Haptic modality takes its time: Dynamic of activations of sensory modalities in perceptual and memory processes

Stephanie Dabic; Amandine E. Rey; Jordan Navarro; Rémy Versace

doi:10.1002/ijop.12368

The visual and visuo-haptic exploration of geometrical shapes increases their recognition in preschoolers

International Journal of Behavioral Development ◽

10.1177/0165025410367443 ◽

2010 ◽

Vol 35 (1) ◽

pp. 18-26 ◽

Cited By ~ 20

Author(s):

Solène Kalenine ◽

Leatitia Pinet ◽

Edouard Gentaz

Keyword(s):

Conceptual Knowledge ◽

Kindergarten Children ◽

Visual Modality ◽

Haptic Modality ◽

Beneficial Effects ◽

Haptic Exploration ◽

Shape Category ◽

Sensory Modalities ◽

Geometrical Shapes ◽

Multisensory Intervention

This study assessed the benefit of a multisensory intervention on the recognition of geometrical shapes in kindergarten children. Two interventions were proposed, both conducted by the teachers and involving exercises focused on the properties of the shapes but differing in the sensory modalities used to explore them. In the ‘‘VH’’ intervention, the visual and haptic modalities were used to explore the raised shapes while only the visual modality was involved in the ‘‘V’’ (Visual) intervention. We compared the effect of the two interventions on the acquisition of conceptual knowledge about squares, rectangles and triangles in 72 preschoolers. Results showed that children progressed more importantly following VH than V intervention for rectangles and triangles. The addition of the haptic modality in intervention provides beneficial effects by allowing children to better understand what is included in a shape category. Results are discussed in relation to the multimodal coding (in line with embodied theories) and the analytic perception generated by the haptic modality.

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Children’s Recall of Approximations to English

Journal of Speech and Hearing Research ◽

10.1044/jshr.1602.201 ◽

1973 ◽

Vol 16 (2) ◽

pp. 201-212 ◽

Cited By ~ 3

Author(s):

Elizabeth Carrow ◽

Michael Mauldin

Keyword(s):

Language Development ◽

Fourth Order ◽

Third Order ◽

Memory Processes ◽

The Third ◽

General Index ◽

General Linguistic

As a general index of language development, the recall of first through fourth order approximations to English was examined in four, five, six, and seven year olds and adults. Data suggested that recall improved with age, and increases in approximation to English were accompanied by increases in recall for six and seven year olds and adults. Recall improved for four and five year olds through the third order but declined at the fourth. The latter finding was attributed to deficits in semantic structures and memory processes in four and five year olds. The former finding was interpreted as an index of the development of general linguistic processes.

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Phrase-Learning in Deaf and Hearing Subjects

Journal of Speech and Hearing Research ◽

10.1044/jshr.1003.600 ◽

1967 ◽

Vol 10 (3) ◽

pp. 600-605 ◽

Cited By ~ 7

Author(s):

Penelope B. Odom ◽

Richard L. Blanton

Keyword(s):

Word Order ◽

Fifth Graders ◽

English Word ◽

Normal Hearing ◽

Twelfth Graders ◽

Memory Processes ◽

Study Test ◽

The Mean

Two groups each containing 24 deaf subjects were compared with 24 fifth graders and 24 twelfth graders with normal hearing on the learning of segments of written English. Eight subjects from each group learned phrasally defined segments such as “paid the tall lady,” eight more learned the same words in nonphrases having acceptable English word order such as “lady paid the tall,” and the remaining eight in each group learned the same words scrambled, “lady tall the paid.” The task consisted of 12 study-test trials. Analyses of the mean number of words recalled correctly and the probability of recalling the whole phrase correctly, given that one word of it was recalled, indicated that both ages of hearing subjects showed facilitation on the phrasally defined segments, interference on the scrambled segments. The deaf groups showed no differential recall as a function of phrasal structure. It was concluded that the deaf do not possess the same perceptual or memory processes with regard to English as do the hearing subjects.

