共查询到20条相似文献，搜索用时 31 毫秒
1.
Adam B. Steinmetz Chad R. Edwards Joseph E. Steinmetz William P. Hetrick 《Learning & behavior》2009,37(4):349-356
Classical eyeblink conditioning (EBC) has been widely used to probe cerebellar function in humans and nonhuman mammals. Although
the neural pathways governing behavior in this task are well understood and fairly discrete, it remains unclear in the human
literature how conditioned stimuli (CSs) of different modalities (e.g., visual and auditory) influence the exhibition of conditioned
responses (CRs). In the present study, therefore, CRs to a visual CS and an auditory CS were examined with the single-cue
delay EBC procedure. An initial experiment (N=61) was conducted to identify visual and auditory stimuli that had equal perceived intensities. Using these perceptually
equivalent stimuli, a second group of 25 subjects completed auditory and visual EBC procedures in two testing sessions 5–8
days apart. Whereas the acquisition of CRs was similar between the CS modality conditions, the timing of the CRs differed
such that earlier CR onset and peak latencies were associated with the visual CS. In addition, CR timing improved across testing
sessions, as indicated by the later CR peak latencies exhibited during the second testing session, as compared with the first. 相似文献
2.
Kazimierz ZieliŃski Tomasz Werka W. Jeffrey Wilson Eugeniusz Nikolaev 《Learning & behavior》1995,23(4):438-446
Effects of extended training (nine sessions, 50 trials each) on two-way avoidance response latencies were studied. For each rat, auditory and visual warning signals (CS) were presented on separate trials, either according to a Gellermann series or in 25-trial blocks. Intermittent presentation of the two kinds of trials yielded shorter latencies and higher levels of avoidance performance in response to the noise CS than in response to the darkness CS. Presentation of trials in blocks revealed stronger response-eliciting properties of stimuli presented during the second half of the session than of those presented during the first half. A significant decrease of avoidance performance in the early portions of the delay period, an index of inhibition of delay, was obtained on auditory trials presented in the second half of the sessions. Results indicate that strong fear of the warning signal is required for inhibition of delay of avoidance responses. 相似文献
3.
Nicole Landi W. Einar Mencl Stephen J. Frost Rebecca Sandak Kenneth R. Pugh 《Annals of dyslexia》2010,60(1):102-121
Using functional magnetic resonance imaging, we investigated multimodal (visual and auditory) semantic and unimodal (visual only) phonological processing in reading disabled (RD) adolescents and non-impaired (NI) control participants. We found reduced activation for RD relative to NI in a number of left-hemisphere reading-related areas across all processing tasks regardless of task type (semantic vs. phonological) or modality (auditory vs. visual modality). Moreover, activation differences in these regions, which included the inferior frontal gyrus, the superior temporal gyrus, and the occipitotemporal region, were largely independent of in-scanner performance in our auditory semantic task. That is, although RD participants and NI participants differed in performance in visually presented conditions, they did not differ significantly in the auditory condition, yet similar patterns of reduced activation were observed in these regions across conditions. These findings indicate a neurobiological marker in RD that is independent of task, modality, or performance. These findings are discussed in the context of current neurobiological models of RD. 相似文献
4.
Some previous studies of visual word recognition have reported an interaction between visual field and word length (measured by number of letters), such that recognition is affected more by word length for words presented in the left than for words presented in the right visual field. However, when manipulating serial position of letters in words to measure length effects, there are also reports of symmetrical word length effects in the two visual fields. Here we report two experiments, presenting four‐ and seven‐letter words, suggesting that the serial position and length effects in the hemispheres are separable and task dependent. For tasks that rely more heavily on letter‐level processing such as letter search (Experiment 1), performance in both hemifields showed similar effects of serial position; however, when comparing four‐ and seven‐letter words, an effect of word length was evident only in the left visual field, in line with the well‐established interaction between word length and hemifield. An interaction between word length and hemifield was confirmed for the same stimuli when they were employed in a lexical decision task, which forced whole‐word processing (Experiment 2). We conclude that the effects of serial position and number of letters in the two visual fields are separable, and are selectively affected by task type. 相似文献
5.
