V o l . 79, N o .

Whole N o . 601, 1965

Psychological Monographs: General and Applied

S E M A N T I C D I F F E R E N T I A L P R O F I L E S F O R 1,000
M O S T F R E Q U E N T E N G L I S H WORDS^
DAVID E . H E I S E ^

University of Chicago
Semantic differential (SD) factor scores on the Evaluation, Activity, and
Potency dimensions are presented for 1,000 most frequently used English
words. Also given are the standard errors of the factor scores, the results of
several reliability studies, and a listing (for all words) of 3 types of derived
scores: polarizations, n AfEhation contents, n Achievement contents. Testing procedures and statistics on the sample of raters are detailed. Some uses
of the dictionary are suggested, and an example of its use in a study of
motivation is presented including empirical results. Conditions favoring
further cumulation of SD data are discussed. T
(Osgood, 1962; Osgood, S u c i , & T a n n e n b a u m , 1957). M e a n i n g f u l differences a m o n g
words, sounds, colors, p i c t u r e s , f a c i a l expressions, a n d a w i d e v a r i e t y of concepts
have been f o u n d u s i n g measurements on
these dimensions.
T h e principles of SD methodology m a y
be s u m m a r i z e d as f o l l o w s :
1. R a t i n g s on b i p o l a r a d j e c t i v e s c a l e s
w h a t e v e r the n u m b e r a n d v a r i e t y o f scales
u s e d a r e l a r g e l y a f u n c t i o n of a few d i mensions of j u d g m e n t .
2. These dimensions or factors are m e a n i n g f u l l y r e l a t e d to affect.
3. A few a p p r o p r i a t e scales c a n be used
to o b t a i n r e l i a b l e measurements on a n y one
dimension.
4. M e a s u r e m e n t s m a d e on a g i v e n d i m e n sion are c o m p a r a b l e for s t i m u l i of g r e a t l y
different character (words, colors, sounds,
etc.).
T h e i n s t r u m e n t ' s usefulness has been
recognized g e n e r a l l y , a n d a l r e a d y a p p l i c a tions are too extensive a n d v a r i e d for r e v i e w here. H o w e v e r , the present eclectic
use o f S D m e t h o d o l o g y a s " a research t o o l "
does n o t seem to e x p l o i t its p o t e n t i a l i t i e s
fully.

T H E semantic d i f f e r e n t i a l ( S D ) has
p r o v e n to be an accurate i n s t r u m e n t
for r e c o r d i n g affective associations of s t i m u l i , p a r t i c u l a r l y t o the extent t h a t such associations are c u l t u r a l l y o r s u b c u l t u r a l l y
defined so t h a t measurements m a y be a v e r aged over groups of i n d i v i d u a l s ( N o r m a n ,
1959). In a w i d e v a r i e t y of studies, i n c l u d i n g m a n y i n v o l v i n g c r o s s - c u l t u r a l samples
of r a t e r s , it has been demonstrated t h a t
affective j u d g m e n t s o n b i p o l a r a d j e c t i v e
scales r e l i a b l y resolve i n t o three m a j o r
dimensions or factors w h i c h Osgood has
named Evaluation, A c t i v i t y , and Potency
^This paper is part of a doctoral dissertation
submitted to the Department of Sociology at the
University of Chicago. The work was done while
the author was receiving support from Predoctoral
Fellowships 2M 7090-Cl and 2M 7090-C2 from the
National Institute of Mental Health, United
States PubUc Health Service. Computing work on
the I B M 7090 done at the University of Chicago
Computation Center was supported by National
Science Foundation grants administered by the
Computation Center. Work involving the I B M
1401 was done at the University of Chicago B i o logical Sciences Computation Center under Grant
FR00013 from the United States Public Health
Service.
The author wishes to thank Salvatore R. Maddi,
Fred L. Strodtbeck, and Charles E. Osgood for
their suggestions and criticisms. The author also
is grateful for the cooperation of the officers and
enlisted men at Great Lakes Naval Training
Center, Great Lakes, Illinois; the interest and aid
of Frank J. Holland, L t . (jg.), M S C , was especially
helpful.
" Now at the University of Wisconsin.

U n l i k e most present research i n s t r u ments i n the s o c i a l sciences, the S D i s

amenable to standardized application in
studies of p e r s o n a l i t y , c u l t u r e , a n d society.
U s i n g the S D , a s y s t e m a t i c b o d y o f d a t a
c a n be assembled on the affective a s s o c i a tions of s o c i o c u l t u r a l elements in different
1

DAVID R . H E I S E

groups. T h e existence a n d a v a i l a b i l i t y o f
such a c o l l e c t i o n of d a t a w o u l d be v a l u a b l e
i n f a c i l i t a t i n g new research, i n s t i m u l a t i n g
t h e o r e t i c a l developments, a n d as a h a n d book w i t h p r a c t i c a l uses.
F u r t h e r , such m a t e r i a l s c a n be assembled
w i t h o u t s p e c i a l projects or great expense if
i n v e s t i g a t o r s u s i n g the S D extend t h e i r
i n d i v i d u a l efforts o n l y s l i g h t l y . T h e present
study provides an i n i t i a l fund of data and
also serves as an i l l u s t r a t i o n of the thesis
of f e a s i b i l i t y .
I m m e d i a t e l y f o l l o w i n g is a b r i e f d i s c u s sion of the o r i g i n a l research out of w h i c h
the present w o r k grew. N e x t follows a
d e s c r i p t i o n of the procedures a n d analyses
i n v o l v e d i n a s s e m b l i n g the d i c t i o n a r y o f
semantic profiles g i v e n here. I n the t h i r d
section, a r e t u r n is m a d e briefly to the
research p r o g r a m o u t l i n e d i n order t o i l l u s t r a t e h o w such m a t e r i a l s c a n b e a p p l i e d ;
other uses of the d i c t i o n a r y also are i n d i cated. I n the f o u r t h section, some p r o b l e m s
of a c c u m u l a t i n g d a t a are discussed, focusing particularly on SD data. The dictionary
of semantic profiles is presented as an a p pendix.
OPEEATIONAL

CONSIDERATIONS

T h e d i c t i o n a r y presented here was assembled to f a c i l i t a t e

another research
study. T h i s focal study p a r t l y determined
the f o r m of the d i c t i o n a r y , a n d t h u s a
brief d e s c r i p t i o n is p e r t i n e n t .
On the basis of t h e o r e t i c a l c o n s i d e r a tions, i t was h y p o t h e s i z e d t h a t persons
aroused i n a g i v e n m o t i v a t i o n ( n A c h i e v e ment, n A f f i l i a t i o n , n P o w e r , etc.) w i l l use
words
whose
affective
connotationsas
measured o n the S D a r e congruent w i t h
the g i v e n m o t i v a t i o n . T h i s h y p o t h e s i s was
o p e r a t i o n a l i z e d r o u g h l y a c c o r d i n g t o the
f o l l o w i n g p a r a d i g m , (a) A r o u s e a person in
a given m o t i v a t i o n . (6) T a k e a s a m p l e of
the words he emits w h i l e in this state, (c)
D e t e r m i n e the affective connotations of
these w o r d s in t e r m s of the S D . (d) Score
the w o r d profiles for the m o t i v a t i o n being
considered, (e) See if the average m o t i v a t i o n score for the subject's words is h i g h as
c o m p a r e d to the average score for w o r d s
f r o m an u n a r o u s e d subject.

In order to test the hypothesis, a d i c t i o n a r y was necessary i n w h i c h the S D

profiles for e m i t t e d w o r d s c o u l d be " l o o k e d
u p . " One such d i c t i o n a r y existed i n p u b lished f o r m : " A n A t l a s o f Semantic D i f f e r e n t i a l P r o f i l e s for 360 W o r d s " ( J e n k i n s ,
R u s s e l l & S u c i , 1958). T h a t p u b l i c a t i o n
was a s t i m u l a t i n g factor in d e v e l o p i n g
the research p r o g r a m described here. H o w ever, words were i n c l u d e d i n the atlas o n
the basis of t h e i r p s y c h o l o g i c a l interest
r a t h e r t h a n on the basis of frequency of
usage, a n d this f a c t , plus the r e l a t i v e l y
s m a l l size o f the a t l a s , l i m i t e d its a d a p t a t i o n . H e n c e , i t was necessary t o assemble
the d i c t i o n a r y presented here.
Selection

of

Words

C o n s i d e r i n g the expense a n d effort necess a r y t o acquire r e l i a b l e S D profiles, i t was

infeasible t h a t the r e q u i r e d d i c t i o n a r y
s h o u l d i n c l u d e every E n g l i s h w o r d . N o r
was i t necessary. I n research focusing o n
subjects' v e r b a l b e h a v i o r , one need not c o n sider a l l w o r d s e m i t t e d b u t o n l y r e p r e sentative samples. F u r t h e r , a c c o r d i n g t o
the n u m b e r - f r e q u e n c y phenomenon d o c u m e n t e d by Z i p f (1949) a m o n g speakers of
a n y language, a few w o r d s occur v e r y
f r e q u e n t l y a n d constitute a large p r o p o r t i o n
of the t o t a l n u m b e r of v e r b a l emissions.
It was decided t h a t a d i c t i o n a r y of 1,000
words was
both
economically
feasible,
g i v e n frequency as the c r i t e r i o n for selecti n g words, a n d adequate for research p u r poses. ( T h e choice of the exact, r o u n d e d
figure w a s a r b i t r a r y , of course.)
P i l o t studies i n d i c a t e d t h a t the c r i t e r i o n
of frequency c o u l d be p r o f i t a b l y m o d i f i e d
i n two w a y s :
1. By excluding "function words" from
the d i c t i o n a r y .
2 . B y t r e a t i n g meanings r a t h e r t h a n
words as the basic u n i t s .
Some v e r y frequent words (e.g., the, a n d ,
he, is, to) are f u n c t i o n w o r d s , i.e., t h e i r
emission i n v e r b a l b e h a v i o r i s d e t e r m i n e d
m a i n l y b y g r a m m a t i c a l requirements ( M i l ler, 1954). F u n c t i o n w o r d s are of l i t t l e
interest i n S D w o r k because t h e i r S D p r o files a l l tend to be n e u t r a l ; this was e v i dent f r o m p i l o t w o r k , b u t an ex post f a c t o

SEMANTIC PROFILES FOB 1,000 WORDS

a n a l y s i s provides some q u a n t i t a t i v e e v i dence.

I n p i l o t w o r k , 2 2 f u n c t i o n words were
r a t e d . T h e difference between the m e a n r a t i n g a n d the n e u t r a l p o i n t on each of the
eight r a t i n g scales was d e t e r m i n e d for each
of these w o r d s . A r o u g h estimate of the
r a t i n g v a r i a n c e for i n d i v i d u a l S D scales
w a s o b t a i n e d b y r a n d o m l y selecting 3 0
w o r d s f r o m the 1,000 d i c t i o n a r y w o r d s of
the present s t u d y ; the v a r i a n c e s of the
r a t i n g s on each scale for a l l 30 words were
pooled to get an o v e r a l l estimate of r a t i n g
v a r i a n c e , (s^ = 2.76. Scales a n d subjects
were not i d e n t i c a l t o those used i n p i l o t
w o r k , but the v a r i a b i l i t y s t a t i s t i c s for the
scales in the t w o studies m a y be t a k e n as
a p p r o x i m a t e l y comparable.) F r o m t h i s e s t i m a t e of s c a l i n g v a r i a n c e , the s t a n d a r d
error o f the m e a n scores i n the p i l o t w o r k
w a s e s t i m a t e d (sx = .83; four subjects
r a t e d each w o r d i n the p i l o t s t u d y ) , a n d a
table of n o r m a l p r o b a b i l i t y was consulted
to see h o w great a difference between the
m e a n score for a w o r d a n d the n e u t r a l
p o i n t of a scale w a s necessary for s i g n i f i cance at the .05 l e v e l in a t w o - t a i l e d test.
A s i g n i f i c a n t difference was f o u n d to be
1.66. U s i n g t h i s v a l u e as a c r i t e r i o n it w a s
f o u n d t h a t o n l y 4 % o f the m e a n S D r a t ings for f u n c t i o n words were s i g n i f i c a n t l y
different f r o m n e u t r a l i t y . T h e procedure
w a s repeated for 22 r a n d o m l y chosen c o n t e n t words f r o m the p i l o t s t u d y : 4 4 % o f
the m e a n S D r a t i n g s for these w o r d s were
nonneutral.
F u n c t i o n words were deleted f r o m c o n s i d e r a t i o n in c o m p i l i n g the d i c t i o n a r y . A
f u n c t i o n w o r d was defined o p e r a t i o n a l l y
as a n y w o r d w h i c h serves as an a r t i c l e ,
p r e p o s i t i o n , c o n j u n c t i o n , p r o n o u n , or v e r b
a u x i l i a r y . W o r d s w h i c h serve b o t h as a
f u n c t i o n w o r d a n d as a content w o r d (e.g.,
the w o r d " a r o u n d " c a n be a p r e p o s i t i o n or
an adverb) were r e t a i n e d for c o n s i d e r a t i o n ,
a n d the m e a n i n g associated w i t h usage as a
content w o r d was i n c l u d e d i n the d i c t i o n a r y
i f its frequency was a p p r o p r i a t e l y h i g h .
I n studies u s i n g the S D , a d i s t i n c t i o n
between w o r d s a n d concepts is c r u c i a l b e cause of the frequent case in w h i c h a s i n gle w o r d designates several different c o n -

cepts. T h i s p r o b l e m c a n b e dealt w i t h
s i m p l y b y defining the w o r d s used, b o t h
w h e n presented a s s t i m u l i a n d w h e n l i s t e d
i n d i c t i o n a r i e s . I n t h i s w a y , the goal o f
h a v i n g subjects rate a specific concept is
more n e a r l y achieved, a n d one k n o w s
d e f i n i t e l y , w h e n u s i n g the d i c t i o n a r y o f S D
profiles, whether a g i v e n concept is or is
not represented. Concepts (a w o r d plus its
definition) were used as the u n i t s of a n a l y sis i n t h i s s t u d y .
Dimensions

To

Be

Measured

T h r e e factors, E v a l u a t i o n , P o t e n c y , a n d
A c t i v i t y , t y p i c a l l y account for the m a j o r
p o r t i o n o f the c o m m o n v a r i a n c e a m o n g S D
scales. T h e repeated e x t r a c t i o n of these
factors w i t h a w i d e v a r i e t y of concepts
a n d subjects f r o m v a r i o u s cultures i n d i cated t h a t S D profiles c e r t a i n l y s h o u l d i n clude measurements on at least these three
dimensions. Q u i t e often a f o u r t h f a c t o r
( w h i c h Osgood has n a m e d S t a b i l i t y ) c a n
be extracted. T h i s f a c t o r accounts for less
v a r i a n c e t h a n do the first three factors,
b u t i t seemed t o h a v e p o t e n t i a l relevance
for the p r i m a r y s t u d y being conducted, so
scales were i n c l u d e d to measure t h i s f a c t o r
also. T h o u g h measurements o n s t i l l other
factors m i g h t have been of interest, the
a d d i t i o n a l factors t y p i c a l l y account for so
l i t t l e v a r i a n c e i n f a c t o r a n a l y t i c studies
t h a t i t seemed u n e c o n o m i c a l t o t r e a t t h e m .
PROCEDURE

Preliminary

Work

Semantic Differential Instrument. Three considerations determined the general form of the SD
instrument used in the study.
1. It was decided in advance that 1,050 concepts
would be scaled (50 concepts were to be scaled
twice for information on reliability and other matters), and also it was predetermined that about 340
subjects would be available for 1 hour of rating
time. Using the estimating formulas presented by
Osgood, Suci, and Tannenbaum (1957, pp. 80-81),
it was calculated that a total of 136,000 scaling
judgments could be made, or (at most) 129 judgments per concept.
2. To obtain adequate reliabihty, a sample of 15
different raters per word was deemed minimal.
3. To calculate factor scores relatively free of
contamination by the unique variances of scales,
at least two scales for each of the four factors to
be measured were necessary.

DAVID R . H E I S E

Given these conditions, the instrument for the

study was determined as having eight scales; the
conditions allowed either 15 or 16 subjects to be
used per concept; naturally the larger number was
chosen.
Two small-scale pilot studies were run as an
aid in choosing the actual scales to be used. On
the basis of correlations demonstrated in these
studies and considering the factor loadings presented for scales in published works, the following
scales were chosen:
Dimension
Evaluation
Activity
Potency
Stability

Scale
Good-Bad
Pleasant-Unpleasant
Active-Passive
Lively-Still
Strong-Weak
Tough-Tender
Rational-Emotional
Tamed-Untamed

Ldst of Concepts. West's (1953) frequency count

of semantic units in English was used as reference
in compiUng the list of concepts. For the task, the
West book was the most adequate source even
though it contains known flaws (see Rosenzweig
& M c N e i l l , 1962). Percentages were converted to
frequencies for the present work.
Bach word concept with a frequency of at least
300 usages per 5 million word occurrences was
entered into a preliminary file resulting in a list
of 1,047 units. By raising the critical frequency to
337/5-million, the list was reduced by 97 units to
950 word concepts. Then 39 more units were
dropped on a subjective basis (the deleted words
are listed in Appendix A ) ; these were concepts
which, though listed as having frequencies greater
than 336/5-million, seemed unhkely to occur in
the context of brief, extemporaneous stories. The
final list drawn from the published semantic count
then amounted to 911 concepts.
It was anticipated that some word concepts
might appear in extemporaneous stories more frequently than they do in the formal kinds of writings on which published frequency counts are
based. In order to adjust the list for this possibility, a short frequency count (covering about 8,000
word occurrences) was made of words appearing in
a published collection of stories (Atkinson, 1958,
Appendix I ) . A l l concepts which were used at least
twice (once in two different stories written to
different picture stimuli) were included in the
final list. This added 85 units to the 911 units a l ready compiled. Of these 85 additional units, however, 40 were among those dropped from the
original file for having frequencies less than 337/
5-miIIion though greater than or equal to 300/5million. Finally, four additional words (admiral,
enlist, navy, sailor) were included, which, it was
believed, might have frequent use among Nav}'
enlistees (the subjects to be used in the experi-

ment). The final Hst then contained exactly 1,000

semantic units, and in the list were 778 different
words.
Definition of Concepts. Pilot work had indicated that definition of word concepts could not
be achieved through the use of synonyms since
the mere presence of other content words contaminates the affective connotation of a stimulus word.
Pilot work also had indicated, however, that presence of function words has relatively Httle effect
on the affective connotation of a stimulus. Thus
it was feasible to define each word concept by
giving an example of its use in a sentence composed otherwise of function words only. A 67-word
vocabulary of function words was used in constructing defining sentences (see Appendix B) ;
these words alone sufficed to define 90.9 percent
of the 1,000 semantic units on the list (for 91
entries, use of a nonfunction word was required
to make the concept's meaning clear). A few words
on the list do not have multiple meanings: these
words, of course, did not require defining sentences,
but sentences were provided as a control measure.
Verbs were defined by sentences in which the
verb was used in the simple past; nouns were defined by sentences in which the noun was used in
the singular (except in a few cases where this
seemed awkward and opposed to common usage).
The length of each sentence was restricted by the
requirement that the word plus its defining
sentence, including punctuation and blanks, could
not exceed 36 spaces in lengththis restriction was
necessary since words and defining sentences were
to be keypunched into tabulating cards.
Preparation of Stimulus Cards. Mark-sense techniques were used in data collection, thus eliminating steps of coding, transcribing, and manual keypunching of the SD data gathered. Responses were
recorded by subjects with an electrolytic pencil
on mark-sense tabulating cards prepared especially
for the study. These cards presented both the
concept to be rated and the set of SD scales.
In the first 36 columns of a card the word concept and its defining sentence were keypunched,
these punches being interpreted at the top of the
card to provide the printed stimulus. A l l eight SD
scales were preprinted toward the middle of the
cards; each pair of adjectives appeared on a separate row; and adjectives were separated by seven
mark-sense positions, thus defining the standard
7-point scale.
The following steps were followed in preparing
packets of cards for the subjects. First, the 1,000unit list of concepts and defining sentences (and
serialization numbers for alphabetic sequence) was
keypunched to form a 1,000-card master deck. This
master deck was reproduced and interpreted on
the mark-sense cards 16 times (since 16 subjects
were to scale each concept). Packets of 50 cards
were then sorted out by machine such that each
packet contained every twentieth word in the
master deck (different packets began with different
serialization numbers, e.g., 001, 002, 003, etc. up to

