Moving Stimuli Facilitate Synchronization But Not Temporal Perception

Silva, Susana; Castro, São Luís

doi:10.3389/fpsyg.2016.01798

Cited by 16 publications

(19 citation statements)

References 44 publications

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“…As expected (Pasinski et al, 2016;Repp & Penel, 2002;Silva & Castro, 2016), basal temporal performance was enhanced for auditory sequences compared to visual ones. In terms of applications, this suggests that dance teachers may benefit from saying out loud the timing of the movements, instead of just showing them.…”

Section: Discussionsupporting

confidence: 79%

“…Although beat and meter are often viewed as indissociable periodical phenomena that only differ in time scale (Nozaradan, Peretz, & Mouraux, 2012;Tierney & Kraus, 2014), evolutionary (Fitch, 2013) and neuroanatomical evidence (Thaut, Trimarchi, & Parsons, 2014) points to dissociation-meter may not be merely a "supra-beat", or an extension of beat. Here is how we tested for the dissociation hypothesis: It is known that modality affects beat processing, in that beat-based auditory temporal patterns are easier to learn than visual ones (Pasinski, McAuley, & Snyder, 2016;Repp & Penel, 2002;Silva & Castro, 2016). In the present study, we checked whether these modality effects on beat processing existed (temporal learning of auditory vs. visual sequences), and then we looked at modality effects on meter processing (meter-strength effects across modalities).…”

Section: Public Interest Statementmentioning

confidence: 95%

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Meter for what? Meter strength affects ordinal but not temporal learning

Silva

Castro

2018

Cogent Psychology

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Both dance and music performers must learn timing patterns (temporal learning, or "when") along with series of different movements (ordinal learning, or "what"). It has been suggested that the organization of temporal events into regular beat cycles (meter strength) may enhance both temporal and ordinal learning, but empirical evidence is mixed and incomplete. In the present study, we examined meter-strength effects on the concurrent temporal and ordinal learning of sequences. Meter strength enhanced ordinal learning ("what") when the concurrent temporal learning was incidental, but it had no effects on temporal learning itself ("when"). Our findings provide guidelines for dance and music teaching, as well as rhythm-based neurological rehabilitation.

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Section: Discussionsupporting

confidence: 79%

Section: Public Interest Statementmentioning

confidence: 95%

Meter for what? Meter strength affects ordinal but not temporal learning

Silva

Castro

2018

Cogent Psychology

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“…Likewise, priming a visual rhythm with a similar auditory rhythm resulted in increased putamen activation compared to a visual rhythm alone, while a visual rhythm yielded no priming effect on an auditory rhythm (Grahn et al, 2011 ). The finding that the increased visual synchronization ability provided by a bouncing ball does not transfer to purely perceptual rhythm perception provides further evidence of the role of motor coupling in timing tasks (Silva and Castro, 2016 ). Additionally, the privileged link between auditory and motor systems can be seen in Parkinson's disease, a disorder that impairs movement due to cell loss within the basal ganglia (Davie, 2008 ).…”

Section: Evidence the Auditory System Has Privileged Access To Timingmentioning

confidence: 84%

Sensorimotor Synchronization With Auditory and Visual Modalities: Behavioral and Neural Differences

Comstock

Hove

Balasubramaniam

2018

Front. Comput. Neurosci.

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It has long been known that the auditory system is better suited to guide temporally precise behaviors like sensorimotor synchronization (SMS) than the visual system. Although this phenomenon has been studied for many years, the underlying neural and computational mechanisms remain unclear. Growing consensus suggests the existence of multiple, interacting, context-dependent systems, and that reduced precision in visuo-motor timing might be due to the way experimental tasks have been conceived. Indeed, the appropriateness of the stimulus for a given task greatly influences timing performance. In this review, we examine timing differences for sensorimotor synchronization and error correction with auditory and visual sequences, to inspect the underlying neural mechanisms that contribute to modality differences in timing. The disparity between auditory and visual timing likely relates to differences in the processing specialization between auditory and visual modalities (temporal vs. spatial). We propose this difference could offer potential explanation for the differing temporal abilities between modalities. We also offer suggestions as to how these sensory systems interface with motor and timing systems.

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“…Research suggests that moving visual stimuli are not only superior to static stimuli, but are as effective as auditory stimuli in rhythm synchronisation (Gan, Huang, Zhou, Qian, & Wu, 2015;Hove, Iversen, Zhang, & Repp, 2013), albeit not in temporal perception (Silva & Castro, 2016).…”

Section: Visual Rhythmmentioning

confidence: 99%

Rhythm pattern discrimination by primary school students

Durá

Giménez

2020

Research Studies in Music Education

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Ascertaining the most effective modes of presenting rhythmic information to students is extremely important in order to facilitate rhythm training. This study examines the effects of different bimodal presentations of rhythmic information on the discrimination of rhythm patterns by primary school students. A 2 × 2 factorial design was conducted with two variables – audiovisual and audio-textual – each using two levels (static and dynamic). Four experimental conditions were designed: (1) static audiovisual, (2) dynamic audiovisual, (3) static audio-textual and (4) dynamic audio-textual. Data were collected by administering a rhythmic discrimination test to intact classes in second grade ( N = 83; 40 boys and 43 girls; 7–8 years old; medium socio-economic level) at two public primary schools from Comunitat Valenciana, Spain. Fourteen rhythmic patterns were presented to each group in each condition. Each pattern was played three consecutive times. The test consisted of comparing the third presentation of each pattern to the first two presentations – thereby exposing the sample pattern – and deciding whether the third was the same or not. The following covariates were measured: age, previous rhythmic skills, musicians in the family environment, out-of-school music studies and grades earned in music school classes during the previous year. The test scores show significant statistical differences between dynamic audiovisual and static audio-textual ( g = 1.25), as well as between dynamic audio-textual and static audio-textual ( g = .90). Furthermore, the audiovisual presentation mode was superior to its audio-textual counterpart ( g = .46) and the findings showed that the dynamic presentations were more effective than the static ones ( g = .69). The implications for teaching and learning rhythm are discussed.

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Moving Stimuli Facilitate Synchronization But Not Temporal Perception

Cited by 16 publications

References 44 publications

Meter for what? Meter strength affects ordinal but not temporal learning

Meter for what? Meter strength affects ordinal but not temporal learning

Sensorimotor Synchronization With Auditory and Visual Modalities: Behavioral and Neural Differences

Rhythm pattern discrimination by primary school students

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