scholarly journals Determining the relationship between emotion and sensory modality during stimulus localization.

2017 ◽  
Vol 17 (10) ◽  
pp. 1353
Author(s):  
James Kryklywy ◽  
Emilie Ptak ◽  
Rebecca Todd
Keyword(s):  
Sensory Modality ◽  
Stimulus Localization ◽  
The Relationship

Learning style preferences and course performance in an undergraduate physiology class

2009 ◽  
Vol 33 (4) ◽  
pp. 308-314 ◽  
Author(s):  
John L. Dobson
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Visual Learning ◽  
Sensory Modality ◽  
Course Performance ◽  
Online Questionnaire ◽  
Learning Style Preferences ◽  
Style Preferences ◽  
The Relationship ◽  
Physiology Students

Learning styles may be classified according to the sensory modality that one most prefers to use when internalizing information. The four major sensory modalities are visual, aural or auditory, read/write, and kinesthetic. The purpose of this study was to investigate the relationship between preferred learning style, gender, and course scores in an undergraduate physiology class. Students from the fall 2008 and spring 2009 Applied Human Physiology courses completed an online questionnaire in which they were asked to both provide descriptive information about themselves (e.g., gender and major) and self-assess their preferred sensory modality. A total of 901 students completed the questionnaire, 75% of which were female and 25% were male. The results from a χ2-analysis (χ2 = 9.59, P < 0.05) indicated that females and males had significantly different learning style preferences. Females most preferred visual learning (46%) followed by aural (27%), read/write (23%), and kinesthetic (4%). Males most preferred visual learning (49%) followed by read/write (29%), aural (17%), and kinesthetic (5%). There was also a significant relationship ( P < 0.05 by ANOVA) between preferred sensory modality and course scores. The mean overall course scores were 83.53 ± 8.25, 85.58 ± 8.18, 84.98 ± 7.78, and 76.70 ± 7.92 for those that preferred visual, aural, read/write, and kinesthetic modalities, respectively. These results support the findings of Wehrwein et al. ( 18 ): that female and male physiology students have different sensory modality preferences and that they provide the first step in determining if sensory modality preferences impact final course scores.

The First Steps in Mate Choice

Mate Choice ◽  
2017 ◽  
Author(s):  
Gil G. Rosenthal
Keyword(s):  
Mate Choice ◽  
Sensory Modality ◽  
Sensory Ecology ◽  
Sensory Systems ◽  
Motor Output ◽  
Mating Preference ◽  
Common Features ◽  
The Relationship

This chapter focuses on the importance of sensation and sensory modality in shaping mate choice, drawing on the substantial literature on the sensory ecology of mate choice. It outlines the important common features of all sensory systems. All of these common features can be used to explain chooser features downstream of sensation, through perception to the motor output of behavior. These shared features are what is most important in terms of our understanding of mate choice, but what draws our attention about mate choice is the diversity of ways in which it is accomplished. The chapter focuses on the particulars of how sensory systems work in each of the principal modalities. It concludes by addressing the relationship between sensitivity, sensory constraints, and mating preference.

Inattentional Insensitivity as a Predictor of On-Task Performance and Performance in a Subsequent Task

2018 ◽  
Vol 62 (1) ◽  
pp. 1530-1534
Author(s):  
Andrew R. Dattel ◽  
Simona Teodorovic ◽  
Saralee Pruksaritanon ◽  
John Brooks ◽  
Andrey K. Babin ◽  
...  
Keyword(s):  
Task Performance ◽  
Situation Awareness ◽  
Driving Simulator ◽  
Sensory Modality ◽  
Inattentional Blindness ◽  
Safety Critical ◽  
Driving Scenario ◽  
Driving Task ◽  
And Performance ◽  
The Relationship

Thirty-three participants were recruited to test two conditions of inattentional insensitivity (IIS). IIS is the inability to recall a salient stimulus when performing a task in the same sensory modality. The two IIS conditions were visual (inattentional blindness) and tactile. Inattentional blindness was tested using a recently developed measure (an origami video). Task performance for both conditions, in addition to IIS were measured. Participants’ working memory (WM) were also tested. After being tested for IIS and WM, participants operated a driving simulator. Performance and situation awareness (SA) during the driving scenario were measured. Participants categorized as IIS performed worse for SA and performance in the subsequent driving task. However, it was found that participants categorized as IIS for the tactile condition performed better for the given tactile task. Further studies testing the relationship between IIS with SA and performance in safety critical situations are warranted. Additionally, the relationship between IIS with SA and performance may improve selection and training for safety critical and dynamic positions.

