Everyday media consumption leaves no doubt that the perception of moving images from various media is characterized by experience and understanding. Corresponding research in this field has shown that the stimulus patterns flooding in on us are not only processed mentally, but also bodily. Building on this, the following study argues that incoming stimuli are processed not only visually, but multimodally, with all senses, and moreover affectively. The classical binding of a sensory organ to a medium, on whose delimitation (...) the common understanding of multimodality is based, is thus abolished. Can arguments for this assumption be found? Building on the research of cultural anthropologist Ernst Cassirer and his successors, the two American philosophers Susanne K. Langer and John M. Krois, and supported by research from the life sciences in which, in parallel, the arts also play an important role in understanding image formation, as in the work of Heinz Werner and, following on from this, in the more recent research of the child psychologist Daniel N. Stern in collaboration with mirror neuron research by the group of neuroscientists around Giacomo Rizzolatti in Parma, justifications for this will be provided. What the multimodal processing of film images is concretely based on will finally be made clear by means of an exemplary analysis of a video film by the Swiss artist Pipilotti Rist. It aims to prove, that the prerequisites for the thesis can only lie in the fact, that both the modes of perception (visual, tactile, auditory, olfactory, gustatory) as well as the medially conditioned modes of image formation are based on non-discursive, formal-abstract structures that are also processed affectively. At the same time, the analysis thus shows how the selection and composition of the vital experienced forms can provide information about the socio-culturally shaped self-image of the producer and the viewer. (shrink)

Research on sequence effects on learning visual categories has shown that interleaving (i.e., studying the categories in a mixed manner) facilitates category induction as compared to blocking (i.e., studying the categories one by one), but learners are unaware of the interleaving effect and prefer blocking. However, little attention has been paid to sequence effects in perceptual learning across further sensory modalities. The present (preregistered) research addresses this shortcoming by using auditory (birdcalls), olfactory (tealeaves), gustatory (ingredient mixtures), and tactile (stones) (...) stimuli across four analog experiments. The number of participants per experiment was determined based on a medium effect size of interleaving. Participants studied six categories (with six exemplars, respectively) either interleaved or blocked. No single experiment showed a significant effect of interleaving. We ran a comprehensive meta‐analysis based on the data from all experiments, which revealed a significant small effect of interleaving, demonstrating its applicability to perceptual learning across all sensory modalities. Learners in the interleaved condition underestimated their classification performance. Overall, learners did not rate interleaving as less effective than blocking, which is at odds with previous studies that consistently demonstrated a metacognitive preference of blocking. Our findings suggest that learners rely less on conventional beliefs about the effectivity of study sequence when dealing with unfamiliar (blindfolded) perceptual learning tasks. (shrink)

This chapter argues that gustatory properties such as sweetness or saltiness are not proprietary to the sense of taste. Rather, we can maintain the common-sense view that such properties can be smelled as well as tasted.

We all have different “tastes” for different tastes: some of us have a sweet tooth, while others prefer more subtle flavors; some crave spicy foods, while others cannot stand them. As Bourdieu and others have pointed out, these varying judgments seem to be more than mere preferences; often they reflect (and partially constitute) differences of class and culture. But I want to suggest that we’ve possibly overlooked another important source of these divergent gastronomic evaluations, other than hierarchy and caste: mere (...) interpersonal variability with respect to brute gustatory sensations. After all, we all know about “supertasters and cilantro-haters”; how likely is it, though, that the interpersonal heterogeneity of gustatory sensation is limited to this one dimension? In this paper, I make the case that we should take this possibility more seriously, and offer some thoughts on how we might start getting a better handle on the nature and scope of interpersonal gustatory variability—including by suggesting some diagnostics that can help us get at (what I call) some of the “non-flavor dimensions” of our gustatory experience. I conclude by developing some implications for the prospects of an “alimentary aesthetics”: namely, that—should our gustatory experiences turn out to be quite heterogeneous—then they do not seem well-suited to serve as the basic ingredients of bona fide aesthetic judgment about food and drink. (shrink)

In developmental lexical–gustatory synesthesia, specific words can trigger taste perceptions and these synesthetic associations are generally stable. We describe a case of multilingual lexical–gustatory synesthesia for whom some synesthesias were bidirectional as some tastes also triggered auditory word associations. Evoked concurrents could be gustatory but also tactile sensations. In addition to words and pseudowords, many voices were effective inducers, suggesting increased connections between cortical taste areas and both voice-selective and language-selective areas. Lasting changes in some evoked tastes (...) occurred during childhood suggesting that some plasticity can be present after the initial learning of associations. Inducers were often linked to taste concurrents phonologically or semantically, but also through identifiable childhood episodes . Several inducers were phonologically linked to episodic inducers suggesting a process of secondary acquisition for many inducers. Implications of these observations are discussed. (shrink)

