A differential neural response to stimuli displaying fear and disgust presented in both visual and auditory modalities.
M.L. PhillipsYoung AwSophie K. ScottA J CalderChris AndrewVincent GiampietroSteven WilliamsEdward T. BullmoreMick BrammerJ.A. Gray
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Disgust
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Abstract Human information processing is limited by attentional resources. That is, via attentional mechanisms humans select information that is relevant for their goals, and discard other information. While limitations of attentional processing have been investigated extensively in each sensory modality, there is debate as to whether sensory modalities access shared resources, or if instead distinct resources are dedicated to individual sensory modalities. Research addressing this question has used dual task designs, with two tasks performed either in a single sensory modality or in two separate modalities. The rationale is that, if two tasks performed in separate sensory modalities interfere less or not at all compared to two tasks performed in the same sensory modality, then attentional resources are distinct across the sensory modalities. If task interference is equal regardless of whether tasks are performed in separate sensory modalities or the same sensory modality, then attentional resources are shared across the sensory modalities. Due to their complexity, dual task designs face many methodological difficulties. In the present review, we discuss potential confounds and countermeasures. In particular, we discuss 1) compound interference measures to circumvent problems with participants dividing attention unequally across tasks, 2) staircase procedures to match difficulty levels of tasks and counteracting problems with interpreting results, 3) choosing tasks that continuously engage participants to minimize issues arising from task switching, and 4) reducing motor demands to avoid sources of task interference, which are independent of the involved sensory modalities.
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Part One: The Analysis of Disgust 1. The Aversive Emotions 2. The Elicitors of Disgust 3. The Architecture of Disgust 4. Theories of Disgust 5. Handling the Cases 6. The Function of Disgust Part Two: Disgust and the Human Condition 7. Our Dual Nature 8. Repression and Disgust 9. Thoughts of Death 10. Culture and Disgust
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To individuate the sense modalities we need to say not only how established senses such as smell and taste differ from one another, but also how to determine whether candidate sense modalities such as kinaesthesia, thirst, and pain should be included, as well as more exotic candidates such as the perception of time and the sense of number. Aristotle discussed these issues, and there was a commentary tradition following him. H. P. Grice revived them in 1967, and there have been some further attempts since then, including some (e.g., Brian Keeley’s) that are more science oriented. This entry reviews some approaches to these questions and advances some new ideas. It proposes that the senses constitute an integrated learning system, and physiological information pick-up systems count as senses only if they integrate with this learning system. It also proposes that there are two kinds of modalities. Members of the first kind—the sensory modalities—are differentiated by their transducers. Members of the other kind—the perceptual modalities—are individuated by the kinds of activity that a perceiver undertakes to make use of them. Finally, it is proposed that across species, the senses are individuated by the biological homology criterion.
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This study investigates the effects of multi-sensory art modalities on vocabulary acquisition. The following art modalities were examined: (a) visuals and (tactile) (b) music (auditory) and kinetics. Thus 60 primary students of public schools were surveyed. Data were collected through the student interest inventory and three experimental pre-tests and post-tests were run before and after the treatment period which lasted three month. Independent t-tests analyses were used and the findings revealed that there was a significant difference between teaching English through visual, tactile, and the development of language learners at the beginner level. The results showed that the teaching English can be affected through visual and tactile modalities (p<0.05). This study suggests that English language teachers should be encouraged the learners to use artistic modalities more consciously than they are currently used.
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Author(s): Krumpholz, Christina; Quigley, Cliodhna; Little, Anthony C; Zaske, Romi; Riebel, Katharina | Abstract: A large literature on human facial attractiveness has adopted an evolutionary approach (Little et al., 2011). Much less research has examined cues in other modalities, such as smell (Groyecka et al., 2017) and audition (Zaske et al., 2020). Although these different modalities may interact significantly in human mate choice (Feinberg, 2008), it is not yet understood how humans integrate cues from different sensory modalities. In the literature on animal communication, the most prominent theories suggest that different modalities either signal different qualities of an individual (multiple messages hypothesis) or communicate the same information (back-up signal hypothesis; Moller a Pomiankowski, 1993). These theories tend to disregard the possible interaction of different sensory modalities, and the role of multisensory integration.
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This paper describes a study that investigates the human senses important for music learning. The objective is to identify the appropriate modalities for musical applications. A survey was conducted to seek users' feedback mapping suitable human senses to various types of musical instruments, and ranking the senses according to their importance. Results suggested that touch sensation is considered the most important modality when playing musical instruments. The paper concludes with a discussion on the need to use suitable multi-sensory modalities when designing systems for music learning.
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In order to examine the effect of congenital or early acquired deafness on hallucinatory modalities in schizophrenia, we interviewed 67 prelingually deaf schizophrenic patients (using sign language) about their hallucinatory experiences over the entire course of their illness. We also analysed the clinical records of our subjects' previous hospitalizations. In our deaf sample, visual and tactile hallucinations were plainly over‐represented as hallucinatory modalities in comparison with hearing schizophrenic samples. Although some patients reported visual hallucinatory perceptions of sign language messages, the hallucinatory reception of meaningful information in deaf patients seems also to remain affiliated to the ‘auditory’ modality. It was concluded that the different representation of hallucinatory modalities reflects in particular the influence of ‘the deaf way’ of sensory experience on imagery processes.
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