scholarly journals Reward interacts with modality shift to reduce cross-modal conflict

2017 ◽  
Vol 17 (1) ◽  
pp. 19 ◽  
Author(s):  
Guanlan Kang ◽  
Lihui Wang ◽  
Xiaolin Zhou
Keyword(s):  
Modality Shift

The Modality Shift Effect. Further Explorations at the Crossroads

1992 ◽  
Vol 658 (1 Psychophysiol) ◽  
pp. 163-181 ◽  
Author(s):  
RUDOLF COHEN ◽  
FRED RIST
Keyword(s):  
Shift Effect ◽  
Modality Shift

The pragmatics of discovery constrains children’s tendency to map novel labels onto novel objects

2020 ◽  
Vol 40 (3) ◽  
pp. 251-274
Author(s):  
Jenna L. Wall ◽  
William E. Merriman
Keyword(s):  
Inhibitory Control ◽  
Age Groups ◽  
The Novel ◽  
Novel Object ◽  
Sense Modality ◽  
Visible Object ◽  
Novel Objects ◽  
Modality Shift ◽  
Test Objects ◽  
Metacognitive Ability

When taught a label for an object, and later asked whether that object or a novel object is the referent of a novel label, preschoolers favor the novel object. This article examines whether this so-called disambiguation effect may be undermined by an expectation to communicate about a discovery. This expectation may explain why 4-year-olds do not show the disambiguation effect if a sense modality shift occurs between training and test. In Study 1, 3- and 4-year-olds learned a label for a visible object, then examined two hidden objects manually and predicted which one they would be asked about. Only the older group predicted that they would be asked about the object that matched the visible object. Study 1 also included a test of the standard disambiguation effect, where both the training and test objects were visible. Both 3- and 4-year-olds showed a weaker disambiguation effect in this test when the matching object was unexpected rather than expected. In Study 2, both age groups predicted they would be asked about this object when it was unexpected. In Study 3, both age groups showed a stronger disambiguation effect when allowed to communicate about this object before deciding which object was the referent of a novel label. Metacognitive ability predicted the strength of this disambiguation effect even after controlling for age and inhibitory control. The article discusses various explanations for why only 4-year-olds abided by the pragmatics of discovery in the test of the cross-modal disambiguation effect, but both 3- and 4-year-olds abided by it in the test of the standard disambiguation effect.

Effects of certainty, modality shift and guess outcome on evoked potentials and reaction times in chronic schizophrenics

1978 ◽  
Vol 8 (1) ◽  
pp. 81-93 ◽  
Author(s):  
Rolf Verleger ◽  
Rudolf Cohen
Keyword(s):  
Reaction Time ◽  
Evoked Potentials ◽  
Reaction Times ◽  
Random Order ◽  
Verbal Information ◽  
Group Interactions ◽  
Chronic Schizophrenics ◽  
Modality Shift ◽  
Normal Controls

SynopsisEvoked potentials and reaction times were obtained from chronic schizophrenics and normal controls to light and sound stimuli presented in random order. In the ‘ certain’ condition subjects were told what the next stimulus would be, in the ‘uncertain’ condition they were asked to guess. Amplitudes were usually larger for normals than for schizophrenics, for ‘uncertain’ than for ‘certain’ conditions, and in cross- than in ipsimodal stimulus-sequences. The effect of certainty was stronger in normals across 4 leads; so was the effect of modality shift at vertex. While these findings replicate earlier results from acute schizophrenics, no condition x group interactions could be found in the reaction time measures.Two additional results were interpreted as showing basically different attitudes with respect to the predictability of events: (1) there was a slow positivity between the verbal information and the following stimuli which was largest for schizophrenics in the conditions of certainty; (2) while normals showed long-term habituation only in N1- but not in P3-amplitudes, the reverse was true for schizophrenics.

Crossmodal Nonspatial Repetition Inhibition Due to Modality Shift

Perception ◽  
2021 ◽  
Vol 50 (2) ◽  
pp. 116-128
Author(s):  
Ming Zhang ◽  
Xiaogang Wu ◽  
Aijun Wang
Keyword(s):  
Response Times ◽  
Shift Condition ◽  
Inhibition Effect ◽  
Temporal Intervals ◽  
Shift Effect ◽  
Semantic Dimension ◽  
Modality Shift ◽  
Identity Priming

Previous studies have found that processing of a second stimulus is slower when the modality of the first stimulus differs, which is termed the modality shift effect. Moreover, people tend to respond more slowly to the second stimulus when the two stimuli are similar in the semantic dimension, which is termed the nonspatial repetition inhibition effect. This study aimed to explore the modality shift effect on nonspatial repetition inhibition and whether such modulation was influenced by different temporal intervals. A cue–target paradigm was adopted in which modality priming and identity priming were manipulated at three interstimuli intervals. The results showed that the response times under the modality shift condition were slower than those under the modality repeat condition. In trials with modality shift, responses to congruent cues and targets were slower than to incongruent cue–target combinations, indicating crossmodal nonspatial repetition inhibition. The crossmodal nonspatial repetition inhibition effect decreased with increasing interstimuli interval. These results provide evidence that the additional intervening event proposed in previous studies is not necessary for the occurrence of crossmodal nonspatial repetition inhibition.

scholarly journals Modality shift in design process : understanding the rationale behind modality shift and its effect on architectural design

2015 ◽  
Author(s):  
◽  
A. K. M. Zahidul Islam
Keyword(s):  
Design Process ◽  
Architectural Design ◽  
Benefit Design ◽  
Process Understanding ◽  
Starting Point ◽  
Final Design ◽  
Modality Shift ◽  
The Impact ◽  
Design Ideas ◽  
Effective Design

Architectural design is a deliberate act of creativity without any definite starting point. Critical analysis of any design process reveals its basic stages. Designers use a number of design and drafting tools as well as their media (modality) to perform these processes. In search of an effective solution, designers often tend to switch between modalities. The purpose of this study is to understand how design students rationalize their modality selection and factors causing modality shifts as well as the impact of these shifts on the design outcome. This study examined different externalization forms of design ideas; identified any deviation from initial design ideas that occurred due to modality shift; analyzed final design outcomes by comparing initial ideas and its follow-through on the basis of their visualization and representation; and finally, looked into correlations between the modality shift and the design outcome. Observation and analysis revealed that students tend to shift between modalities not necessarily for facilitating problem solving only. Individual styles, instructions, requirements, context, culture, competency, ambiguity and cognitive aspects also play a significant role. It was also evident that the amplitude of shift has a positive correlation with designers' experience and accordingly impact on the final design outcome. The result of this study would help to identify reasons and effects of modality shift in design process and thus benefit design pedagogy and practice. By developing effective design methods and processes through meaningful incorporation of traditional and technologically advanced tools, students of the digital age would benefit and enhance their design perception and decision-making.

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