Vision and Audition in Language Learning

1964 ◽  
Vol 19 (1) ◽  
pp. 255-300 ◽  
Author(s):  
James J. Asher
Keyword(s):  
Language Learning ◽  
Sensory Modality ◽  
Written Language ◽  
Positive Transfer ◽  
Sensory Receptor ◽  
Associate Learning ◽  
Natural Languages ◽  
Mediation Hypothesis ◽  
The Relationship ◽  
The Brain

The primary purpose was to present data for the transfer of learning from one sensory modality to another, specifically the relationship between vision and audition. The parameter was a range of natural languages including Spanish, Japanese, Russian, Turkish, and Persian. The secondary purpose was to suggest some theoretical constructs which may account for the data, and the third purpose was to explore certain side issues such as pronunciation shock and the validity of predictors for paired-associate learning. There was positive transfer of large magnitude from vision to audition for Spanish, Japanese, Turkish, or Persian, but a small, negative transfer for Russian. There was positive transfer from audition to vision for Spanish, Japanese, and Russian, but transfer was neutral for Turkish and negative for Persian. The magnitude of the positive transfer was usually higher from vision to audition than audition to vision. Much of the transfer data seemed to be accounted for with a phonetic fit hypothesis and a central mediation hypothesis of sensory process. The first concept, that of phonetic fit, postulates that positive transfer will be a function of the congruent match between the spoken and written language. The greater the congruency, the higher the probability of positive transfer between sensory channels. The second concept, the central mediation hypothesis, suggests that the direction and amount of transfer is a function of data processing not at the sensory receptor level, but at some centralized location in the brain.

scholarly journals Different mechanisms of magnitude and spatial representation for tactile and auditory modalities

2021 ◽  
Author(s):  
Alice Bollini ◽  
Davide Esposito ◽  
Claudio Campus ◽  
Monica Gori
Keyword(s):  
Spatial Representation ◽  
Sensory Modality ◽  
Auditory Task ◽  
Stimulus Response ◽  
Sensory Modalities ◽  
Spatial Reference Frame ◽  
Similar Weight ◽  
The Relationship ◽  
Allocentric Frame

AbstractThe human brain creates an external world representation based on magnitude judgments by estimating distance, numerosity, or size. The magnitude and spatial representation are hypothesized to rely on common mechanisms shared by different sensory modalities. We explored the relationship between magnitude and spatial representation using two different sensory systems. We hypothesize that the interaction between space and magnitude is combined differently depending on sensory modalities. Furthermore, we aimed to understand the role of the spatial reference frame in magnitude representation. We used stimulus–response compatibility (SRC) to investigate these processes assuming that performance is improved if stimulus and response share common features. We designed an auditory and tactile SRC task with conflicting spatial and magnitude mapping. Our results showed that sensory modality modulates the relationship between space and magnitude. A larger effect of magnitude over spatial congruency occurred in a tactile task. However, magnitude and space showed similar weight in the auditory task, with neither spatial congruency nor magnitude congruency having a significant effect. Moreover, we observed that the spatial frame activated during tasks was elicited by the sensory inputs. The participants' performance was reversed in the tactile task between uncrossed and crossed hands posture, suggesting an internal coordinate system. In contrast, crossing the hands did not alter performance (i.e., using an allocentric frame of reference). Overall, these results suggest that space and magnitude interaction differ in auditory and tactile modalities, supporting the idea that these sensory modalities use different magnitude and spatial representation mechanisms.

scholarly journals Dutch sensory modality norms

2021 ◽  
Author(s):  
Laura J. Speed ◽  
Marc Brybaert
Keyword(s):  
Word Processing ◽  
Sensory Modality ◽  
Open Science ◽  
Large Sets ◽  
Strongly Connected ◽  
Perceptual Modalities ◽  
Word Classes ◽  
The Senses ◽  
Science Framework ◽  
The Relationship

AbstractMany 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.

Defining perception and cognition

1999 ◽  
Vol 22 (3) ◽  
pp. 385-385 ◽  
Author(s):  
Dennis J. McFarland ◽  
Anthony T. Cacace
Keyword(s):  
Cognitive Processes ◽  
Sensory Modality ◽  
Specific Nature ◽  
Low Level ◽  
Explicit Definition ◽  
Definition Of ◽  
The Relationship ◽  
Insight Into

Discussions of the relationship between perception and cognition often proceed without a definition of these terms. The sensory-modality specific nature of low-level perceptual processes provides a means of distinguishing them from cognitive processes. A more explicit definition of terms provides insight into the nature of the evidence that can resolve questions about the relationship between perception and cognition.

scholarly journals Dutch Sensory Modality Norms

2020 ◽  
Author(s):  
Laura Jane Speed ◽  
Marc Brysbaert
Keyword(s):  
Word Processing ◽  
Sensory Modality ◽  
Word Meaning ◽  
Open Science ◽  
Perceptual Modality ◽  
Sensory Modalities ◽  
Perceptual Modalities ◽  
Word Classes ◽  
Science Framework ◽  
The Relationship

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.

Interstellar gas in the central region of the Galaxy

1967 ◽  
Vol 31 ◽  
pp. 239-251 ◽  
Author(s):  
F. J. Kerr
Keyword(s):  
Central Region ◽  
Galactic Plane ◽  
Neutral Hydrogen ◽  
Continuum Emission ◽  
Galactic Centre ◽  
Interstellar Gas ◽  
Hydrogen Recombination ◽  
The Galaxy ◽  
Centre Region ◽  
The Relationship

A review is given of information on the galactic-centre region obtained from recent observations of the 21-cm line from neutral hydrogen, the 18-cm group of OH lines, a hydrogen recombination line at 6 cm wavelength, and the continuum emission from ionized hydrogen.Both inward and outward motions are important in this region, in addition to rotation. Several types of observation indicate the presence of material in features inclined to the galactic plane. The relationship between the H and OH concentrations is not yet clear, but a rough picture of the central region can be proposed.

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