Dutch sensory modality norms

Many words are strongly connected to the senses, such as vision, taste, and touch. In order to facilitate research on language and the senses, large sets of linguistic stimuli and their corresponding measures of sensory associations should be available. To aid in such investigations, we present a new set of sensory modality norms for over 24,000 Dutch words. The sensory norms comprise perceptual strength ratings in six perceptual modalities: audition, gustation, haptics, olfaction, vision, and interoception. The new norms improve on existing Dutch sensory norms in three ways: 1) they significantly expand on the number of words rated; 2) they include multiple word classes; 3) they add a new perceptual modality: interoception. We show that the sensory norms are able to predict word processing behavior and outperform existing ratings of sensory experience: concreteness and imageability. The data are available via the Open Science Framework (https://osf.io/ubvy2) and serve as a valuable resource for research into the relationship between language and perception.

Continuous neural activations of embodied-linguistic representations in modality switching costs

Modality switching costs (MSCs) are one of the classic effects that support the embodied views of conceptual representations. They refer to a delay in response time to verify a sensory property of a certain perceptual modality (e.g., visual: SUN – bright), when the previous sensory property has been of a different modality (e.g., auditory: BLENDER – loud) compared to a property of the same modality (e.g., visual: ROSE – red). Such costs indicate that conceptual representations require the recruitment of modality-specific resources. However, MSCs could also result from the distributional pattern of property words: the reason why loud -> bright takes longer than red -> bright could be because bright and loud do not co-occur in the same linguistic context as frequently as bright and red. In the present study, we examined how well MSCs were predicted by an embodied model (switch / no-switch between perceptual modalities) versus a linguistic model (switch / no-switch between linguistic distributional clusters), in behavioural (RT) and continuous event-related EEG potentials (ERP) paradigms. The behavioural data supported the linguistic model in explaining MSCs and found MSCs to be moderated by the target modality, the ERPs showed that linguistic distributional pattern played a crucial role in the neural activations of MSCs. What used to be found as a result of perceptual switching (e.g., "early N400" effect) could be better explained by the linguistic model. The embodied component was activated later than the linguistic component, accounting for activations associated with semantic representation (typically in N400 area). Later during processing, both components were active for decision making (often manifested as LPC).

Perceptual and Interoceptive Strength Norms for 270 French Words

Perceptual experience through the five modalities (i.e., vision, hearing, touch, taste, and smell) has demonstrated its key role in semantics. Researchers also highlighted the role of interoceptive information in the grounded representation of concepts. However, to this day, there is no available data across these modalities in the French language. Therefore, the aim of this study was to circumvent this caveat. Participants aged between 18 and 50 completed an online survey in which we recorded scores of perceptual strength (PS), interoceptive information, imageability, concreteness, conceptual familiarity, and age of acquisition of 270 words of the French language. We also analysed the relationships between perceptual modalities and psycholinguistic variables. Results showed that vast majority of concepts were visually-dominant. Correlation analyses revealed that the five PS variables were strongly correlated with imageability, concreteness, and conceptual familiarity and highlight that PS variables index one aspect of the semantic representations of a word. On the other hand, high interoceptive scores were highlighted only for the less imageable and less concrete words, emphasizing their importance for the grounding of abstract concepts. Future research could use these norms in the investigation of the role of perceptual experience in the representation of concepts and their impact on word processing.

Fragmented sleep relates to hallucinations across perceptual modalities in the general population

Although previous studies reported a link between sleep problems and the occurrence of hallucinations, more detailed information is needed to translate this association into clinical practice. This study investigates sleep quality and its relation to prevalence, type, content, and phenomenology of hallucinations, using an online survey in a large population sample (n = 10,299). Based on community-based cluster analysis, four groups could be distinguished that differed in terms of sleep quality. Our results confirm previous studies in showing that poor sleep is associated with the occurrence of hallucinations, and extend previous results on a number of aspects. First, we show that particularly fragmented sleep relates to the occurrence of hallucinations. Second, we show that this is the case for hallucinations across the auditory, visual, olfactory, and tactile domains. Third, our results show that fragmented sleep not only relates to the occurrence, but also to the content, frequency, duration, and associated distress of hallucinations. Finally, compared to poor sleep, good sleep quality is associated with hallucinations that are less negative and disruptive. We conclude that sleep hygiene measures could have a large positive impact on individuals whose fragmented sleep underlies the occurrence of bothersome hallucinations.