A bottlenosed dolphin (Tursiops truncatus) with good underwater and aerial visual acuity was tested in visual matching-to-sample (MTS) paradigms. Attempts to train visual identity MTS directly, using two simple two-dimensional patterns as sample stimuli and as alternatives (comparison stimuli), met with little success, in keeping with previously observed difficulties of this auditory-specialized species for learning complex tasks utilizing simple visual materials. Pairing of each visual sample with a unique sound, to produce a compound auditory-visual sample, while retaining the two visual alternatives, resulted in the dolphin’s learning both auditory-visual symbolic matching and visual-visual identity matching. At 0-sec delay, performance with the auditory element of the sample alone was equivalent (76%) to performance with the visual element alone; performance with the compound was distinctly better (95%–98% correct). Testing with longer delays using the visual element alone resulted in successful matching through to a maximum delay of 34 sec. These results provided the first demonstration of delayed MTS in a dolphin using visual materials, and complemented other data showing the ready capability of this species for delayedauditory MTS. It appeared that the dolphin solved the visual MTS task by forming auditory codes to represent the visual materials, and that these auditory codes were eventually replaced with purely visual codes. 相似文献
6.
The present study investigated the effects of visual complexity for kanji processing by selecting target kanji from different stroke ranges of visually simple (2–6 strokes), medium (8–12 strokes), and complex (14–20 strokes) kanji with high and low frequencies. A kanji lexical decision task in Experiment 1 and a kanji naming task in Experiment 2 were administered to native Japanese speakers. Results of both experiments showed that visual complexity inhibited the processing of low-frequency kanji, whereas such consistent, inhibitory effects of visual complexity were not observed in the processing of high-frequency kanji. Kanji with medium complexity were processed faster than simple and complex kanji in high frequency. 相似文献
7.
《Scientific Studies of Reading》2013,17(2):101-132
Adults and children with reading impairment (N = 67) were administered a rapid auditory task, a rapid visual task, and a battery of orthographic and phonological tasks. Our results support a differential development model of reading disability that argues that deficits in rapid auditory ability in children are primarily associated with problems in phonological processing, whereas deficits in rapid visual ability in children are primarily associated with problems in orthographic processing (Farmer & Klein, 1995). In contrast to the children, the adults showed a strong relation between rapid auditory ability and both orthographic and phonological processing. These results suggest that continued deficits in auditory ability may have a pervasive and negative impact on word processing in general. In addition, adults did not exhibit a relation between rapid visual ability and orthographic-processing problems. Orthographic-processing deficits may result from a reading delay condition that can be overcome with increased reading exposure (Harm & Seidenberg, 1999). 相似文献
8.
Maurine A. Fry Marilyn J. Haring Joyce H. Crawford 《Contemporary educational psychology》1982,7(4):325-326
Task performances of 35 first graders were analyzed in relation to their third-grade reading and arithmetic test scores. The visual—auditory (V-A) task, requiring the child to select the correct auditory representation of a visually presented CVC (Consonant-Vowel-Consonant), accounted for 48% of the variance in third-grade reading scores. Arithmetic scores were not significantly related to any task performance. 相似文献
9.
Lexical priming was assessed in children with reading disability (RD) and in age-matched controls ( M = 11.5 years), in visual and auditory lexical decision tasks. In the visual task, children with RD were found to have deficits in semantic (SHIP–BOAT), phonological/graphemic (GOAT–BOAT), and combined (FLOAT–BOAT) priming. The same pattern of semantic priming deficits also occurred in auditory lexical decisions, suggesting that the semantic deficits are not confined to reading. Children with RD also showed less priming than reading-age matched controls, suggesting that their priming deficits are not simply due to lower reading level but are due to the reading disability in particular. These semantic deficits may contribute to both the word reading and the comprehension problems seen in children with RD. 相似文献
10.
Roger H. Bruning John K. Burton Michele Ballering 《Contemporary educational psychology》1978,3(4):340-351
In two experiments, visual and auditory memory was tested for good and for poor readers from the upper elementary grades. Under experimenter-blind conditions, no reading group differences existed for single mode presentation in recognition frequency or recognition latency. With a multimodal presentation, latencies for poor readers were similar to those for the single mode presentation. Good readers, however, had significantly faster latencies with multiple input. Generally, results supported dual coding and self-terminating memory search hypotheses for previously encoded stimuli. Implications of the latency differences between reader groups were discussed with respect to the reading process and reading theory. 相似文献
11.
Anthony A. Wright 《Learning & behavior》2002,30(2):158-164
A rhesus monkey was tested in an auditory list memory task with blocked and mixed retention delays. Each list of four natural or environmental sounds (from a center speaker) was followed by a retention delay (0, 1, 2, 10, 20, or 30 sec) and then by a recognition test (from two side speakers). The monkey had been tested for 12 years in tasks with blocked delays. An earlier (4 years prior) blocked-delay test was repeated, with virtually identical results. The results from the mixed-delay test were likewise similar. Thus, the peculiarities of blocked-delay testing, such as delay predictability or differences in list spacing, apparently do not alter this monkey’s memory for auditory lists. It is concluded from this and other evidence that the monkey’s serial position functions reflect mnemonic processes that change with changes in retention delay and are not artifacts of the blocked-delay procedure. The nature of the monkey’s auditory memory is discussed. 相似文献
12.