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The Relationship of Interrogative Suggestibility to Memory and Attention

Journal of Psychophysiology ◽

10.1027/0269-8803.20.2.79 ◽

2006 ◽

Vol 20 (2) ◽

pp. 79-93 ◽

Cited By ~ 3

Author(s):

R.C. Howard ◽

A. Chaiwutikornwanich

Keyword(s):

Individual Differences ◽

Short Story ◽

Oddball Paradigm ◽

Memory Processes ◽

Memory And Attention ◽

Irrelevant Distractors ◽

Alternative Hypotheses ◽

Visual Oddball Paradigm ◽

Interrogative Suggestibility ◽

Task Irrelevant

This study combined an individual differences approach to interrogative suggestibility (IS) with ERP recordings to examine two alternative hypotheses regarding the source of individual differences in IS: (1) differences in attention to task-relevant vis-à-vis task-irrelevant stimuli, and (2) differences in one or more memory processes, indexed by ERP old/new effects. Sixty-five female participants underwent an ERP recording during the 50 min interval between immediate and delayed recall of a short story. ERPs elicited by pictures that either related to the story (“old”), or did not relate to the story (“new”), were recorded using a three-stimulus visual oddball paradigm. ERP old/new effects were examined at selected scalp regions of interest at three post-stimulus intervals: early (250-350 ms), middle (350-700 ms), and late (700-1100 ms). In addition, attention-related ERP components (N1, P2, N2, and P3) evoked by story-relevant pictures, story-irrelevant pictures, and irrelevant distractors were measured from midline electrodes. Late (700-1100 ms) frontal ERP old/new differences reflected individual differences in IS, while early (250-350 ms) and middle latency (350-700 ms) ERP old/new differences distinguished good from poor performers in memory and oddball tasks, respectively. Differences in IS were not reflected in ERP indices of attention. Results supported an account of IS as reflecting individual differences in postretrieval memory processes.

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Reaction Time and Brain Waves in Omitted Stimulus Tasks

Journal of Psychophysiology ◽

10.1027/0269-8803/a000001 ◽

2010 ◽

Vol 24 (1) ◽

pp. 1-6 ◽

Cited By ~ 5

Author(s):

Oscar H. Hernández ◽

Muriel Vogel-Sprott

Keyword(s):

Reaction Time ◽

Cognitive Processes ◽

Young Male ◽

Event Related Potential ◽

Auditory Stimuli ◽

Motor Action ◽

Cognitive Component ◽

Sensory Modalities ◽

Two Measures ◽

Somatosensory Stimuli

A missing stimulus task requires an immediate response to the omission of a regular recurrent stimulus. The task evokes a subclass of event-related potential known as omitted stimulus potential (OSP), which reflects some cognitive processes such as expectancy. The behavioral response to a missing stimulus is referred to as omitted stimulus reaction time (RT). This total RT measure is known to include cognitive and motor components. The cognitive component (premotor RT) is measured by the time from the missing stimulus until the onset of motor action. The motor RT component is measured by the time from the onset of muscle action until the completion of the response. Previous research showed that RT is faster to auditory than to visual stimuli, and that the premotor of RT to a missing auditory stimulus is correlated with the duration of an OSP. Although this observation suggests that similar cognitive processes might underlie these two measures, no research has tested this possibility. If similar cognitive processes are involved in the premotor RT and OSP duration, these two measures should be correlated in visual and somatosensory modalities, and the premotor RT to missing auditory stimuli should be fastest. This hypothesis was tested in 17 young male volunteers who performed a missing stimulus task, who were presented with trains of auditory, visual, and somatosensory stimuli and the OSP and RT measures were recorded. The results showed that premotor RT and OSP duration were consistently related, and that both measures were shorter with respect to auditory stimuli than to visual or somatosensory stimuli. This provides the first evidence that the premotor RT is related to an attribute of the OSP in all three sensory modalities.

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The Acute Effect of Alcohol on Various Memory Processes

Journal of Psychophysiology ◽

10.1027/0269-8803/a000038 ◽

2010 ◽

Vol 24 (4) ◽

pp. 249-252 ◽

Cited By ~ 7

Author(s):

Márk Molnár ◽

Roland Boha ◽

Balázs Czigler ◽

Zsófia Anna Gaál

Keyword(s):

Low Dose ◽

Short Term Memory ◽

Acute Effect ◽

Long Term Memory ◽

Term Memory ◽

Memory Processes ◽

Different Types ◽

The Brain ◽

Legal Consequences

This review surveys relevant and recent data of the pertinent literature regarding the acute effect of alcohol on various kinds of memory processes with special emphasis on working memory. The characteristics of different types of long-term memory (LTM) and short-term memory (STM) processes are summarized with an attempt to relate these to various structures in the brain. LTM is typically impaired by chronic alcohol intake but according to some data a single dose of ethanol may have long lasting effects if administered at a critically important age. The most commonly seen deleterious acute effect of alcohol to STM appears following large doses of ethanol in conditions of “binge drinking” causing the “blackout” phenomenon. However, with the application of various techniques and well-structured behavioral paradigms it is possible to detect, albeit occasionally, subtle changes of cognitive processes even as a result of a low dose of alcohol. These data may be important for the consideration of legal consequences of low-dose ethanol intake in conditions such as driving, etc.

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