time of day

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the time of day

1. Literally, the specific hour of the day. What an odd time of day to send repairmen over—we were just about to get ready for bed!
2. Time spent chatting or socializing. Used with the verb "pass." I love walking down to the local shop and passing the time of day with everyone in the neighborhood along the way.
3. Basic intelligence or knowledge. Used with negative constructions of the verb "know." We paid for her to attend the best university in the state, but three years in, she still doesn't know the time of day. How can you expect me to respect my boss when he doesn't even know the time of day?
4. Pleasant, friendly recognition or attention. Used in negative constructions, as in "won't give (one) the time of day." My colleagues wouldn't give me the time of day after they found out that my father had influenced the company's decision to hire me. Once he found such huge success, Tom won't give any of his old friends the time of day. That guy didn't give me the time of day back in high school, and now he won't stop calling me.
See also: of, time

time of day

The hour shown on a clock; also, a stage in any activity or period. For example, What time of day is the repairman coming? or This is hardly the time of day to ask for another installment when he's just turned one in . [Late 1500s] Also see not give someone the time of day.
See also: of, time

give (someone) the time of day, not to/won't

To refuse to pay someone the slightest attention. The analogy here is to refusing to answer even the simple question “What time is it?” The expression dates from the mid-twentieth century. Norman Mailer used it in Advertisements for Myself (1959): “You don’t even give me the time of day. You’re the coldest man I’ve ever known.”
See also: give, not, of, time
References in periodicals archive ?
Pearson correlations revealed no significant correlation between the two independent variables, time of day and age (Brown, Goddard, Lahar, & Mosley, 1999).
These results caused the researchers to conclude that time of day does not exert a significant influence on adult cognitive performance.
Significant three-way interactions were found for Verbal IQ, Verbal Comprehension, and Processing Speed factors among time of day, time-of-day preference, and first versus second test administration; a two-way interaction was found for Processing Speed between time of day and time-of-day preference.
If that is the case, then the case for a biological preference for time of day is challenged.
This may be because peak temperature moves to an earlier time of day as people age (Anderson et al.
Monk and Leng (1982) were able to specify the type of task performed in accordance with time-of-day preference when they found no interaction between morningness-eveningness and time of day on perceptual-motor tasks, but a significant effect for cognitive tasks.
The individual may be tested by changing the time of day while maintaining tasks expected to arouse approximately the same level of motivation; an alternative is to maintain the time of day while varying the motivation.
The question to be answered, then, is whether individuals matched to their preferred time of day can be expected to exhibit higher levels of academic achievement than those who are not.
In an upcoming empirical study, Catholic high school students will be tested to ascertain if matching them to their preferred time of day, as measured by two valid instruments, will result in any significant difference in academic achievement.
Intelligence, Time of Day, and Time-of-Day Preference (Doctoral dissertation, Hofstra University, 1994).
Individual differences in the effect of time of day on long-term memory access.
The effects of time of day on cognitive and visuo-motor performance efficiency.