We investigate whether orthographic processes influence the identification and encoding of letter position within letter strings. To minimise word‐specific effects, we adopt a visual letter search task that requires participants to identify a cued letter target among a random five‐letter string. Using this paradigm, previous studies have shown that letter targets to the left are identified faster than those to the right of centre and letter targets in the initial, medial and final positions are identified faster than those in neighbouring positions. While the medial letter advantage is likely to arise from greater visual acuity at the point of fixation, the mechanisms responsible for the left‐to‐right, and exterior, letter advantage have yet to be determined. We show that: (i) search functions for most letters reflect the directional scanning process required for reading English orthography; (ii) search times are significantly faster for letter targets that appear in the most, compared with the least, frequent position in written words; and (iii) search times correlate significantly with positional letter frequency, especially in the initial and final positions. We propose that a combination of low‐level visual, and higher‐level orthographic, processes modulate the encoding of letter identities and position in written word recognition. 相似文献
13.
College students, scoring average to above-average on WRAT-R subscales for reading and spelling, made match/nonmatch judgments on word pairs either on the basis of phonological similarity (a rhyme match) or orthographic similarity (a visual match). Word pairs rhymed and looked similar, rhymed but looked dissimilar, or looked similar but did not rhyme. Word pairs for which a nonmatch decision had to be made, despite similarity in the irrelevant dimension, produced significantly more errors and longer response latencies. Poorer readers were less vulnerable to phonological interference when making visual discriminations, and poorer readers and spellers were more vulnerable to orthographic interference when making rhyme matches. Results showed that a deficiency in phonological coding and an over-reliance upon orthographic coding, often observed in dyslexic children, can also be seen in relatively poor readers and spellers within a normal adult population. 相似文献
14.
According to the modality effect in multimedia, a text accompanying a picture should be auditorily presented instead of visually in order to avoid split of attention. In two experimental studies (34 and 78 participants, respectively), the impact and possible compensatory effects of two aptitude variables, that is, memory strategy skills and working memory capacity, on multimedia learning were tested. Aptitude–treatment–interaction effects were found with respect to comprehension (Study 1) and transfer (Study 2). The modality effect was confirmed for less-skilled learners in memory strategy use but not for highly skilled ones. Memory strategy skills and working memory capacity differentially affected multimedia learning, depending on task features and demands. 相似文献
15.
《Contemporary educational psychology》2002,27(1):118-131
In two experiments, students read a chapter-length text accompanied by seven outlines or graphic organizers. Students then performed 10 trials where they either viewed an image or listened to a sound, were tested on comprehension of the text, and then were tested on recognition of the image or sound. In both experiments, students who studied graphic organizers performed worse on the visual task, and in the second experiment, students who studied outlines performed worse on the auditory task. These results provide evidence that graphic organizers are encoded in a more visual format than outlines, whereas outlines are encoded in a more auditory format than graphic organizers. Results are also supportive of both conjoint retention (Kulhavy, Lee, & Caterino, 1985) and dual coding (Paivio, 1986) models of text learning and help to explain why graphic organizers are more effective than outlines in helping students learn concept relations in text. 相似文献
16.
A first-person shooter video game was adapted for the study of causal decision making within dynamic environments. Participants
chose which of three potential targets in each of 21 groups was producing distal explosions. The source of the explosion effect
varied in the delay between the firing of its weapon and its effect (0.0, 0.5, 1.0, and 2.0 s), the probability that the weapon
caused the effect (50%, 75%, and 100%), and the occurrence of auditory events that filled the delay. In Experiment 1, participants’ choice accuracy was highest with short delays but was not affected by probability; participants often compensated
for lower probability by increasing their latencies, and thus the number of outcomes sampled. In Experiment 2, a broad range of delays (0–2 s) and probabilities (20%–100%) were randomly sampled for each cause; the results largely replicated
those of the prior experiment. The experiments demonstrate people’s ability to successfully modulate their environmental sampling
in the face of uncertainty due to lower cause–effect probabilities, but not in the presence of longer cause–effect delays. 相似文献
17.