SEMANTIC PROFILES FOE 1,000 WORDS

020). This procedure of taking every twentieth

word from a list in alphabetical order seemed a
satisfactory substitute for the more difficult technique of drawing cards randomly in order to make
up packets. To prevent the order to cards within
packets from having systematic effect on ratings,
the cards in each of the final 320 packets were
shufHed by sorting on various alphabetic columns.
Fieldwork
Subjects and Sampling. Subjects who served as
raters were Navy enlistees enrolled in a 16 week

training program at the Hospital Corps School,

Great Lakes Naval Training Center, Great Lakes,
Illinois. The population's average IQ is 110.5 (as
estimated by summing scores on the Navy's General Classification Test and Arithmetic Test), education averages 11.9 years, and the average age is
18.9 years. These population statistics are based on
2,621 cases distributed over about 3 years. A d d i tional statistics on the sample of raters are presented in Table 1.
Participation in the project was mandatory for
all trainees in the school at the time (except

TABLE 1
D E S C R I P T I V E STATISTICS O N S A M P L E O P R A T E B S

(N = 342)
Demographic variable

Age in years
17
18
19
20
21
22
23
24
25, 25+
No answer"
Father's education
No schooling
Less than 5th grade
5th to 8th grade
Some high school
Finished high school
Some college
Finished college
Graduate work
No answer^*
Home town
Farm or open country
Suburb in urban area of:
Less than 100000
100000 to 499999
500000 to 1999999
2000000 or more
C i t y in urban area of:
Less than 10000
10000 to 99999
100000 to 499999
500000 to 1999999
2000000 or more
No answer"

a.

2
35
32
11
9
4
3
1
1
3
0
.2
18
20
34
12
6
8
4
10
11
6
6
6
20
17
7
8
7
2

Demographic

variable

Father's occupation
Farmer or farm worker
Unskilled
Service
Semiskilled
Skilled
Clerical
Sales
Proprietor or manager
Professional
No answer"

2
4
6
11
34
5
5
12
14
6

F a m i l y income in dollars'"
Less than 3000
3000-4999
5000-7499
7500-9999
10000-14999
15000 and above
No answer"

5
14
34
18
13
5
10

Geographic origin
New England
Middle Atlantic
East N o r t h Central
West N o r t h Central
South
South Central
Mountain
West
Alaska or Hawaii
No answer"

9
35
29
4
15
4
1
0
0
2

Note.Figures sum to 100 1% within each variable.

" N o answer" includes "failure to answer," "refusal to answer," and don't know."
*> Before taxes.
" Here two non-U.S. citizens are included in " N o answer" as well as the categories listed in footnote

DAVID R . H E I S E

those with conflicting official duties during testing

periods).
Rating Sessions. Subjects did the ratings in a
classroom in the administration building of the
Hospital Corps School, Great Lakes Naval Training Center, Great Lakes, Illinois. Eleven 1-hour
sessions were arranged in the late afternoon and
evening during A p r i l and M a y 1963. Attendance
at each session varied from 20 to 70, with about 35
persons attending each session on the average. The
experimenter was a male oivihan, age 26.
On entering the room, subjects were given a
packet of I B M cards wrapped in a sheet of paper
and a mark-sense pencil. When all subjects for
the session were seat^, the experimenter i n structed them to fill out a questionnaire concerning their social background. Then the experimenter
gave the instructions for rating words:
Now let's go on to the instructions for filling
out the cards. The purpose of this research is to
make a dictionary of the emotional meanings of
words. The words you're rating are the 1,000
most frequently used words in English. Each of
you has 50 of these words. A regular dictionary'
tells what a word refers towhat it means logically. We want to make a dictionary that tells
what kind of feelings are associated with words
what the emotional meanings of these words
are. To do this we're having people rate the
words against the adjectives printed on the
cards.
You'll notice that in the upper left-hand
corner of every card a word is printed. [E points
to the stimulus word on a large demonstrator.]
There is a sentence in parentheses following
right after the word. The purpose of the sentence
is to tell you in what sense to take the word.
Lots of words have a number of different meanings. The word BEAE for example can mean "to
carry something" or it can mean "an animal."
On your instruction sheet the word BEAR is followed by the sentence, "That is the Bear." This
sentence makes clear that the word here refers
to an animal. In the same way, the sentences
following the words on your cards are to clarify
the meaning of the words you're rating. From
the sentence you can get an idea of the sense
in which to take the word that is printed in the
corner of the card. Once you are clear on the
meaning of the word, you are to ignore the
sentence and rate onlj^ the word. The sentence is
there only to help you figure out precisely what
the word means.
Printed on the center of the card are eight
pairs of adjectives. [E reads off the adjectives.]
Between each pair of adjectives there are seven
spaces. You are to rate the words by putting a
mark in the appropriate space between each pair
of adjectives. Using these spaces you can show
which adjective in a pair better fits the word
you are rating and how well it fits. For example,
the person who rated the word on this card,

TORNADO, thought that a tornado is

[E i n terprets each mark on the demonstrator card.]
The case here of the person rating a tornado as
slightly emotional points out something. The
adjectives will not always make logical sense
wlien applied to the words you are rating. You
are to make your ratings on the basis of what
you feel is the best fitting rating rather than
what is logical. Rate on the basis of your first
impressions.
Notice that if a word doesn't mean something
to you, there is a way to show that. Put a mark
in the zero position. Not all words are emotional,
and you can show that by marking them neutral.
The marks you make are to be converted to
punches by machine. Each mark has to carry an
electrical current. Every mark you make is, in
effect, a printed circuit. Therefore, be sure to
make your marks heavy and black. I repeat:
make your marks thick and dark. And keep the
marks within the rounded brackets.
Are there anj^ questions? Then go ahead and
rate the words. Y o u may leave when you are
through.
Before the overall program of testing was
completed, all packets from the dictionary sessions
were examined. Packets which were incompletely
marked or which obviously had been faked^ were
reproduced and given back to new subjects.
ANALYSES

C a r d s i n the p a c k e t s received b a c k f r o m
subjects were p u n c h e d u s i n g a m a r k - s e n s e
reproducer. Since S D scales were p r i n t e d
as rows r a t h e r t h a n as columns on the
cards, the d a t a were p u n c h e d r o w - w i s e
r a t h e r t h a n c o l u m n - w i s e . I n order t o p r e pare the d a t a for use w i t h s t a n d a r d c o m puter p r o g r a m s , the d a t a p u n c h e d i n rows
were transposed to c o l u m n s , u s i n g a spec i a l p r o g r a m w r i t t e n for the I B M 1401
computer.
A f t e r data collection and p r e l i m i n a r y
m a c h i n e processing, there were a p p r o x i m a t e l y 16,500 p u n c h e d cards, each c a r d
being a r e c o r d of one person's r a t i n g s of
one concept on the eight scales. U s i n g the
I B M 7090 computer, the average profile
over the eight scales w a s c a l c u l a t e d for
each of the concepts in the d i c t i o n a r y .
These m e a n scores were the m a t e r i a l s used
i n f u r t h e r analyses.
^ Faking was detected by regular appearance
of geometric patterns in the rating marks and by
ratings of "neutral" words as extremely polarized
and vice versa. At least a third of the cards in a
deck had to demonstrate such characteristics before the deck was rejected.

SEMANTIC PROFILES FOR 1,000 WORDS

Factor

Analyses

To v a l i d a t e u s i n g the chosen scales as

measures o f E v a l u a t i o n , A c t i v i t y , P o t e n c y , a n d S t a b i l i t y , correlations a m o n g
the eight scales were o b t a i n e d over the
1,000 observations in the d i c t i o n a r y , a n d
t h i s m a t r i x of correlations was factor
a n a l y z e d . F a c t o r s accounted for 6 9 % o f
the t o t a l v a r i a n c e , a n d three factors a c counted for a l l o f the c o m m o n v a r i a n c e ;
these factors were c l e a r l y recognizable as
E v a l u a t i o n , A c t i v i t y , and Potency. The
t w o scales m e a n t to measure the S t a b i l i t y
d i m e n s i o n showed a l m o s t zero c o r r e l a t i o n
w i t h one a n o t h e r ; one of t h e m l o a d e d
h e a v i l y o n the E v a l u a t i o n factor, the other
on the P o t e n c y factor.
E x a m i n a t i o n o f the t h i r d a n d f o u r t h
moments of the scale means
(for the
1,000 d i c t i o n a r y concepts) i n d i c a t e d t h a t
the d i s t r i b u t i o n s on a l l eight scales were
h i g h l y skewed a n d p e a k e d
(skew a n d
k u r t o s i s measures for the scales were a l l
s i g n i f i c a n t l y different f r o m z e r o ) . Since
p r o d u c t - m o m e n t correlations depend o n the
a s s u m p t i o n t h a t scores are n o r m a l l y d i s t r i b u t e d , i t w a s possible t h a t correlations
based o n these c l e a r l y a b n o r m a l d i s t r i b u tions m i g h t be d i s t o r t e d a n d t h a t the factor
a n a l y s i s results m i g h t therefore be m i s l e a d i n g . Scales were t r a n s f o r m e d (using a
square root t r a n s f o r m a t i o n s e e W a l k e r
a n d L e v , 1953, p . 424) s o t h a t a l l d i s t r i b u tions of scores a p p r o a c h e d n o r m a l i t y , a n d
the c o r r e l a t i o n a n d factor analyses were

r u n a g a i n . T h e results o f the f a c t o r a n a l y s i s
based on the t r a n s f o r m e d scores are p r e sented in T a b l e 2 a l o n g w i t h the results
of the f a c t o r a n a l y s i s based on u n t r a n s formed scores. I n the second factor a n a l y sis, three f a c t o r s E v a l u a t i o n , A c t i v i t y ,
a n d P o t e n c y a g a i n accounted for a l l o f
the c o m m o n v a r i a n c e ( P o t e n c y accounted
for somewhat more of the v a r i a n c e in the
second a n a l y s i s ) , a n d the p a t t e r n of f a c t o r
loadings was n e a r l y the same as in the
first a n a l y s i s . I t was concluded t h a t the
deviations from n o r m a l i t y d i d not sign i f i c a n t l y affect the v a l i d i t y of the f a c t o r
s t r u c t u r e f o u n d i n the first a n a l y s i s .
Since a S t a b i l i t y factor accounted for
none of the c o m m o n v a r i a n c e in the f a c t o r
analyses of scales, c o n s i d e r a t i o n of t h i s
d i m e n s i o n was d i s c o n t i n u e d for the r e m a i n d e r o f the s t u d y . T h e S t a b i l i t y scales
were reassigned to the factors on w h i c h
t h e y loaded e m p i r i c a l l y .
Calculation

of

Factor

Scores

R e g r e s s i o n equations for c a l c u l a t i n g f a c tor scores were d e r i v e d by the short m e t h o d

g i v e n b y H a r m a n (1960, p p . 3 4 9 - 3 5 6 ) .
E v a l u a t i o n a n d A c t i v i t y f a c t o r scores were
based o n l y on scales l o a d i n g on these f a c tors, r e s p e c t i v e l y . H o w e v e r , P o t e n c y factor
scores were corrected for E v a l u a t i o n a n d
A c t i v i t y c o n t a m i n a t i o n , a n d t h u s the r e gression e q u a t i o n for t h i s factor includes
several n o n - P o t e n c y scales. T h e equations

TABLE 2
F A C T O R L O A D I N G S O F S D S C A L E S , U S I N G U N C O R R E C T E D SCORES A N D SCORES
CORRECTED FOB S K E W AND KURTOSIS

(Based on correlations for 1,000 dictionary concepts)

Scores uncorrected
Scale

Tough-Tender
Still-Lively
Pleasant-Unpleasant
Untamed-Tamed
Strong-Weak
Passive-Active
Emotional-Rational
Good-Bad

Scores corrected

Factor

-.58
.07
.88
-.72
.17
-.04
.09
.90

-.28
.83
-.20
-.24
-.70
.89
00
-.28

Factor

-.62
-.07
.21
-.09
-.30
.02
.59
.05

.79
.70
.86
.59
.60
.79
.35
.88

-.58
.07
.87
-.72
.19
-.05

.11
.88

-.30
.83
-.22
-.24
-.70
.88
.00
-.30

h2
-.60
-.08
.25
-.09
-.34
.03
.54
.07

Note.The factor matrices are the result of machine rotation using the varimax criterion.

.79
.70
.86
.58
.64
.78
.30
.88

DAVID R . H E I S E

used to convert the scale means i n t o factor

scores were as follows.
E v a l u a t i o n factor score
^

- . 2 9 7 ( U P ) + .338 ( T U )
- .458 ( B G ) + 1-067
.938

A c t i v i t y factor score
_ .356 ( L S ) + .822 ( A P )

5.657

.908
P o t e n c y factor score
_
~

- . 6 8 3 ( T T ) - . 3 2 6 ( L S ) - .113(WS)
+ . 4 2 0 ( R E ) - . 3 3 4 ( B G ) + 3.973
.798

T h e i n i t i a l s refer t o S D scales a s i n d i c a t e d
below.
1. T T : Tender-Tough
2. L S : Lively-Still
3 . U P : Unpleasant-Pleasant
4. T U :Tamed-Untamed
5. W S : Weak-Strong
6. A P : Active-Passive
7. R E : Rational-Emotional
8. B G : Bad-Good
T h e f a c t o r scores presented i n the d i c t i o n a r y can be considered independent
measurements. T h e m a x i m u m c o r r e l a t i o n
between a n y t w o sets of f a c t o r scores is .17
(this b e i n g between E v a l u a t i o n a n d P o t e n c y ) . Scores presented i n the d i c t i o n a r y
(Appendix C)
are f u l l y s t a n d a r d i z e d :
s u m m i n g over a l l d i c t i o n a r y concepts,
means of the factor scores are zero a n d
s t a n d a r d d e v i a t i o n s are 1.
Standard Error of Factor Scores
I n order t o o b t a i n a n estimate o f the
average s t a n d a r d error o f the S D factor
scores, 15 words were selected f r o m the l i s t
of 1,000 words (using r a n d o m n u m b e r s )
a n d scaled a second t i m e by subjects f r o m
the same p o p u l a t i o n . These r a t i n g s were
m a d e d u r i n g r e g u l a r sessions, a n d subjects
w h o received the r e l i a b i l i t y - s t u d y p a c k e t s
were u n a w a r e of t h e i r s p e c i a l role. J u s t as
w i t h the words i n the d i c t i o n a r y , the r a t ings for these 15 words were c o n v e r t e d to
m e a n scale scores a n d t h e n to factor
scores. H e n c e , for 15 r a n d o m l y selected

TABLE

A N A L Y S E S O P V A R I A N C E O P S D SCORES FOR 1 5 R A N DOMLY S E L E C T E D WORDS, WITH E R R O R T E R M S

BASED ON TWO SCALING REPETITIONS
Source of v a r i a t i o n

df

SS

MS

Evaluation factor scores

Words
Repetitions
Total

14
15
29

35.935
3.409
39.344

2.567
.227

A c t i v i t y factor scores
Words
Repetitions
Total

14
15
29

15.406
2.440
17.846

1.100
.163

Potency factor scores

Words
Repetitions
Total

14
15
29

26.070
4.033
30.103

1.862
.269

w o r d s , two S D profiles were a v a i l a b l e o n e

f r o m the r e g u l a r d i c t i o n a r y w o r k a n d a n other f r o m a second group of subjects.
These t w o sets o f d a t a were c o m b i n e d i n
o n e - w a y analyses of v a r i a n c e (one separate
a n a l y s i s w a s c a r r i e d out for each f a c t o r
scoreEvaluation, A c t i v i t y , and Potency).
I n these a n a l y s e s o f v a r i a n c e , words r e p r e sented the different v a r i a b l e s (or l e v e l s )
hence there were 15 v a r i a b l e s in each, a n d
the t w o sets of f a c t o r scores for each w o r d
c o n s t i t u t e d r e p e t i t i o n s . T h u s , three a n a l y ses of v a r i a n c e were c a r r i e d out, each w i t h
15 v a r i a b l e s a n d two r e p e t i t i o n s
(see
Table 3).
I n these a n a l y s e s the error v a r i a n c e
based on repetitions p r o v i d e s a basis for
e s t i m a t i n g the s t a n d a r d error of the f a c t o r
scores. T h e e r r o r v a r i a n c e o f the E v a l u a t i o n f a c t o r scores based on r e p e t i t i o n s is
.227; therefore an estimate of the s t a n d a r d
error o f E v a l u a t i o n scores i n the d i c t i o n a r y
is .48 (i.e., the square root of .227). S i m i l a r l y , on the basis of these a n a l y s e s of
v a r i a n c e , the s t a n d a r d error o f A c t i v i t y
scores c a n be e s t i m a t e d as .40 a n d the
s t a n d a r d error of P o t e n c y scores as .52.
T h e s e estimates of the s t a n d a r d error
( c o m b i n e d w i t h the f a c t t h a t e v e r y score
i n the d i c t i o n a r y i s based o n r a t i n g s b y
16 subjects) i n d i c a t e t h a t a n y t w o f a c t o r
scores i n the d i c t i o n a r y w h i c h differ b y a s
m u c h as 1.00 u n i t s m a y be t a k e n as s i g -

SEMANTIC PROFILES FOR 1,000 WORDS

n i f i c a n t l y different at the .05 l e v e l ( i n a t w o tailed test).

