I have done several of these in the past and I often got placed in middle America (I live in Atlanta and am an Atlanta native, and our area is pretty homogenized and de-Southernized, so this makes sense). Weirdly interesting result: where I now live (Dallas area) came out as 'least similar' and where I lived until 13-years ago (Ithaca area) came out 'most similar'! Important disclaimer: In reporting to you results of any IAT test that you take, we will mention possible interpretations that have a basis in research done (at the University of Washington, University of Virginia, Harvard University, and Yale University) with these tests. This is as you described, but keep in mind the question listed is the one with the most weight for the likely areas, not the only question. Does the influx of Northerners (both American and Canadian) during the winter have an effect on Floridian speech? My map came up with Minneapolis/Saint Paul, Rochester and Providence. This provides strong security for data transfer to and from our website. Was it spot-on or way off? David Morris and Richard (and other interested parties): I did the same, and here's my map. On the next page you'll be asked to select an Implicit Association Test (IAT) from a list of possible topics . Most recently, the project's added a dialect quiz. How do you pronounce the word "sandwich"? You were obviously a Brit from your accent, but you were also clearly very used to using American idioms. two syllables, where the second rhymes with dawn. LA 1.4: Accents and Dialects - What Do You Hear? Cathy ONeil, a.k.a. The project is described this way on its website: Using data from Bert Vaux's dialect survey, we examine regional dialect variation in the continental United States. That doesn't make me southern, does it? Selected legacy data from the previous Harvard dialect survey. Some southerners may consider y'all to be non-standard, for example, and therefore give answers like you or you all. The Harvard Dialect Survey maps created by researchers in 2003. The tech involved in the Times quiz includes R and D3, the latter of which is a JavaScript library used for tying data to a pages DOM for manipulation and analysis, similar to jQuery. What do you call a traffic jam caused by drivers slowing down to look at an accident or other diversion on the side of the road? Fascinating Dialect Quiz from NY Times based on Harvard Linguist Have you ever told someone to "shut the lights"? How do you pronounce the name of this small British quick bread (or cake if the recipe includes sugar)? (But I guess if the British Isles were included in the survey I would probably end up somewhere in the ocean.). Eventually, it pegged me as being from pretty much anywhere except the Old South, which is probably a pretty accurate picture of how I speak. The Data Science Behind the New York Times' Dialect Quiz, Part 1 The colors on the large heat map correspond to the probability that a randomly selected person in that location would respond to a randomly selected survey question the same way that you did. Came out as Alabama. In 2013 the New York Times published Josh Katzs How Yall, Youse and You Guys Talk. You probably remember taking it, or at least hearing about it. You can find more information on our Data Privacy page. (I tried posting this comment a few days ago, when the post was fresh, but it never showed up). But Boston seems to weigh the heaviest. Defining Needs and Strengths, LA 2.3: Getting to Know a Second Language Learner, LA 2.4: Providing Evidence / Collective Expertise, HW 2.3 Read the Definitions of Program Models, Session 3: Current Realities: ESL Programs and Practices, LA 3.2 Programs and Practices in My Local Setting, LA 3.4 Supports and Constraints for Makoto, LA 3.5 Communication, Pattern, & Variability, HW 3.4 Knowing My Second Language Learner, LA 4.1 Critical Research on Input: Jigsaw Reading, LA 4.2 Feedback About Knowing my Second Language Learner, HW 4.3 Promoting Oral Language in the Classroom, HW 4.5 Classroom Observation and Analysis, LA 5.1 Feedback About Knowing My EL Student, LA 5.2 Role of Interaction in English Language Development, LA 5.3 Negotiating Meaning Through Interaction: Gallery Walk, LA 5.4 Classroom Parables of Cultural Interaction Patterns, Session 6: Stages of Development and Errors and Feedback, LA 6.1 Video Segment 7.1 on Stages of Development: Pattern, LA 6.2 Charting Treasure: Mapping Stages of Development, HW 6.3 What does it Mean to Know a Language, HW 6.4 Variability in Learning a Language, Session 7: Proficiencies and Performances, LA 7.4 Getting to Know English Language Learners, Session 8: Displays of Professional Development, AVG 8.1 Classroom Strategies: Action as Advocacy, LA 8.1 Examining Displays of Professional Development, https://open.byu.edu/understanding_language_acquisition, https://open.byu.edu/understanding_language_acquisition/hw_1.6.