Making Sense of Timing and Attention: Modality Effect in Timing with a Break

2014 ◽  
Vol 2 (2) ◽  
pp. 129-144 ◽  
Author(s):  
Charles Viau-Quesnel ◽  
Rémi Gaudreault ◽  
Andrée-Anne Ouellet ◽  
Claudette Fortin

Tones are perceived longer than visual stimuli of same durations. One interpretation of this modality effect is that auditory stimuli capture attention more easily than visual stimuli, resulting in more efficient temporal processing. During a time interval production, expecting a break signal lengthens the produced interval, an effect explained by attention sharing between timing and monitoring for the signal occurrence. In the present study, participants produced a brief time interval defined by a visual or an auditory stimulus and in most trials, there was a break in stimulus presentation. The effect of break expectancy was significantly stronger when the timing stimulus was presented in the visual than in the auditory modality, an interaction supporting attentional interpretations of the modality and expectancy effects. We conclude that auditory stimuli orient attention to time more readily than visual stimuli in a context of attention sharing, which reduces the distracting effect of break expectancy.

F1000Research ◽  
2021 ◽  
Vol 9 ◽  
pp. 380
Author(s):  
Aysha Rooha ◽  
Malavika Anakkathil Anil ◽  
Jayashree S. Bhat

Background:  An impressive amount of research has been conducted studying the modality effect on multimedia information in children from higher elementary school to college. In the present study, we aimed to examine the modality effect in the recall of multimedia information among children between the age range of 6 years to 9 years 11 months.   Methods: The study followed a cross-sectional design and comprised of 80 participants between the ages of 6 years to 9 years 11 months. An animated story was shown to the children, following which a word recall task was performed. In this task, children were asked to recall the words mentioned in the story from a pictorial array. Results: One-way analysis of variance revealed a significant difference in the overall recall abilities of children. The recall performance was strongly related to the modality of the presentation of words. A marginal difference was observed for the recall of auditory-visual words in comparison to recall of words in the auditory modality; wherein older children recalled better in comparison to younger children. The findings of the study could be attributed to the "visual superiority effect", "encoding specificity principle of memory" and "multimedia effect." Conclusion: Recall abilities were observed to increase with age, with the existence of asynchrony in the auditory-visual and auditory recall scores indicating the firm reliance on the modality of presentation of word. The study implications emphasize on the use of visual stimuli for teaching new vocabularies, skills, and concepts in younger children. These findings also highlight the use of visual stimuli while assessing speech, language, and cognitive skills in younger children.


1971 ◽  
Vol 33 (3) ◽  
pp. 891-897 ◽  
Author(s):  
Bonnie N. Bartholomeus ◽  
Donald G. Doehring

The acquisition of visual-auditory associations was studied in 96 adult Ss to assess the effect of order of stimulus presentation and differences between verbal and nonverbal stimuli. Associations involving verbal sounds were learned more easily than those involving nonverbal sounds when the sounds were presented at the same time or following visual stimuli, but the associative task was relatively difficult when verbal sounds preceded verbal visual stimuli. Associations involving nonverbal visual stimuli were learned more easily than those involving verbal stimuli when visual stimuli followed auditory stimuli.


F1000Research ◽  
2020 ◽  
Vol 9 ◽  
pp. 380
Author(s):  
Aysha Rooha ◽  
Malavika Anakkathil Anil ◽  
Jayashree S. Bhat

Background:  An impressive amount of research has been conducted studying the modality effect on multimedia information in children from higher elementary school to college. In the present study, we aimed to examine the modality effect in the recall of multimedia information among children between the age range of 6 years to 9 years 11 months.   Methods: The study followed a cross-sectional design and comprised of 80 participants between the ages of 6 years to 9 years 11 months. An animated story was shown to the children, following which a word recall task was performed. In this task, children were asked to recall the words mentioned in the story from a pictorial array. Results: One-way analysis of variance revealed a significant difference in the overall recall abilities of children. The recall performance was strongly related to the modality of the presentation of words. A marginal difference was observed for the recall of auditory-visual words in comparison to recall of words in the auditory modality; wherein older children recalled better in comparison to younger children. The findings of the study could be attributed to the "visual superiority effect", "encoding specificity principle of memory" and "multimedia effect." Conclusion: Recall abilities were observed to increase with age, with the existence of asynchrony in the auditory-visual and auditory recall scores indicating the firm reliance on the modality of presentation of word. The study implications emphasize on the use of visual stimuli for teaching new vocabularies, skills, and concepts in younger children. These findings also highlight the use of visual stimuli while assessing speech, language, and cognitive skills in younger children.


Animals ◽  
2021 ◽  
Vol 11 (8) ◽  
pp. 2233
Author(s):  
Loïc Pougnault ◽  
Hugo Cousillas ◽  
Christine Heyraud ◽  
Ludwig Huber ◽  
Martine Hausberger ◽  
...  

