input: Please answer the following: Extract the answer to the question from the following context. Question: what did the Dr. give patients for the experiment Context: Stanley Schachter formulated his theory on the earlier work of a Spanish physician, Gregorio Maranon, who injected patients with epinephrine and subsequently asked them how they felt. Interestingly, Maranon found that most of these patients felt something but in the absence of an actual emotion-evoking stimulus, the patients were unable to interpret their physiological arousal as an experienced emotion. Schachter did agree that physiological reactions played a big role in emotions. He suggested that physiological reactions contributed to emotional experience by facilitating a focused cognitive appraisal of a given physiologically arousing event and that this appraisal was what defined the subjective emotional experience. Emotions were thus a result of two-stage process: general physiological arousal, and experience of emotion. For example, the physiological arousal, heart pounding, in a response to an evoking stimulus, the sight of a bear in the kitchen. The brain then quickly scans the area, to explain the pounding, and notices the bear. Consequently, the brain interprets the pounding heart as being the result of fearing the bear. With his student, Jerome Singer, Schachter demonstrated that subjects can have different emotional reactions despite being placed into the same physiological state with an injection of epinephrine. Subjects were observed to express either anger or amusement depending on whether another person in the situation (a confederate) displayed that emotion. Hence, the combination of the appraisal of the situation (cognitive) and the participants' reception of adrenaline or a placebo together determined the response. This experiment has been criticized in Jesse Prinz's (2004) Gut Reactions.
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output: adrenaline or a placebo

input: Please answer the following: Extract the answer to the question from the following context. Question: Following the end of the period of Greek influence, what major ancient power took control of Egypt? Context: The Hellenistic period covers the period of ancient Greek (Hellenic) history and Mediterranean history between the death of Alexander the Great in 323 BC and the emergence of the Roman Empire as signified by the Battle of Actium in 31 BC and the subsequent conquest of Ptolemaic Egypt the following year. At this time, Greek cultural influence and power was at its peak in Europe, Africa and Asia, experiencing prosperity and progress in the arts, exploration, literature, theatre, architecture, music, mathematics, philosophy, and science. For example, competitive public games took place, ideas in biology, and popular entertainment in theaters. It is often considered a period of transition, sometimes even of decadence or degeneration, compared to the enlightenment of the Greek Classical era. The Hellenistic period saw the rise of New Comedy, Alexandrian poetry, the Septuagint and the philosophies of Stoicism and Epicureanism. Greek Science was advanced by the works of the mathematician Euclid and the polymath Archimedes. The religious sphere expanded to include new gods such as the Greco-Egyptian Serapis, eastern deities such as Attis and Cybele and the Greek adoption of Buddhism.
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output: Roman Empire

input: Please answer the following: Extract the answer to the question from the following context. Question: How many scholars are active in fields other than t he linguistics? Context: Despite the position of the official organizations, an opinion poll carried out between 2001 and 2004 showed that the majority of the Valencian people consider Valencian different from Catalan. This position is promoted by people who do not use Valencian regularly. Furthermore, the data indicates that younger generations educated in Valencian are much less likely to hold these views. A minority of Valencian scholars active in fields other than linguistics defends the position of the Royal Academy of Valencian Culture (Academia de Cultura Valenciana, RACV), which uses for Valencian a standard independent from Catalan.
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output: minority of Valencian scholars

input: Please answer the following: Extract the answer to the question from the following context. Question: Are there more estimated species of moss or pteridophytes? Context: The number of species of flowering plants is estimated to be in the range of 250,000 to 400,000. This compares to around 12,000 species of moss or 11,000 species of pteridophytes, showing that the flowering plants are much more diverse. The number of families in APG (1998) was 462. In APG II (2003) it is not settled; at maximum it is 457, but within this number there are 55 optional segregates, so that the minimum number of families in this system is 402. In APG III (2009) there are 415 families.
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output:
moss