Effects

of

Defining-Sentences

on

SD

Scores

I n p r e p a r i n g words for r a t i n g , several

conventions were adopted. N o u n s were defined b y usage i n the s i n g u l a r f o r m i n
defining sentences; verbs were defined by
presenting t h e m i n the s i m p l e p a s t tense.
I n s o d o i n g , i t was assumed t h a t p l u r a l i t y
in the case of nouns a n d tense in the case
of verbs h a v e no s y s t e m a t i c effect on
w o r d s ' c o n n o t a t i v e m e a n i n g . A l s o i t was
assumed t h a t , w h i l e a defining sentence
clarifies d e n o t a t i v e m e a n i n g , its mere p r e s ence does n o t affect a w o r d ' s c o n n o t a t i o n .
In the course of the s t u d y , d a t a were
gathered to test the v a l i d i t y of these a s sumptions.
T h e subjects who r a t e d the 15 w o r d s
used i n d e r i v i n g s t a n d a r d errors o f f a c t o r
scores also r a t e d 35 other w o r d s , s p e c i a l l y
selected a n d p r e p a r e d as follows.
Verbs. F i f t e e n verbs were selected r a n d o m l y f r o m the d i c t i o n a r y l i s t . F o r 1 0 o f
these, defining sentences were w r i t t e n w i t h
the v e r b a p p e a r i n g in the perfect tense ; for
the other 5 the sentences were w r i t t e n w i t h
the v e r b i n the present tense. O t h e r w i s e the
d e f i n i n g sentences were the same as those
used i n the d i c t i o n a r y w o r k .
Nouns. T e n nouns were r a n d o m l y selected f r o m the d i c t i o n a r y l i s t . F o r each o f
these, the defining sentence w a s p h r a s e d so
t h a t the p l u r a l f o r m o f the n o u n was used
i n s t e a d of the s i n g u l a r .
Single-Meaning Words.
T e n words were
p i c k e d f r o m the d i c t i o n a r y , each o f w h i c h
has b u t a single m e a n i n g or else has seconda r y meanings w h i c h are e x t r e m e l y r a r e
( a c c o r d i n g t o i n f o r m a t i o n i n W e s t ' s [1953]
s e m a n t i c frequency c o u n t ) . I n presenting
these words as s t i m u l i , no defining sentences
a t a l l were p r o v i d e d .
R a t i n g s for a l l these s p e c i a l s t i m u l i were
converted t o factor scores i n the u s u a l w a y .
H e n c e , for each of the w o r d s t r e a t e d , t w o
S D r a t i n g s were a v a i l a b l e : one f r o m t h e
d i c t i o n a r y w o r k a n d one f r o m the second
set of r a t i n g s . T h e s e two sets of d a t a were
merged i n t o a series of analyses of v a r i ance as described in the preceding section.

TABLE

ANALYSES OF THE EFFECTS OF DEFINING S E N TENCES ON SD R A T I N G S OF WOBDS: V A E I A N C B S

DUE TO T E E A T M E N T S - P L U S - E E K O R COMPARED
TO VARIANCES DUB TO E R R O R A L O N E
MS

Source of variance

Evaluation factor scores

Treatment in sentence:
Perfect tense
Present tense
Plurals
No defining sentence
Error variance"

10
5
10
10
15

.075
.230
.197
.183
.227

.330
1.013
.868
.806

A c t i v i t y factor scores
Treatment in sentence:
Perfect tense
10
.237
Present tense
5
.094
Plurals
10
.280
No defining sentence
10
.370
Error variance"
15
.163
Potency factor scores
Treatment in sentence:
Perfect tense
Present tense
Plurals
No defining sentence
Error variance"

10
5
10
10
15

.238
.154
.100
.202
.269

1.454
.577
1.718
2.270

.885
.672
.372
.761

N o t e . = 2.55 for n i = 10 and Tii = 16.

" Based on simple repetitions of scaling procedure (see Table 3).
A g a i n , the " e r r o r " v a r i a n c e i n each a n a l y sis w a s of s p e c i a l i n t e r e s t : it c o n s t i t u t e d a
measure of the average difference between
the factor scores for d i c t i o n a r y words a n d
the factor scores for the s p e c i a l l y t r e a t e d
words. I f the t r e a t m e n t s h a d a n y s y s t e m a t i c effects o n S D r a t i n g s , t h e n t h i s error
v a r i a n c e w o u l d b e l a r g e r t h a n expected
because o f mere s a m p l i n g v a r i a b i l i t y . T h e
error v a r i a n c e i n s u c h a n a n a l y s i s w o u l d
be i n f l a t e d since it w o u l d be composed of
b o t h a c t u a l error v a r i a n c e a n d v a r i a n c e due
to the t r e a t m e n t .
E s t i m a t e s o f the a c t u a l error v a r i a n c e
due to s i m p l e r e p e t i t i o n have been d e r i v e d
in the preceding section for each t y p e of
factor score. These estimates of t r u e error
v a r i a n c e can be used as a base in c o m p a r i sons w i t h the v a r i a n c e s o b t a i n e d i n t h i s
section u s i n g the F s t a t i s t i c . T h u s it c a n
be d e t e r m i n e d if the error v a r i a n c e s d e r i v e d
i n t h i s section are s i g n i f i c a n t l y larger t h a n

DAVID R . H E I S E

10

the true error v a r i a n c e s e s t i m a t e d i n the

preceding section.
T h e end results of the analyses are p r e sented i n T a b l e 4 . N o n e o f the s p e c i a l
treatments are associated w i t h s i g n i f i c a n t l y
large F v a l u e s . T h e single case of near s i g nificance is the effect of " n o defining sent e n c e " on A c t i v i t y scores. In this case, a
more d e t a i l e d a n a l y s i s i n d i c a t e s t h a t the
influence (if a n y ) of mere presence of a
defining sentence i s not u n i f o r m . W o r d s
w i t h defining sentences are r a t e d n e i t h e r
consistently more a c t i v e n o r consistently
more passive t h a n the same words w i t h out d e f i n i n g sentences. (Student's t equals
.117 in the a p p r o p r i a t e s t a t i s t i c a l test.)
I t c a n b e concluded t h a t the S D r a t i n g s
presented i n the d i c t i o n a r y w o u l d b e s u b s t a n t i a l l y the same even i f : (a) verbs h a d
been defined u s i n g some tense other t h a n
the s i m p l e p a s t ; (6) nouns h a d been defined
i n the p l u r a l f o r m ; o r (c) d e f i n i t i o n h a d
been a c h i e v e d somehow w i t h o u t u s i n g defining sentences.
APPLICATIONS

Once the d i c t i o n a r y was assembled, i t

became possible t o continue w i t h the o r i g i n a l research. A p r e l i m i n a r y s t u d y w a s c o n d u c t e d whose procedures a n d results m a y
serve as an i l l u s t r a t i o n of the d i c t i o n a r y ' s
use.
Subjects f r o m the same p o p u l a t i o n as
those who h a d done the d i c t i o n a r y r a t i n g s
were a s k e d t o m a k e S D r a t i n g s for descriptions o f t w o m o t i v a t i o n s n A f f i l i a t i o n
and n Achievement. E a c h motivation des c r i p t i o n l i s t e d a series of a c t i v i t i e s w h i c h
are c h a r a c t e r i s t i c o f persons aroused i n t h a t
m o t i v a t i o n . A v e r a g i n g subjects' r a t i n g s for
these descriptions a n d c o n v e r t i n g t o S D
factor scores y i e l d e d profiles w h i c h r e p r e sented the t w o m o t i v a t i o n s i n t e r m s o f S D
dimensions.
These t w o profiles were used as reference
profiles i n c a l c u l a t i n g m o t i v a t i o n scores for
the w o r d s i n the d i c t i o n a r y . I n c a l c u l a t i n g
w o r d scores, a l l S D profiles were t r e a t e d a s
p o i n t s i n a t h r e e - d i m e n s i o n a l space. M o t i v a t i o n scores were assigned to w o r d s on
the basis of t h e i r " d i s t a n c e " (i.e., D score;
see Osgood et a l . , 1957, pp. 90-97) f r o m

the m o t i v a t i o n reference p o i n t s . T h e m o t i v a t i o n scores t h u s c a l c u l a t e d are i n c l u d e d

as p a r t of the d i c t i o n a r y presented here.
( F u r t h e r details of the c a l c u l a t i o n s are
g i v e n i n A p p e n d i x C.)
T h e s e m o t i v a t i o n scores for w o r d s were
used to score a set of p u b l i s h e d stories
( A t k i n s o n , 1958, A p p e n d i x I) for b o t h n
A f f i l i a t i o n (n Aff) a n d n A c h i e v e m e n t (n
A c h ) . To score a s t o r y , a l i s t w a s m a d e
o f the w o r d concepts a p p e a r i n g i n t h e s t o r y
w h i c h also were i n the d i c t i o n a r y (repeated
usages of the same w o r d concept in the
same s t o r y were i g n o r e d ) . F o r each s t o r y
a n d for b o t h n A f f a n d n A c h scores, the
m e a n m o t i v a t i o n score o f the words i n the
s t o r y was c a l c u l a t e d . A c o r r e l a t i o n a n a l y sis was r u n c o m p a r i n g these m e a n w o r d scores w i t h the p u b l i s h e d m o t i v a t i o n scores
for the same stories based on i m a g e r y scori n g . T h e h y p o t h e s i s o f the f o c a l s t u d y p r e d i c t e d a p o s i t i v e c o r r e l a t i o n between the
two
types
of m o t i v a t i o n
scores-those
based o n the d i c t i o n a r y o f S D profiles a n d
those d e r i v e d b y the independent t e c h n i q u e of i m a g e r y scoring, a n d t h i s w a s the
case: for n A f f , r = .43, a n d for n A c h ,
r = .40 (N = 69 a n d p < 001 in b o t h
cases). S u c h results i n d i c a t e t h a t the S D
profiles presented i n the d i c t i o n a r y have
r e a l m e a n i n g as a basis for p s y c h o l o g i c a l
research. T h e t e c h n i q u e o f c a l c u l a t i n g
m o t i v a t i o n scores demonstrates one w a y i n
w h i c h the m a t e r i a l s c a n be p u t to use.
Some other uses for the d i c t i o n a r y are
also evident. U s i n g the d i c t i o n a r y as a
source of d a t a , a v a r i e t y of p s y c h o l i n g u i s t i c
a n d s o c i a l p s y c h o l o g i c a l experiments are
p o s s i b l e : studies of phonetic s y m b o l i s m ,
studies of factors r e l a t e d to p o l a r i z a t i o n
( e m o t i o n a l i t y ) of w o r d s , studies of role
images i n the f a m i l y (father, son, sister,
etc.) are a l l possible u s i n g the m a t e r i a l s
presented. A d d i t i o n a l studies c o u l d be developed b y c o m b i n i n g the m a t e r i a l s w i t h
a d d i t i o n a l d a t a (the above d e r i v a t i o n of
profiles for m o t i v a t i o n s serves as i l l u s t r a t i o n of such a p r o c e d u r e ) . As a h a n d b o o k ,
the d i c t i o n a r y c o u l d serve as a u s e f u l r e search a i d , as, for e x a m p l e , i n b a l a n c i n g
the s o c i a l d e s i r a b i l i t y o f items i n q u e s t i o n naires. As a sample of r a t i n g s i n d i c a t i n g

SEMANTIC PROFILES FOR 1,000 WORDS

the affective connotations of words for a

w e l l - d e f i n e d p o p u l a t i o n o f subjects, i t
c o u l d s t a n d as one of a set of research
d i c t i o n a r i e s , such as the c r o s s - c u l t u r a l
series p l a n n e d by Osgood (1964).
DATA

CUMULATION

E f f o r t s t o w a r d d a t a c u m u l a t i o n are
u n d e r w a y i n b e h a v i o r a l sciences. F o r exa m p l e , i n a n t h r o p o l o g y there exist the
H u m a n Relations Area Files and M u r dock's (1957) " W o r l d E t h n o g r a p h i c S a m p l e " ( w h i c h i s being c o n t i n u o u s l y i m p r o v e d
a n d extended t h r o u g h a s p e c i a l d e p a r t m e n t
i n the j o u r n a l Ethnography.) T h e A m e r i can Documentation Institute provides a
depot for r a w a n d p a r t i a l l y s u m m a r i z e d
d a t a w h i c h someday m i g h t b e o r g a n i z e d
i n t o useful a n d accessible reference m a t e r i a l s . A l s o , here a n d there i n the l i t e r a t u r e , c o m p e n d i u m s of d a t a h a v e been assembled w h i c h are of considerable v a l u e to
researchers, e.g., H i l g a r d ' s (1951) p r e s e n t a t i o n of the association values of nonsense
s y l l a b l e s . S u c h efforts g a i n t h e i r s i g n i f i cance f r o m the fact t h a t d a t a c u m u l a t i o n
reduces redundancies of effort a n d t h e r e b y
c a n l e a d to m o r e efficient use of resources
a n d accelerated progress i n research.
R e g r e t f u l l y , m u c h o f the d a t a gathered
i n p s y c h o l o g y i s not subject t o c u m u l a t i o n ,
because of l a c k of s t a n d a r d i z a t i o n of m e a s u r i n g procedures. T h o u g h s t a n d a r d i z a t i o n
i n m a n y areas i s s t i l l infeasible a n d i n
some instances u n d e s i r a b l e , S D d a t a c a n
be t r e a t e d as s t a n d a r d i z e d or s e m i s t a n d a r d i z e d (i.e., different sets of d a t a c a n be
made comparable through mathematical
t r a n s l a t i o n s ) . H e n c e , f u l f i l l m e n t of the
following
two
additional
requirements
would allow cumulation of SD data to
begin.
Systematic Choice of Stimuli. If i n v e s t i gators u s i n g semantic differentials f o l l o w
s y s t e m a t i c c r i t e r i a i n choosing concepts
for s c a l i n g , useless redundancies a n d u n measured v o i d s c a n b e a v o i d e d i n the
c u m u l a t i o n process. F o r example, i f a n i n vestigator is i n t e n d i n g to present the
images M O T H E R

and

S I S T E R to

group

of

subjects, he s h o u l d i n c l u d e other f a m i l y
figures as w e l l , even t h o u g h he h i m s e l f

11

m a y h a v e n o i m m e d i a t e use for t h i s a d d i tional data.

Specification of Sample of Raters. D a t a
s h o u l d be presented concerning the c o n d i tions u n d e r w h i c h measurements were m a d e
a n d c o n c e r n i n g the s a m p l e o f raters. I n
this w a y , information is available so that
at some l a t e r t i m e studies c a n be grouped
on the basis of e x p e r i m e n t a l v a r i a b l e s a n d
the p o p u l a t i o n s of raters.
H o w does the present s t u d y fit these
c r i t e r i a for d a t a c u m u l a t i v e - a b i l i t y ?
I t was w i t h s t a n d a r d i z a t i o n i n m i n d t h a t
the scales G o o d - B a d , A c t i v e - P a s s i v e , a n d
S t r o n g - W e a k were chosen. These h a d been
w i d e l y used a n d v e r i f i e d i n p r e v i o u s w o r k s
a s u s e f u l measures o f the three m a j o r S D
factors. (It l a t e r was f o u n d t h a t Osgood is
d e v e l o p i n g a set of s t a n d a r d SD scales for
A m e r i c a n subjects based o n p a n c u l t u r a l
f a c t o r i z a t i o n s . T h e r a t i n g s reported here
s h o u l d be c o n v e r t i b l e m e c h a n i c a l l y to
" s t a n d a r d i z e d r a t i n g s , " i.e., r a t i n g s e q u i v a lent t o those w h i c h w o u l d b e a t t a i n e d w i t h
Osgood's s t a n d a r d scales, w i t h a r e a s o n able degree of precision.) F u r t h e r , m e a s u r e ments
are
reported
as
factor
scores.
T h r o u g h t h i s procedure, the effects of the
u n i q u e v a r i a n c e s of scales are m i n i m i z e d ,
a n d measurements c a n b e t a k e n a s r e l a t i v e l y c o m p a r a b l e to those of other studies
even t h o u g h based on different scales.
T h e c r i t e r i o n for selecting concepts was
frequency o f use. A l l w o r d concepts w h i c h
are l i s t e d as h a v i n g a frequency of 3 3 7 / 5 m i l l i o n o r m o r e i n W e s t ' s semantic f r e q u e n c y count are g i v e n here w i t h the except i o n of the words l i s t e d in A p p e n d i x A a n d
the w e l l - d e f i n e d class of f u n c t i o n words.
T h u s , if it is decided to extend the size of
the d i c t i o n a r y u s i n g the same frequency
c r i t e r i o n for selecting words there is l i t t l e
danger of r e d u n d a n c y or gaps.
F u l l details o n procedure h a v e been
g i v e n in t h i s report. A questionnaire w a s
a d m i n i s t e r e d to a l l subjects who served as
raters s p e c i f i c a l l y i n order t o define the
social c h a r a c t e r i s t i c s of the sample of
raters. I n f o r m a t i o n was gathered on age,
socioeconomic status, u r b a n i z a t i o n , a n d
geographic o r i g i n . These d a t a are presented
in f u l l as T a b l e 1.

12

DAVID

T h e d i c t i o n a r y presented i s a s t a r t i n
the process of s y s t e m a t i c a l l y accumulting SD data. T h e study illustrates how,

R. HEISE

w i t h l i t t l e a d d i t i o n a l effort, i n v e s t i g a t o r s
p u r s u i n g t h e i r o w n interests c a n c o n t r i b u t e
t o the d a t a c u m u l a t i o n process.

REFERENCES
ATKINSON, J . W . (Ed.) Motives in fantasy, action,
and society. New Y o r k : Van Nostrand, 1958.
H A E M . , H . H . Modern factor analysis. Chicago:
Univer. Chicago Press, 1960.
HiLGARD, E . R. Methods and procedures i n the
study of learning. In S. S. Stevens (Ed.), Handbook of experimental psychology. New Y o r k :
Wiley, 1951. Pp. 5 1 7 - 5 6 7 .
JENKINS, J . J., RUSSELL,

W . A.,

&

Suci,

G. J .

An atlas of semantic differential profiles for 360

words. American Journal of Psychology, 1958, 71,
688-699.

M I L L E R , G . A . Psycholinguistics. In G . Lindzey
(Ed.), Handbook of social psychology. Reading,
Mass.: Addison-Wesley, 1954. Pp. 6 9 3 - 7 0 8 .
MuRDOCK, G . P. World ethnographic sample.
American Anthropologist, 1957, 59, 6 6 4 - 6 8 7 .
NORMAN, W . T . Stability characteristics of the semantic differential. American Journal of Psychology, 1959, 72, 581-584.

OSGOOD, C . E . Studies on the generality of affective

meaning systems. American Psychologist,

1962,

17,10-28.

OSGOOD, C. E. Semantic differential technique in

the comparative study of cultures. American
Anthropologist, 1964, 66 (No. 3, Part 2 ) , 171-200.
OSGOOD, C . E . , S U C I , G . J . , & T A N N E N B A U M , P . H .

