In a stop signal paradigm to investigate the control of human saccades subjects were instructed to make a saccade to a visual target appearing suddenly l5 degrees to the left or to the right of the fixation point. In 25% of the trials an auditory stop signal was presented after a variable delay that required the subject to inhibit the saccade. The stop signal was presented randomly at the target position, at the opposite side, or at fixation. Using different estimation techniques the average time needed to inhibit a saccade (stop signal processing time, or SSPT) was estimated on the basis of the race model. The SSPT estimates ranging from 50 to 100 ms (depending on subject) are shorter than those from previous studies with visual stop signals. Position of the auditory stop signal did not show an effect on countermanding effectiveness. We found saccadic response times consistent with the race model predictions for two subjects, while a third subject showed small but consistent violations. Moreover, all subjects showed a tendency towards hypometric saccades for responses that could not be inhibited. These findings are discussed with respect to recent neurophysiological results.
In the stop-signal paradigm, participants perform a primary reaction task, for example a visual or auditory discrimination task, and have to react to a go stimulus as quickly as possible with a specified motor response. In a certain percentage of trials, after presentation of the stimulus (go signal), another stimulus (stop signal) is presented with a variable stop-signal delay. Whenever a stop signal occurs, the participant is asked to inhibit the execution of the response. Here, an extended test of the popular horse race model for this task (Logan and Cowan, 1984) is presented. Responses for eye and hand movements in both single-task and dual-task conditions were collected. Saccadic reaction times revealed some significant violations of the model's basic assumption of independent go and inhibition processes for all six participants. Saccades that escaped an early stop signal were systematically slower and had smaller amplitudes compared to saccades without a stop signal. Moreover, the analysis of concomitant electromyographic responses recorded from the upper arm suggests the existence of two separate inhibitory mechanisms: a slow, selective, central inhibitory mechanism and a faster, highly efficient, peripheral one, which is probably ineffective for saccades.
During the last years, digital writing devices are increasingly replacing handwriting with pencil and paper. As reading and writing skills are central for education, it is important to know, which writing tool is optimal for initial literacy education. The present training study was therefore set up to test the influence of the writing tool on the acquisition of literacy skills at the letter and word level with various tests in a large sample of kindergarten children (n = 147). Using closely matched letter learning games, children were trained with 16 letters by handwriting with a pencil on a sheet of paper, by writing with a stylus on a tablet computer, or by typing letters using a virtual keyboard on a tablet across 7 weeks. Training using a stylus on a touchscreen is an interesting comparison condition for traditional handwriting, because the slippery surface of a touchscreen has lower friction than paper and thus increases difficulty of motor control. Before training, immediately after training and four to five weeks after training, we assessed reading and writing performance using standardized tests. We also assessed visuo-spatial skills before and after training, in order to test, whether the different training regimens affected cognitive domains other than written language. Children of the pencil group showed superior performance in letter recognition and improved visuo-spatial skills compared with keyboard training. The performance of the stylus group did not differ significantly neither from the keyboard nor from the pencil group. Keyboard training, however, resulted in superior performance in word writing and reading compared with handwriting training with a stylus on the tablet, but not compared with the pencil group. Our results suggest that handwriting with pencil fosters acquisition of letter knowledge and improves visuo-spatial skills compared with keyboarding. At least given the current technological state, writing with a stylus on a touchscreen seems to be the least
The design of learning spaces is rightly gaining more and more pedagogical attention, as they influence the learning climate and learning results in multiple ways. General structural characteristics influence the willingness to learn through emotional well‐being and a sense of security. Specific structural characteristics influence cognitive processes, from visual and acoustic perceptions, via attention to the model, to processes of comprehension and reflection. Aspects of the design of the learning space also modify the interaction among students and between students and their teacher. Furthermore, the different requirements that have emerged through the development toward a learning society and the explosive increase of available information in our society require changes in the design of learning processes and thus of learning environments. Taking biological needs and neurobiological processes into account when designing learning spaces can provide a beneficial learning environment with regard to mental resources. This article will highlight relevant (neuro)biological fundamentals and try to describe resulting conclusions for the design of learning spaces.
Saccadic reaction time (SRT) toward a visual target stimulus was measured under simultaneous presentation of an auditory non-target (accessory stimulus). Horizontal position of the target was varied (25 degrees left and right of fixation) as well as position and intensity of the auditory accessory. SRT was reduced under the presence of the accessory, and it decreased both with increasing intensity of the auditory accessory and with decreasing distance between target and accessory. The absence of a significant interaction between distance and auditory intensity suggests (1) that the intensity of the accessory stimulus has no direct influence on the process of crossmodal integration, and (2) that spatial position and intensity of the accessory are processed in separate stages. This was supported by a probability inequality test showing that the amount of neural coactivation depends on spatial distance but not on auditory intensity. The results are discussed in the framework of a two-stage model assuming separate processing of unimodal and bimodal characteristics of the stimuli. These results are related to several recent neurophysiological findings.
Many theories of human stereovision are based on feature matching and the related correspondence problem. In this paper, we present psychophysical experiments indicating that localized image features such as Laplacian zerocrossings, intensity extrema, or centroids are not necessary for binocular depth perception. Smooth one-dimensional intensity profiles were combined into stereograms with mirror-symmetric half-images such that these localized image features were either absent or did not carry stereo information. In a discrimination task, subjects were asked to distinguish between stereograms differing only by an exchange of these half-images (ortho- vs. pseudoscopic stereograms). In a depth ordering task, subjects had to judge which of the two versions appeared in front. Subjects are able to solve both tasks even in the absence of the mentioned image features. The performance is compared to various possible stereo mechanisms. We conclude that localized image features and the correspondences between them are not necessary to perceive stereoscopic depth. One mechanism accounting for our data is correlation or mean square difference.
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