more in an official capacity. --Majora (talk) 02:56, 16 November 2017 (UTC)

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Jlautenbachmilwcounty (talk) 20:44, 15 November 2017 (UTC)

File uploaded. You can find it at File:Milwaukee County Seal.png. Thank you for your contribution to Wikipedia! --Majora (talk) 03:02, 16 November 2017 (UTC)

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vimal kumar

actor vijay page this picure looks nice so only

49.207.187.5 (talk) 17:47, 17 November 2017 (UTC)

File upload request declined. The file is copyrighted and not free. You see how that page says "All rights reserved"? That is not CC-by-sa-3.0. Totally different things. We can't use that image here. Sorry. --Majora (talk) 05:11, 18 November 2017 (UTC)

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MDD888 (talk) 01:07, 18 November 2017 (UTC)

File upload request declined. The file is copyrighted and not free. You took that image from . We can't use images of living people that are copyrighted under a non-free license. Sorry. --Majora (talk) 05:13, 18 November 2017 (UTC)

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File upload request declined. The file is copyrighted and not free. No idea where exactly this is from but it certainly isn't in the public domain. --Majora (talk) 04:45, 19 November 2017 (UTC)

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File uploaded. You can find it at File:New Harmon, Utah (26828320129).jpg. Thank you for your contribution to Wikipedia!. I mistyped the name, a file mover will move it shortly. --AntiCompositeNumber (Ring me) 14:42, 24 November 2017 (UTC)

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FT270 (talk) 10:40, 23 November 2017 (UTC)

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134.173.26.199 (talk) 05:44, 28 November 2017 (UTC)

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