The measurement of meaning. Urbana: Univer.

lUinois Press, 1957.
R o s E N Z W E i Q , M . R., & M C N E I L L , D . Inaccuracies
in the semantic count of Lorge and Thorndike.
American Journal of Psychology, 1962, 75, 3 1 6 319.

W A L K E R , H E L E N M . , & L E V , J . Statistical inference.

New Y o r k : Holt, Rinehart & Winston, 1953.

W E S T , M . A general service list of English words.
New Y o r k : Longmans, Green, 1953.
Zipp, G. K. Human behavior and the principle of
least effort. Cambridge, Mass.: Addison-Wesley,
1949.

(Received November 19, 1964)

'

SEMANTIC PKOPILBS FOR 1,000 WORDS

APPENDIX

13

A l l of the following word concepts are listed by West (1953) as having frequencies greater than
336/5-million. However they were deleted on a subjective basis from the list because: (a) they seemed
unlikely to appear in extemporaneous stories, (6) they seemed unlikely to be a part of the working
vocabulary of the subjects being tested, and/or (c) the frequency cited for them appeared to be grossly
inaccurate on consulting other published frequency counts.
Account (That is his account of it.)
Age (What is his age?)
A i r (It is air.)
A n i m a l (There is the animal.)
Board (He is on the board of directors.)
Case (That was the case then.)
Church (It is about the church.)
Clothing (His clothing is there.)
Clouds (They are clouds of war.)
Coal (That is coal.)
Coin (He has some coins.)
Corn (He has some corn.)
District (It is in that district.)
E a r t h (It is of the earth.)
Figure (He added the figures.)
Figure (The figure is on page 50.)
Gold (That is gold.)
Industrial (It is industrial.)
Language (That is his language.)
Leaf (It is about leaves.)

Number (It is the number 50.)

Observation (It takes observation.)
Press (He is from the press.)
Railroad (There is the railroad.)
Record (He recorded their times.)
Size (It is that size.)
Song (It is a song.)
Study (There is a study of it.)
Sugar (It is sugar.)
System (He has a system.)
System (It is a system of ideas.)
Table (It is on the table.)
Today (It is so today as always.)
Union (They have union.)
Up (It is up to them.)
Upper (It is the upper one.)
Village (He is in the village.)
Weight (That is its weight.)
Year (It is once a year.)

14

DAVID R . H E I S E

APPENDIX

Following are the words used in constructing the definition sentences for words in the dictionary.
It was necessary to include some content words: nouns (50, idea, number, person, street, thing, and
time) were chosen for their maximal u t i l i t y and their minimal affective content: verb forms (be, do,
have) were chosen because they commonly serve as auxiliaries and thus might be expected to be more
neutrahzed than other verbs. Using only the following 67 words, 90.9 percent of the words were defined.
a, an
about
along
all
and
as
at
away
be, are, is, was, were, will
by
do, did, does, doing, done
60
for
from
has, had, have
he, him, himself, his
her

here
idea
in
into
it
not
now
number
of
often
on
one
out
own
person
same
so

some
street
than
that
the
then
there
these
they, their, them
thing
this
those
time
to
'
'
up
with

J
16

SEMANTIC PROFILES FOR 1,000 WORDS

APPENDIX
In the following dictionary the affective content of frequent words is indicated through a
series of numerical indexes. The first four n u m bers following any word represent customary SD
information. The number hsted in the " E v a l "
column is the word's score on the Evaluation d i mension, the number in the " A c t v " column is
the word's rating on the A c t i v i t y dimension, and
the number in the " P o t n " column is the word's
rating on the Potency dimension. The number in
the " P l r " column is the word's polarization or
"distance" from neutrality in the semantic space:
it is obtained by squaring and adding the first
three scores and taking the square root of the
sum.
The SD scores given are standardized factor
scores. They were computed by regression equation and have a high degree of orthogonality. F o r
Evaluation, positive scores mean good. F o r A c t i v i t y , positive scores mean active. F o r Potency,
positive scores mean tough (strong, hard).
The numbers in columns five and six are measures of the words' n Affiliation and n Achievement content. A position in the semantic space
was located to represent each of these motivations.
Eval

A B L E (He is an able person)

A B O U T (There are about 50 of them)
A B O V E (It is above that thing)
ACCEPT (He accepted the things)
ACCEPT (He accepted the ideas)
ACROSS (It is across the street)
A C T (He acted on the idea)
A C T (It was an act, not an idea)
ACTION (It was action, not an idea)
A C T U A L (The actual number was 50)
A D M I R A L (He is an admiral)
A D M I T (He admitted it)

ADOPT (He adopted their ideas)

ADVANTAGE
A F F A I R (It
A F F E C T (It
A G A I N (He

(He had an advantage)

is his own affair)
affected him)
did i t again)

A G A I N (He is himself again)

A G O (It was some time ago)

A G R E E (He agreed to it)

A L L (All were there)

A L L (It was a l l his own idea)
A L L O W (He allowed it)

ALMOST (There are almost 60)

A L O N E (He is alone)

A L O N G (It is along the street)

A L B E A D T (He already has it)

ALSO (He also has it)

A L W A Y S (He always does it)

1
-1
0
0
0
-0
0
0
-0
-0
0
-0
0
0
0
-0
-0
0
-0
0
0
-0
0
-0
-1
-0
-0
-0
0

45
75
06
80
77
36
47
35
37
14
58
26
54
71
23
68
81
52
66
26
23
02
06
11
96
72
60
69
11

The profile of the motivation reference point

can be represented as Em , Am , Pm . The profile
of a word to be scored can be represented as E ,
A ,
. The distance between the word and the
motivation reference point is
' ( E ^ - Ew)^ +

D^^ =

- f

(A, - KY
(

If D,v was greater than or equal to 4.0 then Dmw'

was set equal to 4.5; otherwise D,' was the
same as Dmw To obtain the final score which appears here (and which increases as motivation
word association increases) Dm' was subtracted
from 4.5. F o r words outside the motive region,
this score is always zero; for words within the region the score varies from 0.5 to 4.5. The actual
profiles (E, , A , P ) used in calculations were
the foUowing:
n Aff:

3.12, 1.11, - 3 . 7 5

n A c h : 1.97, 3.56.

2.90

H i g h positive scores indicate high motivation

content.
Users of the dictionary may find the ID n u m bers of aid in drawing random samples from the
total set of words.
Actv

0.44
0.31
-0.68
-0.10
0.84
-0.40
0.55
0.13
1.43
-0,30
0.72
-0.16
-0.31
0.62
0.30
-0.66
0.06
-0.12
-1.09
-0.90
0.98
0.88
-0.70
0.31
-1.88
-0.88
-0.26
-0.65
0.41

Potn

0
-0
0
-0
0
0
0
-0
0
0
1
0
-0
1
-1
-0
-0
-0
-0
-0
-0
-0
-0
0
-1
-0
-0
-0
-0

93
16
05
67
20
18
45
29
23
13
49
21
80
14
53
85
41
98
17
28
52
00
36
21
26
12
34
38
93

Pair

1
1
0
1
1
0
0
0
1
0
1
0
1
1
1
1
0
1
1
0
1
0
0
0
2
1
0
0
1

78
78
69
05
16
67
86
47
50
35
76
36
02
48
58
27
91
11
28
98
13
88
78
39
99
14
74
95
02

0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.77
0.
0.
0,51
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.

n Ach

ID

0.77
0.
0.
0.
0.
0.
0.
0.
0.
0.
1.03
0.
0.
0.85
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.

000
001
002
003
004
006
006
007
008
009
010
Oil
012
013
014
015
016
017
018
019
020
021
022
023
024
025
026
027
028

16

DAVID
E-oal

A M O U N T (It is that amount)

A N O T H E R (He has another)

A N O T H E R (That is another matter)

A N S W E R (He answered)
A N S W E R (He had the answer)

A N Y T H I N G (He does anything)

A P P E A R (It appeared to be that)
A P P E A R (Then he appeared)
A P P O I N T (They appointed him)
A P P R E N T I C E (He is an apprentice)

A R G U E (They argued)
A R G U M E N T (They had an argument)
A R I S E (The idea arose)
A R M (It is his arm, not his leg)
A R M (They armed themselves)
A R M S (They brought arms with them)
A R M Y (He is in the Army)

A R O U N D (They are all around)

A R R I V E (Then he arrived)
A R T (It is an art)
A R T I S T (He is an artist)

A R T I C L E (This is the article)

A S K (He asked about it)
A S K (He asked for it)
A T T A C K (It was an attack)
A T T E M P T (It was his O w n attempt)
A T T E M P T (He attempted it)

A T T E N T I O N (He had their attention)

A W A Y (He is away)

A W A Y (He did away with it)

B A B Y (It is her baby)
B A C K (He is back)
B A C K (It is i n the back)

B A D (It was a bad idea)

B A L L (He has the ball)

B A N K (He is at the bank)

B A N K (He is on the river bank)

B A T T L E (They had a battle)
B E A U T Y (It had beauty)
B E A U T I F U L (It was beautiful)

B E C O M E (Then it became that)

(It is a bed)
B E F O R E (He was there before)
B E G I N (Then it began)
B E G I N N I N G (That was the beginning)
BED

B E H I N D (He was behind)

B E L I E V E (He believed it)
B E L O N G (It belonged to him)

B E S T (That is best)
B E T T E R (That is better)
B I G (It is big)

B I R D (It is a bird)
B L A C K (It is black)

BLOOD (That is blood)

B L O W (The wind blew)
B L U E (It is blue)

BOAT
BODY
BODY
BOOK
BORN

(There is the boat)

(It is of the body, not mind)
(There was a body of them)
(That is the book)
(He was born there)

B O T H (He has both)

B O T H (It is both this and that)

0.33
-0.24
-0.41
0.48
0.72
-0.67
-0,06
0.53
1.15
0.50
-2.85
-2.47
0.63
0.05
-1.10
-1.81
-0.60
-0.93
0.71
0.76
0.66
0.43
-0.08
-0.27
-2.27
0.05
-0.35
-0.19
-1.43
-1.75
1.39
0.48
-1.39
-3.35
0.43
1.52
0.95
-2.93
2.21
0.81
-0.59
1.37
-0.45
0.25
0.70
-1.03
0.39
0.22
1.31
0.54
-0.94
1.07
-1.80
-1.11
-1.09
0.84
1.08
0.83
-0.10
1,07
1.01
0,06
-0.40

,. H E I S E
Actv

-0.82
-0.90
-0.82
0.33
0.47
0.36
-0,23
-0.65
1.08
-0.23
1.32
1.38
0.88
0.92
1.89
2.04
0.93
0,99
1,20
-0.34
0,48
-0,37
0.39
-0.66
2.36
0.95
1.12
0.17
-0.47
0.03
1.42
-0.34
-0.80
-0.79
1.40
0.66
-0.77
1.82
-1.23
-0.34
0.62
-1.40
-0.52
1.26
-0.33
-0.71
-0,42
-0.88
1.01
-0,51
0.77
2.05
-2.07
1.33
1.21
-0,91
0.67
0.31
0,85
-0.56
-0.82
-0.46
-0.52

Potn

0.75
-0.51
-0.25
0.11
0,85
-0.34
0,59
-0.50
0.58
-0.03
-0.50
0.23
-0.44
0,84
1,21
0.92
1.77
0.17
-0.83
-1.61
-1.37
-0.38
0,34
-0.24
0,94
0.82
1,87
1,09
-1.44
-0,87
-3.20
-0.39
-0.29
0.50
1.06
2.35
0.83
0.63
-2.40
-2.83
-0.19
-0.63
-0.02
-0.42
-0.13
-0.29
-0.79
0.03
0.71
-0.62
0.67
-2.17
1.24
-0.49
-0.00
-0.37
0.84
-0.08
-0.63
0.22
-1.71
-0.19
-0.10

Polr

nAff

1.16
1.07
0.95
0.59
1.21
0.84
0.63
0.98
1.68
0.55
3.18
2.84
1.17
1.25
2.50
2.88
2,09
1.37
1.62
1.82
1,60
0.68
0.52
0.75
3.41
1.25
2.21
1.12
2.08
1.95
3.76
0.71
1.63
3.48
1.80
2.88
1.48
3,49
3.49
2.97
0.88
2.06
0.69
1.35
0.78
1.28
0.98
0.91
1.80
0.91
1.39
3.17
3,01
1.80
1.63
1.30
1.53
0.89
1.06
1.22
2.15
0.50
0.66

0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.71
1.01
1.03
0.
0.
0.
0.
0.
0.
0.
0.
0.
2.66
0.
0.
0.
0.
0.
0.
0.
1.65
1.62
0.
0.
0.
0.
0.
0.
0.
0,
0.
0.
0.
1.74
0.
0.
0.
0.
0.
0.
0.
0.
0.99
0.
0.

71 Ach

0.
0.
0.
0.
0.58
0.
0.
0.
1.01
0.
0.
0.
0.
0,64
0.62
0,
0.65
0.
0.
0.
0.
0.
0.
0.
0.
0.64
0.97
0.
0.
0.
0.
0.
0.
0.
1.26
1.51
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
1.07
0.
0.
0.
0.
0.
0.
0.
0.84
0.
0.
0,
0.
0.
0,

ID

029
030
031
032
033
034
035
036
037
038
039
040
041
042
043
044
045
046
047
048
049
050
051
052
053
054
055
056
057
058
059
060
061
062
063
064
065
066
067
068
069
070
071
072
073
074
075
076
077
078
079
080
081
082
083
084
085
086
087
088
089
090
091

SEMANTIC PROFILES FOR 1,000 WORDS

(It is i n the box)

B O Y (The boy is there)
B E B A D (The bread is there)
B E E A K (He broke it)
B E I D G E (They a r e o n the bridge)
B R I G H T (It is bright)
B R I N G (He brought them)
B E O A D (It is broad)
B R O A D (He h a s broad ideas)
B R O T H E R (It is his brother)
B U I L D (He built it)
B U I L D I N G (It is that building)
B U E N (It burned)
B U S I N E S S (He is there o n business)
B U S I N E S S (He h a s his own business)
B U Y (He bought it)
C A L L (He called them)
C A N (He c a n do it)
C A R (He h a s a c a r )
C A R E (He is in their c a r e )
C A R R Y (He carried it)
C A R R Y (He carried on)
CATCH (Then they caught him)
C A U S E (That caused it)
C A U S E (That w a s the cause of it)
C E N T E R (It is i n the center)
C E R T A I N (It is at a certain time)
C E R T A I N L Y (He C e r t a i n l y does)
C H A N C E (There is a chance of it)
C H A N G E (It is a change)
C H A N G E (He changed)
C H A R A C T E R (It is o f this character)
C H A R A C T E R (He h a s character)
C H I E F (That is the chief thing)
C H I E F (He is their chief)
C H I L D , C H I L D R E N (It is a ohild)
C H I L D , C H I L D R E N (It is his child)
C H O O S E (He chose that)
C H U R C H (He is at the church)
C H U R C H (He is at church)
C I T Y (He is i n the city)
C L A S S (It is i n that class)
C L A S S (There a r e social classes)
C L A S S (He is at class)
C L A S S R O O M (He is in the classroom)
C L E A R (It is clear)
CLOSE (They a r e close)
C L O S E (He closed it)
C L O U D (It is a cloud)
BOX

C L U B (He is i n the club)

(It is cold)
(He is i n college)
C O L O R (That is the color)
C O M E (He came to the thing)
C O M E (It came to be)
C O M E (It came from that)
C O M M I T T E E (He IS OH the committee)
C O M P A N Y (The company employs 50)
C O M P L E T E (It is complete)
C O M P L E T E (He completed it)
C O N C E R N (It concerned him)
C O N D I T I O N S (Conditions a r e the same)
C O N D I T I O N (It is i n that condition)
COLD

COLLEGE

17

Eml

Actii

Pom

Polr

nAff

0.07
0.72
1.14
-2.44
0.96
-0.11
0.50
-0.72
0.65
1.41
1.03
0.89
-2.47
-0.06
0.20
0.69
-0.25
0.40
0.24
1.24
-0.16
-0.38
-0.80
-2.06
-1.23
-0.08
-0.02
-0.28
-0.02
0.29
-0.22
0.83
1.59
0.16
-0.62
1.54
1.10
0.09
2.01
2.40
-0.75
-0.14
0.10
0.32
0.29
0.76
-0.88
-0.93
0.19
0.62
-2.41
1.07
1.09
0.04
0.09
0.16
-0.35
0.66
-0.08
0.66
-0.79
-0.16
-0.79

-1.38
1.16
-1.75
0.73
-1.34
0.50
-0.31
-1.41
0.49
1.13
1.54
-1.42
0.74
0.60
0.90
0.20
0.63
0.35
0.49
-0.90
0.05
1.20
0.51
0.16
-0.60
-1.39
-0.83
0.37
0.21
0.38
-0.11
0.77
1.58
0.72
1.31
2.32
0.77
0.68
-1.05
-0.48
1.08
-0.23
0.39
0.02
-1.04
-0.23
-0.34
-0.27
-0.41
1.78
0.05
1.29
-0.35
-0.17
0.29
-0.27
0.38
0.83
-0.18
-0.17
-0.00
-0.89
-0.80

0.62
-0.57
-0.20
-0.97
1.80
-0.08
-0.59
0.66
0.57
-0.14
1.45
2.40
-0.52
0.60
0.97
0.68
-0.84
0.80
1.04
-0.97
0.82
-0.62
0.86
0.58
0.28
0.03
-0.33
-0.28
-0.49
0.56
0.61
0.39
-0.09
1.62
1.21
-2.93
-2.44
-0.11
0.11
-0.77
0.52
0.11
0.43
1.40
0.92
0.80
-1.01
-0.07
-0.68
-0.14
1.39
1.98
-0.36
-0.39
-0.66
-0.01
0.27
0.96
-0.06
0.27
-0.94
0.68
0.51

1.52
1.48
2.10
2.72
2.44
0.52
0.83
1.72
0.99
1.81
2.36
2.93
2.63
0.85
1.34
0.99
1.08
0.96
1.18
1.81
0.83
1.40
1.28
2.14
1.40
1.39
0.89
0.64
0.53
0.74
0.66
1.20
2.24
1.78
1.89
4.04
2.78
0.69
2.27
2.57
1.41
0.29
0.59
1.43
1.42
1.13
1.38
0.97
0.82
1.89
2.78
2.59
1.19
0.43
0.73
0.31
0.59
1.43
0.21
0.73
1.22
1.13
1.23

0.
0.52
0.
0.
0.
0.
0.
0.
0.
0.51
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.69
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.60
0.
0.
2.36
2.07
0.
0.
1.06
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.

Ach

0.
0.
0.
0.
0.
0.
0.
0.
0.
0.56
1.84
0.
0.
0.
0.76
0.
0.
0.
0.51
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.57
0.89
0.90
0.67
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.72
0.
1.88
0.
0.
0.
0.
0.
0.90
0.
0.
0.
0.
0.

