Examples of maze

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He followed groups of children with high and low maze use from first grade through high school.
Pairs were permitted to restart the marble at the start of the maze as many times as they could during the 4-min interaction.
Data from the maze task suggest that this is inadequate.
There are many reasons for this lamentable situation and the authors commendably guide the reader through the somewhat confusing maze of national fertilizer policies.
The nonhuman animal studies employ the plus maze, which consists of four arms extending from a central platform at 90 degree intervals.
The plus maze experiments did not provide support for the place learning or response learning hypotheses exclusively.
Rats were trained to negotiate these mazes to obtain food.
Both groups of children produced more lexical and syntactic revisions (which they referred to as content mazes) than filled pauses.
With respect to protective order applications, some consider "advocacy work" to amount to little more than helping victims navigate through bureaucratic mazes.
Here, one of the striking effects of lesions is to affect the animal's capacity to learn spatial tasks- for instance to run mazes.
They can be trained to run simple mazes or to associate food with colours or other visual stimuli.
In summary, these findings suggest that there is a complex relationship between language, bilingualism, and use of mazes.
The second question was whether bilingual children used different patterns of mazes compared to their functionally monolingual peers.
All speakers produce mazes or revisions to some degree.
What was the purpose behind mazes and labyrinths?
Two players are confronted with two computer-controlled mazes that do not differ in relevant ways.
In this study types of mazes were not described.
The first two questions addressed in this study focused on the potential for differences between bilingual and functionally monolingual children's use of mazes.
Then does she twirl and twine, a pastoral nymph of good family, through the mazes of the dance.
In sum, children who are acquiring language in bilingual contexts (primarily as sequential learners) use the same kinds of mazes as do adult learners and monolingual children.
Percentages of mazes based on the total number of utterances in the child's sample were used to quantify the frequency of specific mazes types in each child's sample.
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