Contribution of temporal contiguity to the spatial priming effect (original) (raw)
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Space and Time in Perception and Action
Perceived duration of interstimulus intervals is influenced by the spatial configuration of stimuli. When participants judge the two intervals between a sequence of three stimuli presented with different spatial distances, a greater distance between two stimuli makes the corresponding time interval appear longer (kappa effect, Experiment 1). By employing a choice-reaction time task, we demonstrate that this effect is at least partly due to a facilitating influence of the preceding stimulus on the timing of the subsequent one while the timing of the first stimulus presented is not influenced by the subsequent one. Moreover, reaction times to the subsequent stimulus increased with spatial distance between successive stimuli, and this was valid for a three-stimulus condition (Experiment 2) as weH as for a two-stimulus condition (Experiment 3). Thus, our results provide evidence for spatial priming in the temporal kappa effect.
Psychonomic Bulletin & Review, 2009
Spatial pattern learning permits the learning of the location of objects in space relative to each other without reference to discrete visual landmarks or environmental geometry. In the present experiment, we investigated conditions that facilitate spatial pattern learning. Specifically, human participants searched in a real environment or interactive 3-D computer-generated virtual environment open-field search task for four hidden goal locations arranged in a diamond configuration located in a 5 9 5 matrix of raised bins. Participants were randomly assigned to one of three groups: Pattern Only, Landmark ? Pattern, or Cues ? Pattern. All participants experienced a Training phase followed by a Testing phase. Visual cues were coincident with the goal locations during Training only in the Cues ? Pattern group whereas a single visual cue at a non-goal location maintained a consistent spatial relationship with the goal locations during Training only in the Landmark ? Pattern group. All groups were then tested in the absence of visual cues.
Active (not passive) spatial imagery primes temporal judgements
The Quarterly Journal of Experimental …, 2012
Previous research has shown that primes that induce particular spatial perspectives can influence temporal judgements. However, most studies have used priming stimuli that involve both spatial and motor language and imagery. Here we ask whether the motor content of these stimuli plays an important role in their ability to serve as effective primes. A total of 198 adult participants made temporal judgements after exposure to spatial primes involving varying levels of imagined effort. Spatial primes involving imagined motor actions, but not those involving equivalent passive motions through space, successfully primed decisions about time. This suggests that motor content, rather than spatial content alone, contributes to the priming effects that arise when people make temporal judgements after exposure to particular spatial perspectives.
Animal Cognition, 2010
Spatial pattern learning permits the learning of the location of objects in space relative to each other without reference to discrete visual landmarks or environmental geometry. In the present experiment, we investigated conditions that facilitate spatial pattern learning. Specifically, human participants searched in a real environment or interactive 3-D computer-generated virtual environment open-field search task for four hidden goal locations arranged in a diamond configuration located in a 5 9 5 matrix of raised bins. Participants were randomly assigned to one of three groups: Pattern Only, Landmark ? Pattern, or Cues ? Pattern. All participants experienced a Training phase followed by a Testing phase. Visual cues were coincident with the goal locations during Training only in the Cues ? Pattern group whereas a single visual cue at a non-goal location maintained a consistent spatial relationship with the goal locations during Training only in the Landmark ? Pattern group. All groups were then tested in the absence of visual cues.
On the interdependence of temporal and spatial judgments
Perception & Psychophysics, 1982
This research formed a part of the first author's doctoral thesis at Carleton University carried out under the supervision of the second author. We would like to thank the examining board,
Psicológica, 2002
In this paper a series of studies and theoretical proposals about how preexposure to environmental cues affects subsequent spatial learning are reviewed. Traditionally, spatial learning had been thought to depend on gestaltic non-associative processes, and well established phenomena such as latent learning or instantaneous transfer have been taken to provide evidence for this sort of cognitive mapping. However, reviewing the literature examining these effects reveals that there is no need to advocate for gestaltic processes since standard associative learning theory provides an adequate framework for accounting for navigation skills. Recent studies reveal that attentional processes play a role in spatial learning. The need for an integrated attentional and associative approach to explain spatial learning is discussed.
Spatial Learning: Conditions and Basic Effects
2002
A growing body of evidence suggests that the spatial and the temporal domains seem to share the same or similar conditions, basic effects, and mechanisms. The blocking, unblocking and overshadowing experiments (and also those of latent inhibition and perceptual learning reviewed by Prados and Redhead in this issue) show that to exclude associative learning as a basic mechanism responsible for
The mechanism of learning spatial locations relative to boundary
2018
Spatial learning is a crucial aspect of daily life. However, there is ongoing debate as to whether the cognitive mechanism of learning locations relative to spatial boundary is qualitatively different from learning locations in reference to discrete non-geometric features. To investigate this, a non-immersive virtual reality (VR) protocol was employed. In a novel VR task, spatial boundary was shaped as an irregular polygon and salience of its segments was manipulated. Using a repeated measures design, participants (n=39) had to accurately learn locations in reference to a boundary with: i) a salient segment proximate to the target location; ii) a salient segment remote from the target location; or iii) no salient segments. The learning accuracy was compared across conditions to reveal whether participants relied on the discrete segments (non-geometric features) of boundaries or the overall geometric shapes of these boundaries to reference target locations. Participants' conscious learning strategies were also analysed. It was observed that the accuracy of learning locations relative to a complex and unfamiliar boundary improved with increased salience of one of its segments, irrespective of the conscious learning strategies used. This data, as well as mixed findings from other studies, are explained in the context of Cognitive Load Theory and suggests that the propensity to use overall geometric shape of a boundary for location learning varies as a function of the complexity and familiarity of that shape.