ID

092
093
094
096
096
097
098
099
100
101
102
103
104
105
106
107
108
109
110
111
112
113
114
116
116
117
118
119
120
121
122
123
124
126
126
127
128
129
130
131
132
133
134
135
136
137
138
139
140
141
142
143
144
146
146
147
148
149
160
161
152
153
154

18

DAVID

CONNECTION (That is the connection)

c o N s i D E E (He considered the idea)
CONTAIN (It contained things)

-0.11
0.49
0.20
1.28
-0.85
0.89
-1.00
1.16
1,33
-0.47
-0.02
-1.31
0.49
-0.05
-1.80
-1.30
-0.05
-1.88
-2.75
-2.43
1.68
0.20
0.93
0.07
0.42
-1.77
-2.76
-3.08
0.42
-0.46
-1.30
-0.57
-0.15
-1.41
0.15
-0.06
0.65
0.43
-1.89
0.35
1.10
-1.54
-0.10
-0.76
-2.11
-1.97
0.12
-0.14
0.53
0.90
0.17
-3.46
-0.42
-0.72
-0.71
0.88
1.30
0.30
-0.42
0.09
-1.19
-1.04
-1.60

C O N T E N T (He is content)
C O N T I N U E (It continued)

(He has control of it)

COST (That is its cost)

coNTKOU

COUNTRY (He is i n the country)

COUNTRY (He did i t for his country)
COURSE (Of course he is)

COURSE (It is the course of things)

COURT (He is in court)
C O V E R (He covered it)

CROSS (He crossed the street)

CROWD (There is a crowd)
C R Y (He cried out)
CUSTOM (It is their custom)
C U T (He out it)
D A N G E R (He is i n danger)

D A N G E R O U S (That is dangerous)
D A U G H T E R (It is his daughter)

D A Y (It was so in those days)

D A Y (He did it on that day)
D A Y (He did it during the day)
D A Y D R E A M (He daydreamed)
DEAD (He is dead)

D E A T H (It is about death)

D E B T (He has debts)

DECIDE (He decided to do it)
DECISION (It is his decision)
D E E P (It is deep)

D E G R E E (It is to that degree)

D E M A N D (There is a demand for it)
D E M A N D (He demanded it)
D E P A R T M E N T (He is i n the department)
D E S C R I B E (He described it)
D E S I R E (He has a desire for it)
D E S I R E (He desired it)
DESTROY (He destroyed it)

D E V E L O P (He developed the idea)

D E V E L O P M E N T (It is i n development)

D I E (He died)
D I F F E R E N C E (That is the difference)
D I F F E R E N T (That O n e is different)
D I F F I C U L T (It is difficult)

D I F F I C U L T Y (That is a difficulty)
D I R E C T (He is a direct person)
DIRECTION (It is in that direction)
DISCOVER (He discovered it)
DISCOVERY (It is his discovery)

DISCUSS (They discussed it)

D I S E A S E (It is a disease)

DISTANCE (That is the distance)

(He did it)
DO (He did without it)
DOCTOR (The doctor is there)
D O G (The dog is there)
D O L L A R (There are 50 dollars)
DOOR (The door is locked)
DO

DOORWAY (He is i n the doorway)

DOUBT (There is doubt about it)

DOWN (It is down there)
D O W N (He is down and out)

. HEISE
Acl'o

Potn

Polr

-0.79
0.14
-1,48
-1.02
-1,11
0.75
-0.40
0.08
1.37
0.25
0.78
0,85
-0.80
0.46
1.16
0,19
0.60
0.95
1.49
1.86
-0.18
-0.37
0.28
-0.56
-1.76
-4.17
-2.29
-0.39
0.71
-0.16
-1.37
-0.17
0.91
1.80
0.25
-0.59
1.55
0.58
1.50
0.64
0.68
-2.54
-0.28
-1.28
0.13
-0.68
1.40
-0.66
1.03
1.47
0.82
0.70
-0.13
0.39
-0.91
0.73
0.93
0.59
-1.57
-1.63
-0.81
-0.38
-2.29

0.56
-0,01
0.54
-1,40
-0,20
1.69
0.62
-0,74
0,21
0,44
-0,01
0,95
0.50
-0.50
-0.19
-1.61
-0.61
-0.67
0.53
1.04
-2.46
-0.21
0.06
-0.18
-1.75
-0.64
0.10
0.01
0.59
0.40
1.38
0.90
0.87
0.67
0.60
-1.35
-1.96
-1.28
0.07
1.44
0.26
-0.82
0.34
0.49
0.88
-0.28
0.76
0.22
0.65
0.39
0.15
0.15
1.09
0.15
0.54
-0.66
-0.90
1.07
1.19
1.38
-1.00
-0.06
-0.18

0,98
0,61
1,68
2.15
1.41
2.05
1.24
1.38
1.92
0.69
0.78
1.82
1.06
0.68
2,15
2.08
0,85
2,21
3.17
3,23
2.98
0.47
0.98
0.59
2.51
4.58
3.59
3.11
1.01
0.63
2,34
1.08
1.27
2,38
0.67
1.47
2.59
1.47
2.42
1.62
1.32
3.08
0.45
1.57
2.30
2.10
1.60
0.71
1.33
1.77
0.85
3.54
1.18
0.84
1.27
1.32
1.84
1.26
2.01
2.14
1.75
1.11
2.80

nA

0.
0.
0.
0.84
0.
0.
0.
0.77
0.
0.
0.
0.
0.
0.
0.
0.
0.
0,
0.
0.
2.18
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
1.42
0.81
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.67
1.12
0.
0.
0.
0.
0.
0.

n Ach

0.
0.
0.
0,
0.
1,25
0.
0.
0.97
0,
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0,
0.
0,
0.
0.
0.
0,51
0.
0,
0.
0.54
0.
0,
0.
0.
0.
0.
0.85
0.
0.
0.
0,
0.
0.
0.94
0.
0.81
1.06
0.
0.
0.
0.
0.
0.
0.
0.63
0,
0.
0.
0.
0.

ID

155
156
157
158
159
160
161
162
163
164
165
166
167
168
169
170
171
172
173
174
175
176
177
178
179
180
181
182
183
184
185
186
187
188
189
190
191
192
193
194
195
196
197
198
199
200
201
202
203
204
205
206
207
208
209
210
211
212
213
214
215
216
217

SEMANTIC PROFILES FOR 1,000 WORDS

Eval

(He drew it behind him)

D B E A M (He dreamed)
D R I N K (He drank to them)
D B I V E (He drove them hard)
D R I V E (He drove there)
D U B (This is due to that)
D U T Y (He is duty-bound)
D U T Y (He is on duty)
E A B (It is his ear)
E A R L Y (It is early)
E A S Y (It is easy)
E A S I L Y (He did it easily)
E A T (He ate)
E F F E C T (It has an effect)
E F F O R T (He did i t with effort)
E G G (It is an egg)
E L E C T (They elected him)
E L E C T I O N (There was an election)
E L E C T R I C (It is electric)
E L S E (He has nothing else)
E M P I R E (He has his own empire)
E M P L O Y (He employed the idea)
E N D (That i s the end)
E N D (He ended that)
E N E M Y (He has enemies)
E N J O Y (He enjoyed it)
E N L I S T (He enlisted)
E N O U G H (He has enough)
E N O U G H (It is smooth enough)
E N T E R (He entered on the stage)
E N T I R E (He has the entire thing)
E N T I R E L Y (He did it entirely)
E S C A P E (He escaped)
E V E N (Even he does)
E V E N I N G (It is evening)
E V E N T (It is an event i n time)
E V E R (Was he ever there)
E V E R (It will be for ever and ever)
E V E R Y (This is for every person)
E V E R Y T H I N G (He has everything)
E V E R Y W H E R E (They are everywhere)
E X A M P L E (It is an example)
E X C E L L E N T (It is excellent)
E X I S T (They existed for some time)
E X P E C T (He expected it)
E X P E R I E N C E (He experienced it)
E X P E R I M E N T (It is an experiment)
E X P L A I N (He explained it)
E X P R E S S (He expressed the idea)
E X T E N T (That is the extent of it)
B Y E (That i s his eye)
F A C E (That is his face)
F A C T (It is a fact)
F A C T O R Y (He is at the factory)
F A I L (He failed)
F A I L U E E (It is a failure)
F A I E (It is fair i n quality)
F A L L (It fell)
FALL
He fell)
F A M I L Y (He has a family)
F A M O U S (He is famous)
F A B (It got this far)
F A R (That is far more)
DBAW

-0.80
0.63
-0.25
-1.41
0.58
-0.36
-0.73
-1.00
0.42
0.27
0.58
1.05
0.63
-0.28
-0.68
1.12
0.51
-0.13
-0.17
-1.23
-0.54
0.56
-0.83
-1.29
-3.33
1.75
-0.92
-0.22
-0.01
1.04
-0.42
0.51
-0.84
-0.56
1.18
0.11
-0.44
0.86
0.27
0.17
-1.03
-0.33
1.64
0.12
-0.75
0.56
0.00
0.50
-0.26
-0.88
0.67
0.23
0.11
-0.93
-2.45
-2.96
0.30
-2.28
-2.06
1.78
0.74
-0.36
-0.56

Acfj

Potn

0.35
-1.03
0.91
2.05
0.76
-0.54
0.76
-0.28
-0.58
-0.25
-1.09
0.13
0.34
0.29
1.07
-3.13
0.64
0.24
0.76
-1.82
1.03
0.24
-1.93
0.39
0.33
1.23
0.14
-0.66
-2.17
0.92
-0.04
0.23
0.95
-0.98
-1.26
0.19
-1.73
-0.50
-0.42
-0.13
0.73
-0.95
1.67
0.84
-0.50
0.83
1.38
0.44
-0.09
-0.78
0.68
-0.63
0.07
0.44
-1.66
-1.58
-1.03
-0.29
0.22
1.26
0.65
-0.59
-0.48

-1.43
-1.97
0.46
0.84
0.14
0.61
1.08
2.03
-0.02
-0.56
-0.84
-0.09
0.59
0.42
0.78
-0.71
0.44
1.09
1.36
-0.95
1.07
0.41
0.60
0.81
0.30
-1.58
0.83
-0.02
-0.30
-0.41
0.13
0.75
1.80
-0.37
-1.25
-0.49
0.16
-0.64
-0.32
0.05
-0.29
-0.02
0.48
1.19
-0.25
0.26
0.88
-0.06
-0.14
0.23
-0.69
-1.20
0.78
0.92
-0.34
-0.69
-1.41
-0.96
-0.33
-2.12
0.03
0.50
0.17

19
Pair

1.67
2.31
1.05
2.63
0.97
0.89
1.51
2.29
0.72
0.67
1.49
1.07
0.93
0.59
1.49
3.40
0.93
1.12
1.57
2.39
1.58
0.74
2.19
1.57
3.36
2.66
1.24
0.70
2.19
1.45
0.44
0.93
2.20
1.19
2.13
0.53
1.79
1.18
0.69
0.21
1.30
1.01
2.39
1.46
0.94
1.04
1.63
0.67
0.31
1.20
1.18
1.38
0.79
1.38
2.98
3.43
1.77
2.49
2.09
3.04
0.99
0.85
0.76

0.

0.

0.77
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
1.93
0.
0.
0.
0.56
0.
0.
0.
0.
0.55
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.56
0.
0.
0.
0.
0.
0.
0.
0.
2.39
0.
0.
0.

0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.

Ach

0.
0.65
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.61
0.
0.
0.
0.
0.
0.
0.

0.
0.

1.41
0.79
0.
0.
0.93
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.

IB

218
219
220
221
222
223
224
226
226
227
228
229
230
231
232
233
234
236
236
237
238
239
240
241
242
243
244
245
246
247
248
249
250
251
252
253
254
255
256
267
258
259
260
261
262
263
264
266
266
267
268
269
270
271
272
273
274
275
276
277
278
279
280

20

DAVID
Bval

(It is far off)

P A R M (He is on the farm)
F A R M E R (He is a farmer)
F A S T (It is fast)
F A T H E R (It is his father)
F A V O R (He favored it)
F E A R (He has fear of it)
F E A R (He feared it)
F E E L (He felt it)
F E L L O v i T (It is that fellow)
F E W (There are a few)
F I E L D (He is on the field)
F I G H T (He fought)
F I G H T (It is a fight)
F I G U R E (He saw a figure there)
F I L L (He filled it)
F U L L (It is full)
F I N A L L Y (He finally did it)
F I N D (He found it)
F I N D (They found him guilty)
F I N E (He is a fine person)
F I R E (It is a fire)
F I R S T (That is first)
F I X (He f i x e d i t up)
F I X (He fixed his eyes on it)
F L O W (It flowed)
F L O W E R (There is the flower)
F O L L O W (It follows from that idea)
F O L L O W (They followed him home)
F O L L O W (They followed their chief)
F O O T B A L L (It is about football)
F O R C E (His ideas have force)
F O R C E (He is i n the force)
F O R C E (He forced it)
F O R E I G N (It is foreign)
F O R G E T (He forgot)
F O R M (It has this form)
F O R M (He formed this from that)
F O R M E R (That was i n former times)
F R A T E R N I T Y (He is in a fraternity)
F R E E (He is a free person)
F R E E D O M (He has freedom)
F R E S H (That is fresh)
F R I E N D (It is his friend)
F R I E N D L Y (He is friendly)
F R O N T (It is i n front)
F U L L (He has the full set)
F U T U R E (It is about the future)
G A I N (He gained from it)
G A I N (That is a gain)
G A M E (He is at the game)
G A R D E N (He is i n the garden)
G A T H E R (He gathered them)
G E N E R A L (It !s a general election)
G E N E R A L (That is the general idea)
G E N E R A L (There is the general)
G E N T L E M A N (He is a gentleman)
G E T (He got done)
G E T (He got the things)
G E T (He got it done)
G E T (He got off the bus)
G I R L (There is the girl)
G I R L (There is his girl)
PAR

-0.32
1.48
1.08
-0.37
1.22
0.50
-2.68
-1.82
0.80
0.53
-0.12
0.21
-1.77
-2.77
0.87
-0.13
0.08
-0.45
0.16
-1.54
2.11
-3.53
0.43
1.26
0.40
-0.36
1.67
0.16
-0.12
-0.01
0.66
-1.00
0.20
-1.70
-1.39
-0.83
0.26
-0.07
-0.65
0.77
1.02
1.70
1.60
2.06
1.92
-0.63
0.81
-0.82
1.13
0.92
0.81
1.42
0.74
0.22
0.33
0.65
1.42
-0.74
-0.32
0.03
-0.35
1.42
1.48

,. H E I S E
A civ

-1.67
0.56
1.69
1.65
0.64
-0.65
-0.16
0.07
-0.14
-0.06
-0.64
0.48
2.36
1.85
-1.10
0.07
-0.67
-0.24
0.13
-0.42
0.73
2.66
-0.42
0.38
-0.09
0.28
-0.30
-0.52
-0.27
0.67
1.75
1.20
2.04
1.29
-0.09
-1.60
-0.56
-1.03
-1.70
1.58
1.28
1.17
-0.38
0.88
1.23
-0.49
-0.53
-0.23
0.65
1.19
1.51
-1.17
0.78
0.47
-0.78
0.51
0.92
-0.36
-0.29
0.41
1.12
0.59
0.58

Pain

0.48
0.01
1.86
0.82
0.20
-0.74
-1.44
-0.54
-1.45
0.96
-0.11
0.73
0.69
-0.17
-1.24
-0.07
0.86
-0.34
-0.48
0.13
-1.53
0.11
0.47
0.79
0.72
-0.70
-2.20
0.44
-0.82
-0.28
1.41
1.36
2.39
1.51
-0.38
0.05
0.09
-0.55
0.09
0.36
-0.04
-0.88
-0.68
-1.55
-1.81
0.18
0.70
0.47
0.15
0.82
0.66
-0.69
-0.12
0.43
0.26
1.94
0.58
-0.04
-0.01
0.11
0.22
-3.01
-2.97

Polr

1.76
1.58
2.73
1.88
1.39
1.10
3.05
1.90
1.66
1.10
0.67
0.90
3.03
3.34
1.88
0.16
1.10
0.62
0.62
1.60
2.70
4.43
0.77
1.53
0.83
0.84
2.77
0.70
0.88
0.73
2.34
2.07
3.15
2.62
1.44
1.80
0.63
1.17
1.82
1.79
1.63
2.25
1.78
2.72
2.91
0.82
1.19
0.97
1.32
1.71
1.84
1.96
1.09
0.67
0.89
2.11
1.79
0.83
0.43
0.43
1.20
3.38
3.37

nA

0.
0.
0.
0.
0.
0.
0.
0.
1.01
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
2.03
0.
0.
0.
0.
0.
1.95
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
1.30
0.77
2.05
2.22
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
2.68
2.62

Ach

0.
0.
2.18
0.83
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.62
0.
0.
0.
0.
0.
0.
1.81
0.
2.11
0.
0.
0.
0.
0.
0.
1.06
0.65
0.
0.
0.
0.
0.
0.
0.
0.
1.17
1.25
0.
0.
0.
0.
1.03
0.94
0.
0.
0.
0.
0.
0.