Alexia Antzaka Clara Martin Sendy Caffarra Sophie Schlöffel Manuel Carreiras Marie Lallier 《Reading and writing》2018,31(3):583-605
The present study investigated whether orthographic depth can increase the bias towards multi-letter processing in two reading-related skills: visual attention span (VAS) and rapid automatized naming (RAN). VAS (i.e., the number of visual elements that can be processed at once in a multi-element array) was tested with a visual 1-back task and RAN was measured in a serial letter naming task that introduced a novel manipulation (some letter sequences formed frequent words). Spanish-Basque and French-Basque bilingual children were tested at early (30 children in 1st and 2nd grade), and more advanced (24 children in 3rd, 4th and 5th grade) stages of reading acquisition to investigate whether they would be differently biased towards multi-letter processing due to reading in two shallow (Spanish, Basque), or a deep and a shallow (French, Basque) orthography. The French-Basque bilinguals, who read in a deep orthography, were expected to rely on larger orthographic units in reading and thus to be more biased towards multi-letter processing in both tasks. This was expected to be reflected by: (a) a uniform distribution of attention across letter strings in the VAS task, and (b) a greater interference of the embedded words on letter-by-letter naming in RAN, leading to longer naming times. The expected group differences were observed in the more advanced readers, with French-Basque bilinguals showing a wider distribution of VAS across letter strings and longer naming times in RAN. 相似文献
18.
We tested the effects of morphological and orthographic differences between English, Hebrew, and Arabic on the functioning of the two cerebral hemispheres. University students who were native speakers of each of the three languages performed a lateralized consonant-vowel-consonant (CVC) identification task. The stimuli were presented vertically in three conditions: left visual field (LVF), right visual field (RVF), and bilaterally (BVF). Three dependent measures were used: (1) exposure duration of the stimuli in order to achieve a 50% error rate, (2) total number of errors in each presentation condition and (3) the difference between errors on the first letter and errors on the last letter, a qualitative measure of sequential processing. Arabic readers required longer exposure durations of the syllables in order to achieve a 50% error rate than Hebrew readers, who in turn, required longer exposure durations than native English readers. Readers of all three languages evinced left hemisphere specialization for this linguistic task and a bilateral advantage. The qualitative patterns revealed that the Arabic and Hebrew speakers showed the same hemispheric difference pattern, that was different from the one shown by English readers, and that Arabic readers showed a qualitative pattern suggesting higher levels of sequential processes in both hemisphere than readers of Hebrew and English. We interpret this as reflecting the adaptation of hemispheric abilities to reading languages that differ in morphological structure and orthography. 相似文献
19.
It has been claimed that the visual component of audiovisual media dominates young children's cognitive processing. This experiment examines the effects of input modality while controlling the complexity of the visual and auditory content and while varying the comprehension task (recall vs. reconstruction). 4- and 7-year-olds were presented brief stories through either audio or audiovisual media. The audio version consisted of narrated character actions and character utterances. The narrated actions were matched to the utterances on the basis of length and propositional complexity. The audiovisual version depicted the actions visually by means of stop animation instead of by auditory narrative statements. The character utterances were the same in both versions. Audiovisual input produced superior performance on explicit information in the 4-year-olds and produced more inferences at both ages. Because performance on utterances was superior in the audiovisual condition as compared to the audio condition, there was no evidence that visual input inhibits processing of auditory information. Actions were more likely to be produced by the younger children than utterances, regardless of input medium, indicating that prior findings of visual dominance may have been due to the salience of narrative action. Reconstruction, as compared to recall, produced superior depiction of actions at both ages as well as more constrained relevant inferences and narrative conventions. 相似文献
20.
Meredith McKague Chris Davis Chris Pratt Michael B. Johnston 《Journal of Research in Reading》2008,31(1):55-76
Skilled readers were trained to recognise either the oral (n=44) or visual form (n=40) of a set of 32 novel words (oral and visual instantiation, respectively). Training involved learning the ‘meanings’ for the instantiated words and was followed by a visual lexical decision task in which the instantiated words were mixed with real English words and untrained pseudowords, and the instantiated words were to be considered as words. The phonology‐to‐orthography consistency (feedback consistency) of the instantiated words was manipulated to investigate the role of feedback from phonology in orthographic learning. Masked consonant and vowel‐preserving form primes were used in the lexical decision task as probes of orthographic learning. Feedback‐consistent instantiated words were recognised significantly faster in lexical decision than feedback‐inconsistent instantiated words, and facilitation was significantly greater from consonant‐preserving than vowel‐preserving primes for orally but not visually instantiated words. The results support the hypothesis that orthographic representations based on a consonant frame can be generated from the speech signal before encountering the printed forms, and that feedback from phonology is involved in the early stages of orthographic learning. 相似文献