Attention is defined as the ability to process selectively one aspect of the environment over others and is at the core of all cognitive processes such as learning, memorization, and categorization. Thus, evaluating and comparing attentional characteristics between individuals and according to situations is an important aspect of cognitive studies. Recent studies showed the interest of analyzing spontaneous attention in standardized situations, but data are still scarce, especially for songbirds. The present study adapted three tests of attention (towards visual non-social, visual social, and auditory stimuli) as tools for future comparative research in the European starling (Sturnus vulgaris), a species that is well known to present individual variations in social learning or engagement. Our results reveal that attentional characteristics (glances versus gazes) vary according to the stimulus broadcasted: more gazes towards unusual visual stimuli and species-specific auditory stimuli and more glances towards species-specific visual stimuli and hetero-specific auditory stimuli. This study revealing individual variations shows that these tests constitute a very useful and easy-to-use tool for evaluating spontaneous individual attentional characteristics and their modulation by a variety of factors. Our results also indicate that attentional skills are not a uniform concept and depend upon the modality and the stimulus type.


Author(s):  
Motoyasu Honma ◽  
Shoko Saito ◽  
Takeshi Atsumi ◽  
Shin‐ichi Tokushige ◽  
Satomi Inomata‐Terada ◽  
...  

1954 ◽  
Vol 100 (419) ◽  
pp. 462-477 ◽  
Author(s):  
K. R. L. Hall ◽  
E. Stride

A number of studies on reaction time (R.T.) latency to visual and auditory stimuli in psychotic patients has been reported since the first investigations on the personal equation were carried out. The general trends from the work up to 1943 are well summarized by Hunt (1944), while Granger's (1953) review of “Personality and visual perception” contains a summary of the studies on R.T. to visual stimuli.


1997 ◽  
Vol 272 (2) ◽  
pp. R648-R655 ◽  
Author(s):  
M. R. Opp ◽  
L. A. Toth ◽  
E. A. Tolley

Slow-wave activity in the electroencephalogram is thought to reflect the depth or intensity of sleep. This hypothesis is primarily derived from studies of rats or humans. However, some characteristics of sleep of rabbits differ from those of rats or humans. To determine whether slow-wave activity (power density in the delta frequency band of 0.5-5.0 Hz) correlates with arousability in rabbits, we presented auditory stimuli (72-90 dB) to control or sleep-deprived animals during slow-wave sleep. The resulting behavioral responses, defined by changes in eye state and body posture, and the latency to return to sleep were used as measures of arousability. Behavioral responsiveness to auditory stimuli increased with increasing stimulus intensity in both control and sleep-deprived animals. Overall, however, sleep-deprived animals exhibited fewer postural changes and eye openings than did control rabbits. Sleep-deprived rabbits also more rapidly returned to sleep after the stimulus presentation than did control animals. Latency to return to sleep was correlated with delta power before stimulus presentation, but behavioral responsiveness was not. These data suggest that, in this rabbit model, delta power may not be predictive of behavioral arousability but may reflect sleep propensity.


2019 ◽  
Vol 69 (1) ◽  
pp. 17-27
Author(s):  
Agostina Casamento-Moran ◽  
Stefan Delmas ◽  
Seoung Hoon Park ◽  
Basma Yacoubi ◽  
Evangelos A. Christou

Abstract Reacting fast to visual stimuli is important for many activities of daily living and sports. It remains unknown whether the strategy used during the anticipatory period influences the speed of the reaction. The purpose of this study was to determine if reaction time (RT) differs following a steady and a dynamic anticipatory strategy. Twenty‐two young adults (21.0 ± 2.2 yrs, 13 women) participated in this study. Participants performed 15 trials of a reaction time task with ankle dorsiflexion using a steady (steady force at 15% MVC) and a dynamic (oscillating force from 10‐20% MVC) anticipatory strategy. We recorded primary agonist muscle (tibialis anterior; TA) electromyographic (EMG) activity. We quantified RT as the time interval from the onset of the stimulus to the onset of force. We found that a dynamic anticipatory strategy, compared to the steady anticipatory strategy, resulted in a longer RT (p = 0.04). We classified trials of the dynamic condition based on the level and direction of anticipatory force at the moment of the response. We found that RT was longer during the middle descending relative to the middle ascending and the steady conditions (p < 0.01). All together, these results suggest that RT is longer when preceded by a dynamic anticipatory strategy. Specifically, the longer RT is a consequence of the variable direction of force at which the response can occur, which challenges the motor planning process.


2018 ◽  
Vol 7 ◽  
pp. 172-177
Author(s):  
Łukasz Tyburcy ◽  
Małgorzata Plechawska-Wójcik

The paper describes results of comparison of reactions times to visual and auditory stimuli using EEG evoked potentials. Two experiments were used to applied. The first one explored reaction times to visual stimulus and the second one to auditory stimulus. After conducting an analysis of data, received results enable determining that visual stimuli evoke faster reactions than auditory stimuli.


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