ID

281
282
283
284
285
286
287
288
289
290
291
292
293
294
295
296
297
298
299
300
301
302
303
304
305
306
307
308
309
310
311
312
313
314
315
316
317
318
319
320
321
322
323
324
325
326
327
328
329
330
331
332
333
334
335
336
337
338
339
340
341
342
343

SEMANTIC PEOPILES
Bml

(He gave i t to them)

G i v B (He gave a speeck)
G i V B (He gave i n to tliem)
G L A D (He is glad about it)
Go (He went ongoes on)
GO (He went to tliemgoes to them)
GO (It went sourgoes sour)
Q O D (It is about God)
G O O D (It is a good taste)
G O O D (He is a good person)
G O O D (It is a good Job)
G O O D (It is for his o w n good)
G O O D (He has the goods)
G O V B R N M E N T (He is in the government)
G O V E E N M B N T (It is about government)
G K E A T (It is for great persons)
G B E A T (They come i n great numbers)
G B B A T (He had a great time)
G B B E N (It has green i n it)
G B B Y G E A Y (It has grey i n it)
G B O U N D (It is o n the ground)
G E O U P (He is i n that group)
G E O w (Their numbers grew)
G E O w (He grew up)
H A N D (That is his hand)
H A N D (It is out of hand)
H A N G (He hung it there)
H A P P E N (Then it happened)
H A P P Y (He is happy)
H A B D (He tries hard)
H A E D (That is hard to do)
H A B D (That is hard as rock)
H A E D (He is a hard person)
H A B D L Y (There is hardly time)
H A T B (He hated them)
GiVB

HAS,

HAVB

(He

had

it)

HAS,

HAVE

(He

had

to

do

it)

(He had it done)

H B A D (That is his head)
H E A L T H (It is about hoalth)
H E A B (He heard it)

H E A R (They heard his idea)

H E A B (He heard from them)
H B A E T (The idea is from his heart)
H E A T (It is about the heat)
H E A V Y (That thing is heavy)
H E L P (He helped them)
H E B E (He is here)
HAS, HAVE

HiDE

(He hid it)

(He hid there)

H i G H (It is a high number)
H I G H (It is up high)
H I L L (There is the hill)
H i S T O E Y (That is its history)
H O L D (He held on to it)
H O L D (He held his own)
H O M E (He is at his home)
H O M E (He went home)
H O P E (He hoped for it)
H O P E (He has hope)
H O S P I T A L (There is a hospital)
H O T (That thing is hot)
H O U E (He did i t i n an hour)
HiDB

0.86
1.16
-0.00
1.19
-0.41
-0.11
-1.37
2.35
1.57
2.05
1.47
0.14
-0.09
0.56
-0.02
0.92
-0.50
1.55
0.84
-0.12
-0.05
-0.73
-0.33
0.79
0.51
-2.13
-0.91
-0.53
1.64
0.64
-1.69
-0.91
-1.56
-1.46
-3.11
-0.17
-0.37
-0.25
0.13
1.29
-0.07
0.36
0.19
1.53
-0.52
-1.68
1.08
0.25
-1.69
-1.27
-0.32
-0.68
0.29
0.27
-0.07
0.31
1.48
2.12
0.64
1.15
0.96
-2.05
0.04

FOE

1,000

Act-o

0.36
1.35
-1.07
0.29
0.77
0.60
-0.39
0.73
-0.36
0.86
-0.25
-0.51
-1.11
1.30
1.31
0.60
1.16
2.41
-1.11
-1.60
-0.78
1.12
0.69
1.68
0.46
1.42
-1.44
-0.23
1.79
1.76
0.13
-1.78
0.20
-0.68
0.11
-0.36
-0.04
0.70
0.36
0.70
0.37
-0.01
0.12
1.07
-0.12
-1.40
0.24
-0.53
0.22
-0.90
-0.30
0.61
-1.19
0.77
0.32
1.04
0.84
1.73
-0.58
0.77
0.65
1.10
0.63

21

WOKDS

Potn

Polr

nAS

-1.10
-0.36
-1.76
-2.39
-0.21
-0.69
1.27
-1.60
-0.71
-1.41
-0.57
1.41
-0.29
1.26
1.11
0.19
0.86
-1.85
-0.92
0.16
0.73
0.20
0.42
-0.19
0.62
-0.40
1.64
-0.49
-2.29
1.47
1.81
3.77
2.45
0.05
-0.61
0.49
-0.48
0.38
0.87
0.07
-0.45
0.00
-1.16
-2.67
0.17
1.85
-1.48
-0.22
-1.19
-0.94
0.17
0.92
1.35
0.62
0.33
1.49
-1.17
-2.44
-1.60
-0.96
-0.26
0.94
0.77

1.44
1.81
2.06
2.68
0.90
0.92
1.91
2.94
1.77
2.63
1.60
1.51
1.16
1.90
1.72
1.12
1.53
3.42
1.67
1.61
1.07
1.36
0.88
1.87
0.93
2.59
2.30
0.76
3.34
2.38
2.48
4.27
2.91
1.61
3.17
0.63
0.61
0.84
0.96
1.47
0.59
0.36
1.18
3.26
0.56
2.86
1.84
0.62
2.00
1.82
0.48
1.26
1.82
1.03
0.47
1.85
2.07
3.66
1.73
1.69
1.19
2.51
1.00

0.94
0.68
0.
2.00
0.
0.
0.
2.19
0.79
1.92
0.67
0.
0.
0.
0.
0.
0.
1.72
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
2.32
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
2.68
0.
0.
1.32
0.
0.
0.

0.
0.
0.
0.
0.
0.
1.44
2.74
0.75
1.07
0.
0.
0.

Ach

0.
0.
0.
0.
0.
0.
0.
0.
0
0.
0.
0.
0.
1.37
1.00
0.
0.
0.
0.
0.
0.
0.
0.
0.69
0.
0.
0.
0.
0.
1.84
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.52
0.
1.17
0.
0.
0.
0.
0.
0.
0.

ID

344
345.
346
347.
348 :
349
350
351
362
353
354
365
356
357.
358.
369
360
361
362
363
364
365
366
367
368
369
370
371
372
373
374
375
376
377
378
379
380
381
382
383
384
386
386
387
388
389
390
391
392
393
394
395
396
397
398
399
400
401
402
403
404
405
406

22

DAVID
Eval

(They are at his house)

HOUSE (It is a business house)
HOW (That is how it is done)
H U M A N (It is about humans)
H U S B A N D (There is her husband)
HURT (He hurt himself)

HOtrsE

I D E A (It is his idea)

I M A G I N E (He imagined it)
I M P O R T A N T (It is important)
I M P O R T A N C E (It has importance)
I M P O S S I B L E (It is impossible)

I N C L U D E (It included that)

INCREASE (The number increased)
I N C R E A S E (It is an increase of 50)
I N D E E D (It is indeed)
I N D E P E N D E N T (He is independent)

INDICATE (He indicated that)

I N D U S T R Y (It is an industry)

I N F L U E N C E (He influenced them)

I N F L U E N C E (He has influence)
I N F O R M A T I O N (He has information)
INSTRUCTOR (He is an instructor)
I N T E R E S T (It is an interest of his)
I N T E R E S T (It interested him)
INTRODUCE (He introduced it)
I N V E N T I O N (It is an invention)
I N V E N T O R (He is an inventor)

INVITE (He invited them)

IRON (It is iron)

JOB
JOB

(He has a job)

(He did the job)

J O I N (He joined in)

J O Y (That is joy)

J U D G E (He is a judge)

JUST (Just then he did it)

JUST (He was just there)
K E E P (He kept on doing it)
K E E P (He kept i t for them)
K I L L (He killed them)
K I N D (It is that kind)
KISS (They kissed)
K N O W (He knew about it)
K N O W (He knew them)
K N O W L E D G E (He has knowledge)

L A D Y (That is the lady)

L A K E (That is the lake)
L A N D (It is his native land)

L A N D (It is on land, not sea)

L A N D (He owns this land)

L A R G E (It is large)

LAST (It is the last time)

LAST (At last i t is done)
L A T E (He is late)
L A T E (It is late)

L A T E (It is about the late M r . X )

L A T E R (He did i t later)

(He laughed)
(It is a law)
L E A D (He led them there)

LAUGH

LAW

L E A D E R (He is the leader)

L E A R N (He learned it)
L E A R N (He learned of it)
L E A R N I N G (He has learning)

0.77
-0.25
-0.57
-0.18
0.47
-2.65
0.77
-0.35
0.10
0.38
-1.93
-0.07
0.09
0.62
0.34
0.23
0.44
0.96
0.44
-0.43
-0.62
0.02
1.01
0.03
0.69
0.33
1.06
0.93
0.64
1.06
1.00
-0.32
1.61
-0.65
-0.33
-0.61
-0.72
0.19
-3.29
0.59
1.85
-0.39
0.75
1.50
1.37
0.77
1.19
0.46
1.23
-0.56
-2.08
-0.14
-1.98
-0.72
-1.17
-1.46
0.73
0.46
-0.45
0.02
0.77
0.28
0.79

HEISE
Actv

0.33
0.73
-0.11
0.56
0.14
-0.03
1.07
-0.86
0.64
-0.53
-0.56
-0.42
0.28
1.16
0.23
0.49
0.71
1.74
1.10
0.47
0.12
0.61
1.34
-0.18
0.90
0.62
1.53
0.32
-2.32
0.78
1.63
0.33
1.73
0.63
0.78
-1.08
1.35
0.04
0.98
-0.76
1.90
-0.61
0.01
0.98
0.91
-0.26
0.34
-0.89
-0.64
-0.04
-0.93
0.02
-1.53
-0.78
-2.39
-1.95
1.93
1.05
0.97
1.40
0.33
-0.56
0.36

Pain

0.01
0.65
0.34
-0.90
0.07
-1.88
0.27
-1.17
0.23
0.58
1.06
-1.04
0.38
0.25
-1,04
0.69
-0.01
1.78
0,94
0,27
0.86
0,62
-0.22
-0.87
-0.84
0.69
0.42
-0.10
4.60
0.56
1.07
-1.44
-2.42
1.80
-0.33
-0.43
-0.05
-0.46
-0.27
-0.98
-3.52
0.40
-0.98
1.21
-2.37
-0.22
0.14
1.28
1.49
0.93
-0.68
-0.17
-0.36
-0.89
0.34
-0.19
-1.59
2.36
0.45
1.62
0.49
0.53
0.75

Polr

0.84
0.95
0.67
1.07
0.49
3.25
1.34
1.49
0.69
0.87
2.27
1.13
0.48
1.34
1.11
0.80
0.83
2.67
1.51
0.69
1.07
0.87
1.70
0.89
1.40
0.98
1.91
0.99
6.10
1.43
2.19
1.51
3.38
2.02
0.91
1.31
1.53
0.50
3.44
1.37
4.41
0.73
1.24
2.16
2.89
0.84
1.25
1.63
2.04
1.09
2.38
0.22
2.53
1.38
2.68
2.44
2.61
2.62
1.16
2.14
0.97
0.83
1.15

nA

0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.52
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.70
0.
0.
0.
0.
0.
0.
0,
2.39
0.
0.
0.
0.
0.
0.
0.
2.99
0.
0.70
0.
2.27
0.
0.
0.
0.
0,
0.
0.
%.
0.
0,
0.
1.18
0.
0.
0.
0.
0.
0.

n Ach

0.
0.
0.
0.
0.
0.
0.68
0.
0.
0.
0.
0.
0.
0.67
0.
0.
0,
2.13
0.99
0,
0.
0.
0.65
0.
0.
0.
1.17
0.
0.
0.75
1.66
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
1.38
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
1.52
0.
1.32
0.
0.
0.

ID

407
408
409
410
411
412
413
414
415
416
417
418
419
420
421
422
423
424
425
426
427
428
429
430
431
432
433
434
435
436
437
438
439
440
441
442
443
444
446
446
447
448
449
450
451
452
453
454
455
456
457
458
459
460
461
462
463
464
465
466
467
468
469

SEMANTIC PROFILES FOR 1,000 WORDS

Ach

Potn

-0.28
-1.10
-0.62
-0.53
-0.94
0.37
0.54
1.05
-0.03
0.65
1.30
0.68
-0.55
0.40
0.60
0.88
-0.43
-0.07
-0.36
0.21
0.22
0.48
0.77
1.40
0.11
-0.40
1.29
1.14
0.56
-1.37
-0.04
-0.17
0.18
0.95
-2.39
-1.72
1.40
2.11
-0.25
-0.84
0.26
0.07
0.08
-0.14
0.45
0.47
0.05
0.98
-0.07

-0.23
-1.53
-1.18
-1.20
-1.70
-0.71
-1.04
-2.53
-3.16
0.49
1.73
0.86
1.70
0.58
-0.13
0.68
-1.61
-0.82
-0.66
-0.37
-1.08
-2.09
0.83
-0.72
-0.04
-1.59
0.87
0.79
-0.64
-1.15
-0.64
-1.91
-0.08
0.24
-0.79
-1.32
0.14
2.06
-2.44
-1.65
1.02
0.92
-0.34
1.24
0.54
0.68
0.64
1.82
0.53

0.09
-0.37
-0.58
0.25
-0.71
-0.26
-0.62
-0.77
-0.02
-0.66
-0.73
-1.67
1.45
-0.61
-0.74
-0.34
-0.72
1.50
0.20
0.22
0.11
0.03
-0.38
-2.35
-1.88
-0.64
0.26
-0.12
0.44
-0.07
0.70
-0.07
-0.64
-0.24
-1.45
-0.72
-3.04
-3.62
0.02
-0.48
1.67
1.60
0.13
1.02
-0.05
1.09
1.31
1.45
0.23

0.38
1.92
1.45
1.33
2.07
0.85
1.32
2.84
3.16
1.05
2.28
1.99
2.30
0.93
0.96
1.17
1.81
1.71
0.78
0.48
1.11
2.14
1.20
2.83
1.89
1.76
1.58
1.39
0.96
1.79
0.95
1.92
0.67
1.01
2.91
2.29
3.35
4.67
2.45
1.91
1.97
1.85
0.37
1.61
0.70
1.37
1.46
2.53
0.58

0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.92
1.28
0.
0.
0.
0.
0.
0.
0,
0.
0.
0.
0.
1.63
0.78
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
2,41
3,11
0.
0.
0.
0.
0.
0.
0.
0.
0.
0,
0.

0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
1.04
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.67
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
1.20
1.00
0.
0.83
0.
0.78
0.66
2.03
0.

470
471
472
473
474
475
476
477
478
479
480
481
482
483
484
485
486
487
488
489
490
491
492
493
494
495
496
497
498
499
500
501
503
502
504
505
506
507
508
509
510
511
512
513
514
515
516
517
518

-0.24
0.03
-0.13
1.94
0.59
-0.69
-1.19
-1.29
0.30
-0.66
-0.69
-0.46
1.15

0.14
-0.28
0.75
0.68
-0.77
-0.09
-0.89
-0.85
0.45
-0.89
-0.22
-1.47
0.21

-0.47
0.07
0.99
-2.34
1.92
0.47
-0.04
-0.54
0.02
0.30
-0.82

0.55
0.29
1.25
3.12
2.15
0.84
1.48
1.64
0.54
1.15
1.09
1.65
1.59

0.
0.
0.
2.62
0.
0.
0.
0.
0.
0.
0.
0.
1.06

0.
0.
0.50
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.

519
520
621
622
623
524
525
526
527
528
529
630
531

Eval

(He left)
(He left it)
L E F T (It is on his left)
L E N G T H (It is a length of time)
L E S S (There are less of them)
L E T (He let them d o it)
LEAVE

LEAVE

L E T T E R (It is a letter)

(He lay on the bed)

L I E (It lay there)
L I F E (It is his own life)
L I F E (He is the life of the party)
L I F E (Things do not have life)
L I F T (He lifted it)
L I G H T (It is in the light)
L I K E (He does it like this)
L I K E (He liked it)
L I K E L Y (It is likely)
L I M I T (He limited himself)
L I M I T (There is a limit)
L I N E (It is in the line of sight)
L I N E (He read this line)
L I S T E N (He listened to it)
L i T E K A T U H E (It is literature)
L I T T L E (It is little)
L I T T L E (He has little)
L I T T L E (It is little known)
L I V E (He lived to be 50)
L I V E (He lived there)
L O C A L (It is a local street)
L O N G (It was a long time)
L O N G (He did as long as they did)
L O N G (That was long before)
L O O K (He looked at them)
L O O K (It looked like that)
L O S E (He lost it)
L O S S (It is a loss)
L O V E (He is i n love)
L O V E (He loved)
L O W (The land is low)
L O W (It is a low number)
M A C H I N E (It is a machine)
M A C H I N E R Y (It is machinery)
M A I N (That is the main thing)
M A K E (He made ready)
M A K E (He made that)
M A K E (He made it do)
M A N (That i s the man)
M A N (He is a man now)
MANUFACTURE
(They manufactured
them)
M A N Y (There are many)
M A R K (He marked it there)
M A R K E T (There is a market for it)
M A R R Y (He married her)
M A T E R I A L (He has the materials)
M A T T E R (He looked into the matter)
M A Y , M I G H T (He may be there)
M A Y , M I G H T (He may as well do it)
M A Y , M I G H T (He may go if he wants)
M E A N (He did i t by that means)
M E A N (He meant to do it)
M E A N (It meant this)
M E E T (He met them)
LIE

23

0.59
-1.07

Pair

n Ach

ID

34

DAVID
Eval

M E E T I N G (The meeting is there)

M E M B E R (He is a member)
M E N T I O N (He mentioned it)

M E R E L Y (It is merelj'- that)

M E T A L (It has metal i n it)

M I D D L E (It is i n the middle)

M I L E (It is a mile to there)

M I L K (He has the milk)

M I N D (It is about the mind)

MINUTE
MISS (It
MISSING
MODERN

(He did i t in a minute)

missed)
(It is missing)
(It is modern)

M O M E N T (He was there for a moment)

M O N E Y (He has the money)

M O N T H (It was i n that month)

MOON( The moon is up)
M O K E (The idea is more than that)
MORE (He has more of these)
M O R N I N G (It is morning)
M O T H E R (It is his mother)

MOTOR (The motor is there)

M O U N T A I N (There is the mountain)
M O U T H (That is his mouth)
M O V E (It moved)

M O V E M E N T (They are in that movement)

M O V E M E N T ( There is movement there)
M U C H (That is much of it)
M U C H (That is much more)
MUSIC
MUST
NAME
NAME

(It is music)
(He must do it)
(It is his name)
(He named it)

NATION (He is from that nation)

N A T I O N A L (It is national)

N A T I V E (He is a native of the state)

N A T U R E (That is the nature of it)
N A V Y (He is i n the N a v y )

N E A R (It. is near that)

N E A R L Y (He is nearly there)
N E C E S S A R Y (It is necessary)
N E E D (He needed it)

N E E D (He need not have done it)

N E E D (There is a need for it)
N E I G H B O R (It is his neighbor)
N E R V O U S (He is nervous)

N E V E R (He never does)

(It is new)
N E W S P A P E R (There is a newspaper)
N E X T (That is next)
^
NEW

NICE (It is nice)

N I G H T (It is night)

NO (No, it is not)
N O N E (There are none)
N O T (It is not)

NOTE (He noted it)

NOTHING (There is nothing)

NOTICE (He noticed it)

N O W (He is there now)

N O W (Now it was done)
N U M B E R (There are a number of them)
N U M E R O U S (They are numerous)
OBJECT (The object is there)

-0.03
1.14
-0.07
-0.22
0.58
-1.14
-0.97
1.38
0.56
0.38
-1.82
-2.12
0.86
0.06
-0.24
0.36
0.83
-0.14
-0.30
0.42
1.68
0.15
0.00
-0.65
-0.74
-0.65
-0.10
-1.09
-0.77
2.08
-1.51
0.43
0.07
1.42
0.21
0.62
0.02
0.62
-0.14
-0.34
-0.65
0.14
-1.04
-0.27
0.40
-1.99
-1.03
0.89
0.78
0.16
1.76
1.15
-2.09
-1.82
-1.36
-0.05
-1.01
0.19
0.24
0.11
-0.34
-0.56
0.22

HEISB
Actv

Potn

0.47
1.51
-0.47
-1.25
-1.82
-1.63
-0.42
-0.96
0.86
0.70
0.09
0.11
1.13
0.30
0.94
-0.10
-1.71
-0.17
-0.88
-0.41
1.38
0.81
-1.13
0.68
0.67
1.57
0.82
-1.38
-0.32
1.33
0.09
0.23
-0.60
0.38
0.28
-0.11
-1.06
1.41
-1.34
-0.83
-0.24
0.00
0.34
0.05
-0.10
-0.53
-0.83
-0.31
0.64
-0.04
-1.28
-1.05
0.27
-2.00
-0.57
-0.37
-2.00
-0.42
0.24
-0.36
-0.28
0.16
-1.28

-0.50
0.22
-0.42
-0.56
3.44
-0.71
0.26
0.15
-0.68
1.05
-0.86
-0.48
0.55
-0.73
0.17
-0.77
-0.64
-0.20
1.15
-0.09
-2.77
1.13
2.13
-0.70
0.13
-0.25
-0.89
-0.64
-0.44
-2.57
0.96
0.43
-0.27
1.37
0.61
-0.28
-0.46
1,56
0.18
-0.61
0.12
-0.79
-0.86
-0.48
-0.18
-1.76
-0.09
0.20
0.58
0.25
-1.42
-1.01
0.37
0.27
0.68
-0.30
-0.13
0.11
0.31
0.36
0.49
-0.33
0.37

Polr

0.69
1.90
0.63
1.39
3.93
2.11
1.09
1.68
1.24
1,32
2.01
2.18
1.52
0.79
0.99
0.85
2,00
0,30
1.48
0.59
3.52
1.40
2.42
1.17
1.01
1.72
1.22
1.87
0.94
3.57
1.79
0.65
0.67
2.01
0.70
0.69
1.15
2.19
1.36
1.09
0.71
0.80
1.40
0.55
0.45
2.71
1.33
0.96
1.17
0.30
2.60
1.86
2.14
2.72
1.62
0.48
2.25
0.47
0.46
0.52
0.66
0.67
1.35

AS

n Ach

ID

0.
0.
0.
0.
0.
0.
0.
0.
0.50
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0,
2.74
0.
0.
0.
0.
0.
0.
0.
0.
2.92
0.
0.
0.
0.
0.
0.
0.
0,
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0,90
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.

