2009
DOI: 10.3758/pbr.16.2.382
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Perceptual learning in auditory temporal discrimination: No evidence for a cross-modal transfer to the visual modality

Abstract: Perceptual learning was used to study potential transfer effects in a duration discrimination task. Subjects were trained to discriminate between two empty temporal intervals marked with auditory beeps, using a twoalternative forced choice paradigm. The major goal was to examine whether perceptual learning would generalize to empty intervals that have the same duration but are marked by visual flashes. The experiment also included longer intervals marked with auditory beeps and filled auditory intervals of the… Show more

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Cited by 50 publications
(39 citation statements)
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“…In our paradigm, participants were forced to coordinate timing across input signals of different modalities and types of stimuli (filled vs. empty). Transferal processes of timing information between modalities are perceptually difficult (Lapid, Ulrich, & Rammsayer, 2009) and the most efficient way to solve the task in our study might be by using a single (modality-independent) mechanism. For the task of Gamache et al, in contrast, the most efficient strategy would be using two independent mechanisms that process the signals in parallel.…”
Section: Discussionmentioning
confidence: 99%
“…In our paradigm, participants were forced to coordinate timing across input signals of different modalities and types of stimuli (filled vs. empty). Transferal processes of timing information between modalities are perceptually difficult (Lapid, Ulrich, & Rammsayer, 2009) and the most efficient way to solve the task in our study might be by using a single (modality-independent) mechanism. For the task of Gamache et al, in contrast, the most efficient strategy would be using two independent mechanisms that process the signals in parallel.…”
Section: Discussionmentioning
confidence: 99%
“…In particular, when empty intervals are marked by two brief sensory signals that are delivered from different sensory modalities, sensitivity to time is much lower than it is when intervals are marked by signals from only one modality, either auditory or visual (Grondin & Rousseau, 1991;Grondin et al, 2005). Finally, the modality-specific perspective would also account for the difficulty of transferring temporal learning from the auditory to the visual modality (Grondin, Bisson, Gagnon, Gamache, & Matteau, 2009;Grondin, Gamache, Tobin, Bisson, & Hawke, 2008;Lapid, Ulrich, & Rammsayer, 2009). …”
Section: Mechanisms and Modelsmentioning
confidence: 99%
“…This implies that intervals in one modality either specifically, or disproportionately, adapt time perception within that same modality, suggesting modality-specific clocks. However, training on interval timing tasks in one modality can improve performance when precision is tested in a second sensory modality (Bartolo & Merchant, 2009;Bratzke, Seifried, & Ulrich, 2012;Nagarajan, Blake, Wright, Byl, & Merzenich, 1998; but see Lapid, Ulrich, & Rammsayer, 2009), instead suggesting a shared timing resource.…”
mentioning
confidence: 99%