Effect of timing delay between visual and vestibular stimuli on heading perception.

Heading direction is perceived based on visual and inertial cues. The current study examined the effect of their relative timing on the ability of offset visual headings to influence inertial perception. Seven healthy human subjects experienced 2 s of translation along a heading of 0°, ±35°, ±70°, ±105°, or ±140°. These inertial headings were paired with 2 s duration visual headings that were presented at relative offsets of 0°, ±30°, ±60°, ±90°, or ±120. The visual stimuli were also presented at 17 temporal delays ranging from -500 ms (visual lead) to 2,000 ms (visual delay) relative to the inertial stimulus. After each stimulus, subjects reported the direction of the inertial stimulus using a dial. The bias of the inertial heading towards the visual heading was robust at ±250 ms when examined across subjects during this period: 8.0 ± 0.5° with a 30° offset, 12.2 ± 0.5° with a 60° offset, 11.7 ± 0.6° with a 90° offset, and 9.8 ± 0.7° with a 120° offset (mean bias towards visual ± SE). The mean bias was much diminished with temporal misalignments of ±500 ms, and there was no longer any visual influence on the inertial heading when the visual stimulus was delayed by 1,000 ms or more. Although the amount of bias varied between subjects the effect of delay was similar.

Cross-modal motion aftereffects transfer between vision and touch in early deaf adults

Previous research on early deafness has primarily focused on the behavioral and neural changes in the intact visual and tactile modalities. However, how early deafness changes the interplay of these two modalities is not well understood. In the current study, we investigated the effect of auditory deprivation on visuo-tactile interaction by measuring the cross-modal motion aftereffect. Consistent with previous findings, motion aftereffect transferred between vision and touch in a bidirectional manner in hearing participants. However, for deaf participants, the cross-modal transfer occurred only in the tactile-to-visual direction but not in the visual-to-tactile direction. This unidirectional cross-modal motion aftereffect found in the deaf participants could not be explained by unisensory motion aftereffect or discrimination threshold. The results suggest a reduced visual influence on tactile motion perception in early deaf individuals.

Re-defining a decade: Marc Jacobs, Tony Viramontes and the vocabulary of 1980s fashion

Historian James Laver described the cyclical nature of fashion as taking almost 50 years for a particular style or decade to be remembered as romantic. The 1980s are often overlooked by fashion historians as garish or vulgar, best left to the confines of history. During the global financial crisis of 2007‐08, direct quotations from the 1980s and television show Dynasty (1981‐89) appeared on the catwalks of major designers. An interest in the decade of greed and excess was revived in a time of economic austerity: were we dressing up to cover up our financial shortcomings? Fashion is yet again in the midst of a 1980s renaissance; however, in this time of sociopolitical uncertainty, the perspective has shifted as designers immerse themselves in the creativity and showmanship of the decade. One designer at the apex of this resurgence was Marc Jacobs in his Autumn/Winter 2018 catwalk presentation. Although not the first designer to hone in on the trend, Jacobs’ collection was a homage to 1980s popular culture and the showmanship of haute couture. One notable visual influence was the work of fashion illustrator Tony Viramontes (1956‐88), whose genius captured the essence of the decade. Through analysis of the recent vogue for 1980s revivalism, alongside the ingenuity of the decade’s most energic fashion illustrator, Tony Viramontes, this article will attempt to decode Marc Jacobs’ collection for his eponymous label and consider the vocabulary of 1980s fashion as truly worthy of genuine artistic examination by fashion scholars and contemporary fashion designers.

The Use of Visual Media in Maharatah al-Kalam Learning

This study presents one of the learning instruments used in teaching Arabic, namely using visual media. This visual media is used as a solution for learning Arabic in the industrial era 4.0 which is easier to receive material with visual media. In practice, this visual media research is not only on media that can be seen, but researchers see several things that must be considered in using visual media including the type of visual media to be used, the principles of its use, how to present it, the mechanism of its creation and selection visual media that can be used for learning maharatul kalam. This visual media is used so that students are more enthusiastic and educators are more able to innovate in learning maharatul kalam. There is also a research method used is a description-analysis with literature review. Among the visual media that can be used to teach maharatulkalam is images, posters, flannel boards, bulletin boards and wall clocks. The results of the study from this study indicate that in using visual-based learning media there are various kinds of rules that aim to realize learning effectiveness. The use of visual media is more interesting for students to continue the learning process because the visual influence has more impact on the ease of understanding the material. There are principles that must be considered when using visual media in learning that is prioritizing simplicity, clear and easy to read.