0.
1.02
0.
0.
0.
0.
0.
0.
0.
0.74
0.
0.
0.94
0.
0.
0.
0.
0.
0.
0.
0.
0.76
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.92
0.
0.
0.
1,62
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.58
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.

532
533
534
535
536
537
538
539
540
541
542
543
544
545
546
547
548
549
550
551
552
553
554
555
556
557
558
559
560
561
562
563
564
665
566
567
568
569
570
571
572
673
574
575
576
677
578
579
580
581
582
583
684
686
586
587
588
589
590
591
592
593
594

SEMANTIC PROFILES FOR 1,000 WORDS

Enal

(He observed the things)

O C C A S I O N (It is an occasion)
O F F (It is oS from the others)
O F F E R (He offered i t to them)
O F F I C E (He is i n office)
O F F I C E (That is his office)
O F F I C E R (He is the officer)
O F F I C I A L (He is an official)
O F F I C I A L (It is official)
O F T E N (He often does)
O I L (It is oil)
O L D (He is old)
O L D (It is old)
O L D (He spoke of old times)
O L D E R (He is older)
O N C E (He did it once)
O N C E (Once it was so)
O N E (He is one of them)
O N E (One is a number)
O N L Y (There are only 50)
O P E N (It is open to them)
O P I N I O N (It is an opinion)
O P P O S E (He opposed it)
O R D E R (It has order)
O R D E R (That is an order)
O R D E R (He ordered them to do it)
O R I G I N A L (It was the original idea)
O T H E R (He has the other)
O T H E R (He has other ideas)
O U G H T (It ought to be)
O U T (He is out in the street)
O U T (That is out of bounds)
O U T (It is out now)
O U T (They are out of them)
O U T S I D E (He is outside)
'
O V E R (It is over there)
O V E R (It is over the others)
O V E R (They are all over)
O V E R (It was all over nothing)
O W N (It is his own)
P A P E R (There is some paper)
P A R E N T S (His parents are there)
P A R T (That is part of it)
P A R T (He did his part)
P A R T I C U L A R (It is a particular kind)
P A R T Y (He is i n the party)
P A S S (He passed by them)
P A S S (He passed the test)
P A S S (He passed them in)
P A S T (That is his past)
^
P A Y (He paid)
P E A C E (There was peace)
P E O P L E (There are the people)
P E O P L E (It is for the people)
P E R H A P S (Perhaps i t is)
P E R M A N E N T (It is permanent)
P E R M I T (He permitted it)
P E R S O N (There is the person)
P E R S O N A L (It is personal)
P I C T U R E (That is his picture)
P I E C E (That is a piece of it)
P L A C E (It is a public place)
P L A C E (It is i n its place)
OBSERVE

.96
1.00
-0.53
1.00
0.19
0.79
0.19
-0.87
-0.40
0.31
0.36
-0.70
-0.53
0.62
0.08
0.09
-0.18
-0.60
0.34
-0.40
1.15
-0.02
-1.04
-0.00
-1.44
-1.20
1.09
-1.08
-0.27
-0.57
-0.96
-2.10
-1.62
-1.77
-0.14
-0.43
-0.87
-0.69
-1.57
0.52
0.20
1.34
-0.12
0.46
-0.06
0.61
-0.72
1.14
0.19
0.19
-0.19
2.03
0.37
-0.01
-0.79
0.02
0.06
0.19
0.19
1.41
-0.41
0.88
0.57

25

Adv

Potn

Pair

nAff

-0.96
0.40
-0.93
-0.26
-0.26
0.66
1.54
0.29
0.75
0.80
-0.35
-2.91
-1.92
-0.78
-1.27
-1.00
-1.04
-1.44
-0.93
-0.48
-0.27
-0.08
1.05
0.46
0.52
1.29
1.05
-1.05
0.54
-1.14
-0.17
0.17
-1.05
-0.65
0.46
-0.37
-0.32
-0.69
-0.36
--0.12
-1.18
-0.02
-0.02
-0.05
-0.89
2.10
0.94
0.80
-0.33
-0.30
-0.27
-1.82
1.56
0.21
-0.73
-1.99
-0.99
0.19
-1.76
-1.79
-0.91
-0.70
-1.58

0.19
-1.14
0.54
-0.43
0.47
0.61
1.89
0.70
1.93
-0.32
2.13
-0.73
0.29
1.27
0.34
-0.11
-1.00
-0.11
1.02
0.38
0.25
0.27
1.35
-0.43
1.34
1.29
0.08
-0.09
-0.18
-0.00
0.40
0.40
0.37
-0.66
-0.36
-0.20
-0.05
-0.17
0.10
0.45
1.05
-1.41
0.41
-0.83
0.37
-0.71
0.14
0.53
0.07
-0.37
0.75
-0.30
-1.18
-0.94
-0.30
1.66
-0.76
-0.73
-0.84
-0.22
-0.85
0.32
0.19

1.37
1.56
1.19
1.12

0.
1.06
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.51
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
1.35
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.71
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.

0.57
1.20
2.45
1.15
2.11
0.91
2.19
3.08
2.01
1.61
1.32
1.01
1.45
1.67
1.42
0.73
1.20
0.28
2.00
0.63
2.03
2.18
1.51
1.51
0.63
1.28
1.05
2.14
1.97
1.99
0.60
0.60
0.93
0.99
1.61
0.70
1.59
1.96
0.43
0.95
0.97
2.29
1.19
1.49
0.39
0.51
0.82
2.74
1.99
0.96
1.12
2.59
1.25
0.78
1.96
2.28
1.31
1.17
1.70

Ack

0.
0.
0.
0.
0.
0.61
1.62
0.
0.69
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.62
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.76
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.

ID

695
596
597
598
599
600
601
602
603
604
606
606
607
608
609
610
611
612
613
614
615
616
617
618
619
620
621
622
623
624
625
626
627
628
629
630
631
632
633
634
635
636
637
638
639
640
641
642
643
644
645
646
647
648
649
650
651
652
653
654
655
656
657

26

DAVID
Eval

P L A C E (He placed i t there)

P L A N (That is the plan)

P L A Y (He played)

P L A Y (He wrote a play)

P L E A S A N T (It is pleasant)
P O E T (He is a poet)
POINT (He pointed to it)

POINT (He is at that point)

P O I N T (He has a point)
POLITICS (He is in politics)

POOR (The poor thing is cold)

POOR (He is poor)

P O P U L A R (It is a popular idea)

POSITION (It is in position)

POSSESS (He possessed it)
P O S S I B L E (It is possible)
P O W E R (It has the power)
P O W E R (He is a power)

P R A C T I C A L L Y (It is practically done)

P R E P A R E (He prepared for it)

P R E S E N T (He does at present)

P R E S E N T (He presented i t to them)
P R E S E N T (He
P R E S E N C E (It
P R E S S U R E (It
P R E V E N T (He

is present)
is the presence of it)
is a pressure)
prevented it)

PRICE (That is the price)

P R I V A T E (It is private)
P R O B A B L Y (It probably is)
P R O B L E M (He has a problem)

PRODUCE (They produced it)

PRODUCT (He sells the product)
P R O F E S S I O N (It is his profession)

PROFIT (There is a profit)

PROGRESS (That is progress)
P R O P E R (It is the proper thing)
P R O P E R T Y (It is his property)
PROTECT (He protected it)
P R O V E (It proved to be so)
P R O V E (He proved it)
P R O V I D E (He provided it)
P U B L I C (It is public)
P U B L I C (It is for the public)
P U L L (He pulled it)

PURPOSE (That is the purpose)

P U T (He put it there)
Q U A L I T Y (It is of quality)

QUANTITY (There is a quantity of it)

QUESTION (It is a question of time)
QUESTION (That is his question)
Q U I C K (It was quick)
Q U I C K L Y (He did i t quickly)
Q U I E T (It is quiet)
QUIT (He quit)

QUITE (That is quite so)

R A T E (That is the rate)
R A T H E R (It is this rather than that)
R A T H E R (That is rather often)
R E A C H (Then i t reached here)
R E A D (He read of it)
R E A D Y (He is ready)
R E A L (It is real)

R E A L L Y (It is this really)

R E A L L Y ( That is really often)

0.38
-0.54
0.29
1.28
2.18
0.93
-0.10
-0.23
-0.13
-1.38
-1.14
-2.11
0.91
0.36
0.37
0.73
-0.13
-0.59
0.04
0.48
-0.32
0.53
0.62
-0.28
-0.99
0.49
-1.33
0.31
-0.94
-1.60
0.60
0.16
0.67
0.78
0.87
0.45
1.07
1.32
-0.27
0.00
0.13
-0.77
0.50
-0.44
-0.11
0.14
1.35
-0.38
-0.61
-0.51
-0.12
0.44
1.17
-1.83
-0.11
0.28
-0.57
-0.70
-0.55
0.58
-0.10
0.52
-0.11
-0.18

HEISE
Actv

-0.88
-0.52
1.85
1.16
-1.63
-0.84
-0.49
-0,38
0.40
1.11
-0.98
-2.02
0.83
0.07
0.05
0.31
1,90
1.12
-0.07
1.38
-1.09
-0.21
0.12
-0.00
0.88
0,82
0,21
-0.51
-0,64
-0.43
1,06
-0.15
0.82
0.14
1.39
-0.90
-0.62
1.19
-0.14
1.31
-0.55
0.86
0.86
1.64
0.19
0.27
-0.18
-0.51
-0.61
-0.08
1.73
1.36
-2.57
-0.39
-0.97
-0.57
-0.59
-1.49
0.37
-0.04
0.55
0.44
-0.40
0.25

Potn

-0.40
0.16
-0.39
-1.37
-1,28
-2.39
0,18
0,24
0.74
1,81
-2.22
-1.16
-0.80
0,94
0.02
0.82
2.08
2.05
-0.04
1.28
-0.42
-1.00
-0.20
-0.46
0.96
1.63
0.19
-0.13
-0.29
-0.21
0.75
0.23
0.29
0.84
1.15
0.12
1.22
0.04
0.83
0.49
-0.92
0.29
0.10
0.32
0.68
0.22
-0.34
0.72
0.66
0.39
0.10
0.74
-0.82
0.76
-0.79
1.06
-0.22
0.53
-0.27
-0.01
0.47
0.05
-0.39
0.01

Polr

1.04
0.77
1.91
2.21
3.01
2,70
0.53
0.51
0.85
2.54
2,68
3.14
1,47
1.01
0.38
1,14
2.82
2.41
0.09
1.94
1.21
1.15
0.66
0.54
1.64
1.89
1.36
0.61
1.17
1.67
1.44
0.32
1.09
1.15
2.00
1.01
1.74
1.78
0.88
1.40
1.08
1.19
1.00
1.73
0.71
0.38
1.40
0.96
1.09
0.65
1.74
1.61
2.94
2.02
1.26
1.23
0.85
1.73
0.72
0.58
0.73
0.68
0.57
0.30

nA

0.
0.
0.
1.50
0.69
1.27
0.
0.
0,
0,
0.
0,
0.81
0,
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.

Ach

0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
1.70
0.86
0.
1.40
0.
0.
0.
0.
0.
1.13
0.
0.
0.
0.
0.93
0.
0.
0.
1.50
0.
0.
0.72
0.
0.66
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.55
1.05
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.

ID

658
659
660
661
662
663
664
665
666
667
668
669
670
671
672
673
674
675
676
677
678
679
680
681
682
683
684
685
686
687
688
689
690
691
692
693
694
695
696
697
698
699
700
701
702
702
704
705
705
707
708
709
710
711
712
713
714
715
716
717
718
719
720
721

SEMANTIC PROFILES FOR 1,000 WORDS

Eval

(He realized that it was so)

R E A S O N (That is the reason)
R E C E I V E (He received it)
R E C E N T (It is recent)
R E C E N T L Y (It was recently done)
R E C O R D (That is the record of it)
R E D (It is red)
R E D U C E (They reduced it)
R E F U S E (He refused)
R E G A R D (He regarded it with care)
R E L A T I O N (That is the relation)
R E L I G I O N (That is his religion)
R E L I G I O U S (He is religious)
R E M A I N (He remained there)
R E M A I N (He remained)
R E M E M B E R (He remembered)
R E P L Y (He replied)
R E P O R T (That is his report)
R E P O R T (He reported on it)
R E P R E S E N T (It represented that)
R E S T (Here are the rest)
B E S T (He rested)
R E S U L T (That is the result)
R E S U L T (It resulted from that)
R E T U R N (He returned)
R E T U R N (It is the return of spring)
R I C H (He is rich)
R I D E (He rode on it)
B I G H T (It is his right)
R I G H T (That is the right one)
R I G H T (It is on his right)
R I G H T (He is i n the right)
R I S E (It rose)
R I V E R (There is the river)
R O A D (That is the road)
B O C K (It is a rock)
R O O M (That is his room)
R U N (He ran t o them)
S A F E (He is safe now)
S A I L O R (He is a sailor)
S A N D (That is sand)
S A T I S F Y (He satisfied himself)
S A V E (He saved them i n time)
S A Y (He said it)
S C A R C E (These are scarce)
S C E N E (He was at the scene)
S C H O O L (He is at school)
S C I E N C E (It is a science)
S E A (There is the sea)
S E C O N D (He did it a second time)
S E E (He saw the thing)
S E E (He saw how to do it)
S E E (He saw them about it)
S E E M (It seemed to be that)
S E L L (He sold it)
S E N D (He sent it to them)
S E N S E (It is one of the senses)
S E R I O U S (He is a serious person)
S E R V E (It served for that)
S E R V I C E (He did them a service)
S E R V I C E (He is i n the service)
S E T (He set the date)
S E T (He set it there)
REALIZE

-0.26
0.26
1.08
0.10
-0.53
0.26
-0.84
-0.32
-1.73
0.75
0.09
1.57
2.07
-0.56
-0.34
0.57
0.62
-0.27
0.30
0.44
-0.05
1.90
-0.40
-0.97
0.78
1.03
-0.19
0.29
0.54
0.48
0.19
0.93
0.08
-0.24
0.48
-0.30
0.43
0.20
0.99
0.67
0.38
1.66
1.11
-0.66
-0.80
-0.73
0.66
0.40
0.13
-0.87
0.32
0.84
0.10
0.34
0.30
0.27
0.31
0.08
0.49
1.48
-0.33
0.54
0.15

Ach

Potn

-0.92
-0.54
0.73
-0.50
-0.56
0.24
0.90
-0.39
0.21
-0.09
-1.04
0.59
0.02
-1.96
-1.26
-0.20
0.12
-1.07
0.53
0.20
-0.43
-2.55
0.08
-0.79
-0.71
-0.02
0.24
1.11
0.51
0.24
-0.47
0.69
0.75
1.07
-1.53
-3.16
-0.96
0.98
-0.13
2.43
-1.24
0.04
0.87
0.23
-1.04
-0.48
-0.09
0.69
1.29
-0.51
0.05
0.69
-0.37
-1.89
0.03
0.09
-0.52
-1.05
-0.33
1.32
1.06
-0.13
-0.24

0.31
0.04
-1.33
-0.27
0.21
0.04
-0.21
0.69
0.89
0.13
-0.39
-1.75
-0.79
-0.17
0.48
-0.56
-1.07
0.73
0.29
0.83
-0.84
-0.04
0.29
1.14
-0.63
-1.90
0.00
0.33
0.04
-0.28
-0.01
1.06
0.27
0.61
2.00
3.85
-1.07
-0.58
-0.69
1.21
1.34
0.09
-0.19
-1.12
-0.05
-0.12
0.21
2.03
0.80
0.39
-0.27
0.14
-0.45
-0.31
0.17
-0.05
-0.00
0.51
0.14
-0.77
1.14
0.12
0.58

27
Polr

1.00
0.60
1.86
0.58
0.79
0.35
1.24
0.86
1.95
0.76
1.11
2.42
2.22
2.04
1.39
0.82
1.24
1.33
0.68
0.95
0.95
3.18
0.50
1.69
1.23
2.16
0.31
1.19
0.74
0.61
0.50
1.58
0.80
1.25
2.56
4.99
1.50
1.16
1.21
2.80
1.87
1.66
1.42
1.32
1.32
0.88
0.70
2.19
1.52
1.08
0.42
1.10
0.59
1.95
0.34
0.29
0.61
1.17
0.61
2.13
1.59
0.57
0.65

nAf

0.
0.
1.32
0.
0.
0.
0.
0.
0.
0.
0.
1.92
1.18
0.
0.
0.
0.71
0.
0.
0.
0.
0.
0.
0.
0.
1.49
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.57
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
1.09
0.
0.
0.

n Ach

0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.57
0.
0.
0.
0.94
0.
0.
0.
0.
0.
0.
0.
2.08
0.
0.
0.
0.
0.
0.
0.
1.12
0.90
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.67
0.
0.