Unconscious stimuli can influence participants’ motor behavior but also more complex mental processes. Recent research has gradually extended the limits of effects of unconscious stimuli. One field of research where such limits have been proposed is spatial cueing, where exogenous automatic shifts of attention have been distinguished from endogenous controlled processes which govern voluntary shifts of attention. Previous evidence suggests unconscious effects on mechanisms of exogenous shifts of attention. Here, we applied a cue-priming paradigm to a spatial cueing (...) task with arbitrary cues by centrally presenting a masked symmetrical prime before every cue stimulus. We found priming effects on response times in target discrimination tasks with the typical dynamic of cue-priming effects indicating that central symmetrical stimuli which have been associated with endogenous orienting can modulate shifts of spatial attention even when they are masked. Prime–Cue Congruency effects of perceptual dissimilar prime and cue stimuli suggest that these effects cannot be entirely reduced to perceptual repetition priming of cue processing. In addition, priming effects did not differ between participants with good and poor prime recognition performance consistent with the view that unconscious stimulus features have access to processes of endogenous shifts of attention. (shrink)

It has become customary in modern behavioristics to speak of stimuli as though they elicit responses from organisms. But logically this is absurd, for analysis of the grammatical roles of stimulus and response concepts shows that stimuli and responses differ in logical type from causes and effects. The "S elicits R" formula thus stands revealed as elliptical for a more complicated form of assertion. The trouble with this ellipsis, however, is that by suppressing vital components of formal structure (...) in behavioral principles, it has led to gratuitous assumptions about the environmental antecedents of behavior and seriously undermined the ability of behavior theory to assimilate the "higher mental processes.". (shrink)

Transient changes in DNA torsional tension are generated by environmental stimuli and transcriptional activity. In eukaryotic cells, these changes can only be accommodated by a chromatin structure that is flexible. This property of chromatin may be essential to the regulation of eukaryotic gene activity.

Upon consideration of the unconditioned and particularly the conditioned stimuli that have been proposed to participate in the generation of incentive motivational states and, by extension, of extraversion, the nature of the contribution of NAS DA becomes less clear. Different kinds of conditioned stimuli can also exert strong control over the expression of behavioral sensitization. How might such stimuli affect the ability of experience-dependent processes to introduce stable individual differences in the development and expression of extraversion trait (...) levels? (shrink)

The anchoring effect is a form of cognitive bias in which exposure to some piece of information affects its subsequent numerical estimation. Previous studies have discussed which stimuli, such as numbers or semantic priming stimuli, are most likely to induce anchoring effects. However, it has not been determined whether anchoring effects will occur when a number is presented alone or when the semantic priming stimuli have an equivalent dimension between a target and the stimuli without a (...) number. We conducted five experimental studies using stimuli to induce anchoring effects. We found that anchoring effects did not occur when a number was presented alone or when phrases to induce semantic priming were used without presenting a number. These results indicate that both numerical and semantic priming stimuli must be presented for anchoring effects to occur. Our findings represent a substantial contribution to the literature on anchoring effects by offering insights into how these effects are generated. (shrink)

This study investigated visual statistical learning (VSL) in 24 deaf signers and 24 hearing non‐signers. Previous research with hearing individuals suggests that SL mechanisms support literacy. Our first goal was to assess whether VSL was associated with reading ability in deaf individuals, and whether this relation was sustained by a link between VSL and sign language skill. Our second goal was to test the Auditory Scaffolding Hypothesis, which makes the prediction that deaf people should be impaired in sequential processing tasks. (...) For the VSL task, we adopted a modified version of the triplet learning paradigm, with stimuli presented sequentially across space and time. Results revealed that measures of sign language skill (sentence comprehension/repetition) did not correlate with VSL scores, possibly due to the sequential nature of our VSL task. Reading comprehension scores (PIAT‐R) were a significant predictor of VSL accuracy in hearing but not deaf people. This finding might be due to the sequential nature of the VSL task and to a less salient role of the sequential orthography‐to‐phonology mapping in deaf readers compared to hearing readers. The two groups did not differ in VSL scores. However, when reading ability was taken into account, VSL scores were higher for the deaf group than the hearing group. Overall, this evidence is inconsistent with the Auditory Scaffolding Hypothesis, suggesting that humans can develop efficient sequencing abilities even in the absence of sound. (shrink)