The role of mental simulation in food attractiveness

Concepts are grounded in sensorimotor simulations, but what role these simulations play in everyday cognition is unknown. We investigate one domain where the senses are especially important: food. Unhealthy food is typically considered tastier than healthy food, and is therefore more attractive. We explored to what extent sensory associations differ between healthy and unhealthy foods, and whether these differences affect food attractiveness. In Study 1, using existing sensorimotor norms (Lynott, Connell, Brysbaert, Brand, & Carney, 2020) we found that unhealthy food is more strongly associated with taste, smell, and interoception than healthy food. Furthermore, these enhanced sensory associations mediated the relationship between healthiness and attractiveness. In Study 2, when participants were presented only with food words, unhealthy foods were more strongly associated with all perceptual modalities than healthy food. Again, this association mediated the relationship between healthiness and attractiveness: unhealthy food is more attractive because it is more strongly associated with sensory experience. We also found that the role of sensory associations in food attractiveness is affected by context. When participants were instructed to imagine eating the food, mediation by perceptual strength was weaker compared to receiving no instruction. Our results suggest that sensory simulation explains why unhealthy food is more attractive than healthy food, implying sensory simulation has a role in goal-directed behavior.

Pupil Reactions to Tactile Stimulation: A Systematic Review

Pupil dynamics can represent an indirect measure of perception; thus, it has been broadly explored in the auditory and visual fields. Although it is crucial for experiencing the outside world, tactile perception is not well-explored. Considering that, we sought to answer the following question via a systematic review: does normal tactile perception processing modulate pupil dilation in mammals (human or not)? The review process was conducted according to PRISMA Statement. We searched on Periódicos CAPES (Brazil) for the following terms: [(touch) OR (cutaneous stimulation) OR (tactile perception) OR (somatosensory) AND (pupil OR pupillary) NOT blind NOT reflex NOT pain NOT fear NOT noxious NOT autism NOT nerve NOT (pupillary block) NOT glaucoma NOT cataract NOT aneurysm NOT syndrome NOT treatment NOT special education]. From the 6,488 papers found, 4,568 were duplicates, and nine fulfilled the inclusion criteria. All papers found a positive relationship between pupil diameter and tactile perception. We found that the pupil is a reliable indirect measure of brain states and can evaluate norepinephrine (NE)/locus coeruleus (LC) action, stimulus inhibition, arousal, cognitive processes, and affection independently of the stimuli category (visual, auditory, or tactile). We also found that the perceptual tactile processing occurs in similar ways as the other perceptual modalities. We verified that more studies should be done, mostly avoiding low sampling rate recording systems, confounders as cue signs, not automated stimulation, and concurrent stimulus and using more reliable equipment.

No Sense in Saying ‘There is No Sense Organ for Time’

This paper explores the use of perhaps the most ubiquitous phrase in time perception literature, i.e., ‘there is no sense organ for time’. I argue here that its usage often highlights several misguided notions about how we perceive time and thus creates a problem in studying it. In this commentary three such underlying notions are discussed which are often drawn as conclusions from the lack of a sensory system to perceive time. These are that time is generated or created separately by the brain, that time perception is different from other kinds of perception and that the study of time is hampered by the lack of a dedicated sense organ. These notions are discussed and argued against. It is claimed that a sense organ for time is not possible, nor does this exclude time from our percepts in general. Moreover, rather than creating a problem, a lack of a sense organ for time offers an opportunity to theorize about our experiences across perceptual modalities and cognitive mechanisms. I conclude by suggesting an end to using this phrase and instead seeing mental time as existing across our experiences.

Dutch Sensory Modality Norms

Word meaning is thought to be grounded in the sensory modalities. In order to test such hypotheses in experiments, linguistic stimuli needs to be carefully selected and controlled for. To aid in such investigations, we present a new set of sensory modality norms for over 24,000 Dutch words. The sensory norms comprise perceptual strength ratings in six perceptual modalities: audition, gustation, haptics, olfaction, vision, and interoception. The new norms improve on existing Dutch sensory norms in three ways: 1) they significantly expand on the number of words rated; 2) they include multiple word classes; 3) they add a new perceptual modality: interoception. We show that the sensory norms are able to predict word processing behavior and outperform existing ratings of sensory experience: concreteness and imageability. The data are available via the Open Science Framework (https://osf.io/ubvy2) and serve as a valuable resource for research into the relationship between language and perception.

Learning Style in Language Learning Classroom

<p>This article describes the concept of language learning styles in the classroom and the characteristics of students for each of their learning styles in language learning. Where the purpose of this study is to describe their learning styles related to learning styles for language acquisition. There are 3 types of language learning styles described by Tekavcic and Dimovski namely the visual, auditory and touch functions of a person in processing information. The three main types of learning styles are not absolute, of course. Many students learn through various senses. Certain students may be as strong in three perceptual modalities, or in two perceptual modalities from any combination. The method of data collection in this study is observation, the results of this discussion are that we observed grade 9 students of Percut Sei Tuan Middle School very less on how to apply language learning styles they are in front of the class so that it impacts learning difficulties well.</p>