ID

722
723
724
725
726
727
728
729
730
731
732
733
734
735
736
737
738
739
740
741
742
743
744
745
746
747
748
749
750
751
752
753
754
755
756
757
758
759
760
761
762
763
764
765
766
767
768
769
770
771
772
773
774
775
776
777
778
779
780
781
782
783
784

28
S E T (He set it free)
S E T T L E (He settled for that)
S E T T L E (He settled i n that town)
S E V E R A L (There are several)
S H I P (There is the ship)
S H O O T (He shot at them)
S H O R E (It is along the shore)
S H O R T (It is short)
S H O U L D (He should do it)
S H O U L D (It should be there)
S H O U L D E R (That is his shoulder)
S H O W (He showed it to them)
S I D E (It is on that side)
S I D E (He is on their side)
S I G N (That is a sign of it)
S I G N (He signed)
S I L E N C E (There was silence)
S I L E N T (It was silent)
S I L V E R (It is silver)
S I M P L E (It is simple)
S I M P L Y (He simply does)
S I N G (He sang)
S I N G L E (Not a single thing is there)
S I N G L E (He is single)
S I S T E R (It is his sister) '
S I T (He sat there)
S I T U A T I O N (That is the situation)
S K Y (It is i n the sky)
S L E E P (He slept)
S L O W (It is slow)
S M A L L (It is small)
so (That is so often)
so (So it is)
S O C I A L (It is a social matter)
S O F T (It is soft)
S O L D I E R (He is a soldier)
S O L V E (He solved it)
S O M E (There are some)
S O M E (He has some things)
S O M E T H I N G (That is something)
S O M E T I M E S (It is sometimes)
S O M E W H A T (It is somewhat)
S O N (It is his son)
S O O N (It soon will be)
S O R R O W (He has sorrows)
S O R R Y (He is sorry)
S O R T (It is some sort of thing)
S O U L (It is about the soul)
S O U N D (It sounded the same)
S P A C E (There is a space)
S P E A K (He spoke of it)
S P E C I A L (It is special)
S P E E C H (There was a speech)
S P E N D (He spent time with them)
S P E N D (He spent himself)
S P I R I T (How are his spirits)
S P R E A D (It spread)
S P R I N G (It is spring)
S T A N D (He stood)
S T A N D (It is to stand as it is)
S T A N D A R D (This is the standard)
S T A R (The stars are out)
S T A R (He is a star)

DAVID R .

HEISE

Eval

Ach

Poln

Pair

0.20
-0.47
0.66
-0.13
0.70
-2.46
0.50
-0.91
0.03
-0.31
-0.12
0.37
-0.34
-0.69
0.01
0.08
0.63
1.63
1.23
0.81
-0.77
0.65
-1.73
-0.72
1.11
-0.15
-1.40
0.48
1.67
-0.66
1.08
-0.46
-0.26
0.55
1.49
0.43
0.59
-0.48
0.48
0.01
-1.04
-1.02
1.45
0.03
-1.71
0.13
-0.71
0.63
0.46
-0.08
0.50
0.86
0.62
0.87
-1.09
0.37
-0.86
1.59
0.15
-0.87
0.03
1.23
1.55

0.08
-0.10
0.30
-0.28
0.77
0.30
1.01
-1.08
0.95
-0.92
0.26
0.85
-0.41
0.42
-0.61
-0.04
-2.74
-3.41
-0.85
-0.43
-1.68
0.78
-2.08
0.56
0.48
-1.63
-0.15
-0.87
-3.20
-2.09
-0.91
-0.44
-0.90
0.31
-2.16
1.13
1.25
-0.63
-0.41
-0.14
-1.23
-0.77
1.49
0.26
-1.70
-1.57
-0.66
-0.24
0.11
-1.64
-0.00
-0.63
0.80
0.60
0,14
0.15
-0.09
1.06
-0.70
-0.54
-0.48
-1.83
1.93

-1.26
-0.31
-0.45
-0.08
1.45
0.04
0.10
0.42
0.23
0.46
0.68
-0.56
0,55
-0.69
0,07
-0.55
-0.06
0,21
1.40
-0.29
-1.12
-2.38
0.21
0.05
-2.80
-0.10
-0.59
-0.90
-0.67
-0.17
-0.76
-0.06
0.48
-1.09
-1.38
1.44
1.26
0.01
0.74
-0.66
-0.53
-0.34
-2.00
-0.61
-2.52
-0.60
-0.37
-1.87
-0.46
1.03
-0.27
-0.68
-0.13
-0.52
-0.79
-0.20
0.12
-2.33
1.09
0.91
0.87
-1.40
-0.15

1.28
0.57
0.86
0.32
1.78
2.48
1.13
1.47
0.98
1.07
0.74
1.08
0.76
1.06
0.62
0.56
2.81
3.79
2.05
0.97
2.08
2.69
2.72
0.92
3.06
1.54
1.53
1.34
3.67
2.19
1.60
0.64
1.05
1.26
2.97
1.88
1.87
0.79
0.97
0.68
1.69
1.32
2.89
0.67
3.49
1.69
1.03
1.99
0.66
1.94
0.57
1.27
1.02
1.18
1.35
0.45
0.88
3.01
1.30
1.37
0.99
2.61
2.48

nAf

0.53
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
1.66
0.
0.
2.19
0.
0.
0.
0.
0.
0.
0.
0.
0.72
0.
0.
0.
0.
0.
0.
0.
0.
2.06
0.
0.
0.
0.
1.11
0.
0.
0.
0.
0.
0.53
0.
0.
0.
2.41
0.
0.
0.
0.
0.

n Ach

0.
0.
0.
0.
1.10
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
1.27
1.35
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0,
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
1.01

ID

785
786
787
788
789
790
791
792
793
794
796
796
797
798
799
800
801
802
803
804
805
806
807
808
809
810
811
812
813
814
815
816
817
818
819
820
821
822
823
824
825
826
827
828
829
830
831
832
833
834
835
836
837
838
839
840
841
842
843
844
845
846
847

SEMANTIC PROFILES FOR 1,000 WORDS

Eval
START
STATE
STATE
STATE

(He started to do i t )
(There are 50 states)
(He i s i n a state of shook)
(He stated that i t i s so)

STATEMENT
STATION

(It

is

(There

is

his

Statement)

the station)

STAY (He stayed)

S T E E L (It i s of steel)

(It is a step forward)

(He stepped o u t )
S T I L L (He i s still there)
S T I L L (There i s still more)
S T I L L (All w a s still)
S T O N E (It i s a stone)
STEP
STEP

STOP (It stopped)

STORY

(That

STRANGE

(It

is
is

the story)
Strange)

(There i s a stream o f them)

S T R E E T (This i s the street)
S T R O N G (It i s strong)
S T U D E N T (He i s a student)
S T U D Y (He studied)
S U B J E C T (That i s the subject)
S U C C E E D (He succeeded)
S U C C E S S (He succeeded)
S U C C E S S F U L (He w a s successful)
S U C H (He had such a time)
S U F F E R (He suffered)
S U G G E S T (He suggested i t )
S U M M E R (It i s summer)
S U N (There i s the s u n )
S U P P L Y (He has a supply of them)
S U P P L Y (He supplied them)
S U P P O R T (He supported them)
S U P P O S E (He supposed i t to be s o )
S U P P O S E (He w a s supposed to do it)
S U R E (He is sure)
S U R E (It i s a sure thing)
S U R F A C E (That i s the surface of it)
S U R P R I S E (He surprised them)
S U R R O U N D (They surrounded i t )
S W E E T (They w e r e sweet t o h i m )
STREAM

T A K E

(He

took

T A K E

(He

took

the
it

prize)
away)

(He t o o k that street)

(He t o o k hold o f i t )
T A K E (He t o o k interest i n them)
T A K E (He t o o k i t down)
T A L K (He talked)
T A X (It i s a t a x )
T E A C H (He taught i t )
T E A C H E R (He is a teacher)
T E L L (He told them about i t )
T E R R I B L E (That i s terrible)
T H E I R (It i s theirs)
T H E N (Then he w a s done)
T H E N (If this i s s o then s o i s that)
T H I N G (The thing i s there)
T H I N K (He thought about things)
T H I N K (He thought i t s o )
T H I N K (He thought i t through)
T H I N K I N G (He is thinking)
T H O U G H T (It is a thought)
TAKE
TAKE

-0.50
1.11
-2.80
-0.60
-0.27
0.57
-0.00
0.37
0.83
-0.23
-0.82
-1.03
1.24
-0.50
-1.19
0.83
-1.46
0.04
-0.31
-0.42
0.48
0.06
-0.17
1.12
1.56
1.75
0.10
-2.23
0.00
1.22
0.64
0.21
0.35
1.32
-0.88
-0.48
0.64
0.38
0.02
0.52
-1.40
1.83
0.36
-2.31
-0.45
0.24
-0.01
-1.14
0.57
-1.76
0.80
" 0.28
-0.11
-3.26
-0.14
0.19
-0.98
-1.63
0.58
0.42
0.07
0.41
0.63

29

Aciv

Potn

Polr

nAf

0.65
1.02
-1.79
-0.00
-0.18
-0.26
-0.81
-2.01
0.97
0.76
-1.02
-0.73
-2.96
-2.87
-0.80
-0.12
-1.00
1.56
0.71
1.09
0.27
-0.20
-0.87
0.36
1.46
1.75
0.13
-0.95
-0.11
1.27
0.08
-0.98
0.63
1.54
-0.41
-1.01
0.51
-0.54
-0.78
1.63
0.78
-0.09
0.03
0.11
0.81
0.90
0.52
-0.19
1.04
1.19
0.22
0.20
-0.11
0.33
-0.84
-0.35
0.26
-0.43
-0.22
0.66
-0.22
0.83
-0.43

-0.07
0.87
-0.18
0.38
0.30
0.41
-0.24
4.60
0.38
-0.28
-1.04
-0.20
-0.05
2.68
1.27
-1.18
0.23
-1.04
0.73
2.21
-0.20
1.13
0.87
0.40
0.76
0.90
-0.25
-1.93
-0.20
-1.59
0.52
1.10
0.80
-0.11
-0.03
-0.51
0.97
0.22
1.51
-1.12
0.79
-2.44
0.45
-0.27
0.68
-0.08
-1.50
-0.08
-0.28
1.26
-0.03
1.08
-0.42
-0.26
-0.37
0.07
-0.06
0.11
-0.68
0.25
0.72
-0.29
-0.62

0.82
1.74
3.33
0.72
0.44
0.75
0.84
5.04
1.33
0.84
1.67
1.28
3.21
3.96
1.92
1.45
1.78
1.88
1.06
2.50
0.58
1.16
1.24
1.24
2.27
2.63
0.30
3.10
0.23
2.37
0.83
1.49
1.07
2.03
0.97
1.22
1.27
0.70
1.70
2.06
1.79
3.06
0.68
2.33
1.16
0.93
1.59
1.16
1.22
2.47
0.83
1.13
0.45
3.29
0.93
0.40
1.01
1.69
0.92
0.82
0.76
0.97
0.98

0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.85
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
1.62
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.77
0.
2.31
0.
0.
0.
0.
0.60
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.

Ach

0.
1.13
0.
0.
0.
0.
0.
0.
0.70
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.99
0.
0.
0.
0.
1.47
1.79
0.
0.
0.
0.
0.
0.
0.54
0.82
0.
0.
0.65
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.

ID

848
849
850
851
852
863
854
855
856
857
858
869
860
861
862
863
864
866
866
867
868
869
870
871
872
873
874
876
876
877
878
879
880
881
882
883
884
886
886
887
888
889
890
891
892
893
894
895
896
897
898
899
900
901
902
903
904
905
906
907
908
909
910

30

DAVID

THOUGHT (He is deep in tliouglit)

THROW (He threw it)
T H U S (It was thus)

T I M E (This is the time to do it)

T I M E (It was in those times)
T I M E (It will be so in time)
T I M E (He has time for it)

T O G E T H E R (They are together)

TOO (That is too often)
TOTAL (That is the total number)
TOWN (He is i n town)

T R A I N (He trained them)

T R E E (It
TROUBLE
TROUBLE
T R U E (It

is a tree)
(He has troubles)
(It troubled him)
is true)

T R U E (He is a true person)

T R U T H ( It is the truth)
T R Y (He tried to do it)
T U R N (He turned around)
T U R N (He turned it around)
T U R N (It turned into that)
T Y P E (It is a type)
U N C L E (It is his uncle)
U N D E R S T A N D (He understood)

U N I T E (They united)

U N I V E R S I T Y (He is at a university)

UP (It is up there)
UP (Time is up)
UP (He spoke up)
U S B (He used that one)
U S B (He used it up)
U S E (He used to do it)
U S B (It is i n use)
U S U A L (That is the usual thing)
U S U A L L Y (He usually does)
V A L U E (It has value)

VARIOUS (There are various things)

V E R Y (That is very often)
VICTORY ( It is a victory)

V I E W (That is his view)

VISIT (He visited them)
VOICE (It is a voice)

VOTE (They voted on it)

VOTE (They took a vote)
W A I T (He waited)
W A L K (He walked)
W A L L (It is on the wall)

W A N T (He wanted that)

W A R (It is war)
W A R N (He warned them)
W A T C H (He watched)

W A T E R (There is water)
W A Y (That is the way to do it)
W A Y (It is along the way)
W E A L T H (He has wealth)

WEAR
WEEK
WELL
WELL
WHEN

(He wore that)

(This is the week for it)
(He is well along)
(He is doing well)
(He will when they are done)

W H I T E (It is white)

W H O L E (That is the whole thing)

HEISE

Eval

Actii

Potn

Polr

0.91
-1.20
-0.47
0.23
-0.07
-0.17
0.01
1.22
-1.40
0.38
0.70
0.38
1.23
-2.75
-2.42
0.66
1.80
0.29
0.03
0.13
-0.18
-0.91
-0.16
1.36
0.95
1.51
0.99
-0.82
-0.49
0.17
-0.27
-1.17
-0.30
-0.03
-0.49
-0.22
0.77
0.42

-0.69
0.53
-1.07
0.24
0.18
-0.72
0.19
-0.41
-0.09
0.12
0.41
1.12
-0.65
0.86
0.11
-0.36
1.17
0.39
0.26
0.09
-0.04
-0.91
-1.16
0.29
-0.97
-0.07
1.41
-0.77
-0.64
0.59
0.60
-0.57
-0.43
1.08
-1.18
-0.93
-0.37
-0.25
0.39
1.35
-0.25
-0.14
-0.02
-0.01
0.39
-1.29
1.24
-1.99
-0.06
2.22
1.88
-0.90
1.18
0.44
-0.15
1.08
0.51
0.78
0.68
0.00
-0.61
-1.31
-1.33

0.26
-0.02
-0.25
0.73
-0.62
-0.03
-0.24
-1.55
-0.44
0.42
-0.64
1.35
2.17
-0.08
-0.54
0.25
-0.60
0.75
0.03
-0.24
-0.33
-0.25
-0.07
-0.23
0.27
0.19
0.16
-0.48
-0.05
1.09
-0.20
-0.55
0.27
0.71
-0.02
-0.41
0.34
-0.36
0.04
1.30
-0.18
-1.13
-1.77
1.02
1.35
0.66
0.13
0.43
-0.19
-0.04
0.07
-0.75
-0.30
0.84
0.16
-0.33
-0.44
0.16
-0.21
-0.03
0.12
-0.41
0.53

1.17
1.32
1.20
0.80
0.64
0.74
0.30
2.02
1.47
0.58
1.04
1.80
2.58
2.88
2.48
0.79
2.23
0.89
0.26
0.29
0.38
1.31
1.17
1.41
1.38
1.52
1.73
1.22
0.80
1.25
0.60
1.41
0.59
1.29
1.28
1.04
0.92
0.61
0.40
2.15
0.38
1.35
2.08
1.33
1.55
1.46
1.32
2.06
0.47
4.54
1.99
1.17
1.39
0.95
0.65
1.18
0.68
0.83
0.91
1.18
1.04
1.77
1.58

-0.09
1.06
0.22
0.71
1.08
0.86
0.64
-0.39
0.45
0.24
-0.43
-3.96
-0.64
-0.07
0.66
0.02
-0.61
0.35
-0.01
-0.24
0.57
1.18
-0.84
1.13
0.66

0.
0.
0.
0.
0.
0.
0.
1.22
0.
0.
0.50
0.
0.
0.
0.
0.
1.09
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.73
1.45
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.

n Ach

ID

0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
1.20
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.88
0.
0.
0.58
0.
0.
0.
0.63
0.
0.
0.
0.
0.
1.62
0.
0.
0.
0.
0.73
0.
0.57
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.

911
912
913
914
915
916
917
918
919
920
921
922
923
924
925
926
927
928
929
930
931
932
933
934
935
936
937
938
939
940
941
942
943
944
945
946
947
948
949
950
951
962
953
954
955
956
957
958
959
960
961
962
963
964
965
966
967
968
969
970
971
972
973

SEMANTIC PROFILES FOR 1,000 WORDS

(It
W I F E (It
W I L D (It
W I N (He
W I N D (It

is wide)
is his wife)
was wild talk)
won it)
is the wind)
W I N D O W (There is the window)
W I N T E R (It is winter)
W I S E (He is wise)
W I S H (He wished for it)
W O M A N (That is the woman)
W O N D E R (He wondered about it)
W O N D E R F U L (It is wondcrful)
W O R D (He had words for it)
W O R K (What is his work)
W O R K (That is work)
W O R K (He worked for them)
W O R K (He worked at it)
W O R L D (He went out into the world)
W O R R Y (He worried)
W O R T H (It is worth it)
W R I T E (He wrote it)
Y E A R (It was years ago)
Y E S (Yes, it is)
Y E T (He has yet to do it)
Y O U N G (He is young)
Y O U N G E R (He is younger)
WIDE

31

118/

Actv

Fotn

Polr

nA

-0.64
0.97
-1.94
1.28
-0.83
0.66
-2.21
1.49
1.14
1.65
-0.13
1.42
-0.06
0.53
-0.50
0.06
0.14
-1.03
-2.20
0.65
0.51
0.24
0.38
-1.45
0.98
0.18

-1.21
-0.32
1.42
2.20
0.69
-2.69
1.06
0.88
-0.75
0.73
-0.82
1.00
-0.33
1.19
1.07
0.97
1.06
0.94
0.25
0.11
0.21
-0.26
0.86
-1.16
1.02
0.74

0.30
-3.12
0.17
0.43
0.67
0.77
1.36
1.26
-1.25
-2.69
-0.94
-1.73
-0.56
1.38
0.71
0.75
1.78
0.05
-1.64
0.42
0.25
-0.18
-0.35
-0.61
-2.60
-1.82

1.36
3.28
2.41
2.58
1.22
2.87
2.80
2.14
1.85
3.24
1.26
2.45
0.65
1.90
1.38
1.23
2.08
1.39
2.75
0.78
0.61
0.40
1.01
1.93
2.96
1.97

0.
1.86
0.
0.
0.
0.
0.
0.
0.81
2.65
0.
1.86
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
0.
2.07
0.97

Ach

0.
0.
0.
1.59
0.
0.
0.
1.32
0.
0.
0.
0.
0.
1.34
0.
0.62
1.20
0.
0.
0.
0.
0.
0.
0.
0.
0.

ID

974
976
976
977
978
979
980
981
982
983
984
986
986
987
988
989
990
991
992
993
994
995
996
997
998
999