Modes Of Perception Research Articles

Маркеры поликодовой объективации прецедентных феноменов в семиотически осложненном тексте

Introduction. The article studies the markers of polycode objectification of precedent phenomena in semiotically complicated texts. The purpose of the study is to characterize polyprecedence in polycode texts and identify markers of precedent phenomena. A set of research tasks are solved to achieve the goal: 1) analysis of precedence and polyprecedence categories; 2) description of semiotic forms of encoding precedent phenomena in polycode texts; 3) identification of combinations of interaction between markers of precedent phenomena within the text; 4) compilation of a nomenclature of thematic groups of relevant precedent phenomena of the Soviet era based on identified markers of polycode objectification. Materials and Methods. Two hundred modern polycode texts in the “Soviet pin-up” style served the research material. They were selected from the Russian-language segment of the Internet. Each text includes a verbal and / or non-verbal marker of a precedent phenomenon related to the Soviet era or the USSR. The research methodology was based on the provisions of the theory of precedent and multimodal analysis of semiotically complicated texts, individual procedures of semiotic, discursive and structuralsemantic methods of analysis. Analysis. The lingvosemiotic approach to the study of precedent markers is integrative, since it allows one to interpret not only verbalized precedents, but also the phenomena encoded by other semiotic systems (visual, auditory and other perceptual modes). Polyprecedence is not only a correlation with different source areas, but also multiple encoding by different semiotic codes of culturally specific connotations and references to precedent phenomena related to different thematic groups and modes of perception in one text. Markers of precedent phenomena can be represented by verbal or visual codes. By providing an allusive reference to a precedent phenomenon of any type, the verbal code is universal. The degree of manifestation of the marker varies from maximum – quotation, to allusion – an obvious hint, and then to reminiscence – an implicit reference to a precedent phenomenon. The visual code conveys images and elements, among which the representatives of precedence are directly images (graphic images, photographs, images of stereotypical situations preserved in collective consciousness) and their individual elements (composition, form, color scheme, etc.), graphic means, font etc. By analogy with verbal markers, visual ones also have different degrees of manifestation: the use of a prototype image without modifications, an allusion to the image (modified image) and reminiscence. Verbal and visual markers encode variable modes of perception. Perceptual modes are mediated by verbal and visual codes, as they are objectified with the help of verbal or visual markers. Based on the identified markers of polycode objectification, fifteen thematic groups of precedent phenomena of the Soviet era were compiled. Results. The analysis carried out allows us to draw a conclusion about the polycode variability of markers of precedent phenomena and the varying degrees of their manifestation in the text.

The Pragmatics of Reading: Sense Groups in a Second Language Written Discourse

Two principles--one, cognitive and the other, linguistic--form the foundation of this paper. Human activities are structured in clusters—in meaningful or logical combinations of fragments. Our cognitive perception of human activities, experience, and the world by itself is shaped in clusters. The reality in terms of objects, actions, and phenomena is also perceived in clusters of fragments. Consequently, when it comes to language, which is a mode of representing reality, words cannot exist independently or in isolation, words exist only in collocation, in meaningful combination. Since reading is a mode of perceiving and representing reality, naturally the act of reading too must be structured in logically constructed sense groups. Mastery of many skills and competence is an essential prerequisite for good comprehension of a written text, especially in a second language. This awareness of sense groups at the intra-sentence and inter-sentence level and the ability to identify sense groups make the process of reading comprehension easier and more productive. Therefore, second language learners are to me trained meaningfully (not mechanically) in identifying sense groups within sentences, as a result, the construction of meaning out of reading becomes a joint activity of cognition and language faculty.

Взаимосвязь психических процессов с технической подготовленностью у баскетболисток 14–15 лет

For effective competitive activity in youth basketball, it is necessary to take into account both external and internal factors, since they influence the quality of technical actions in situations of confrontation with an opponent. Features of feeling and perception, as well as the speed of processing information coming from the outside, are closely related to the issues of players finding optimal solutions, which means that the coach needs to properly influence them. The athlete’s readiness for professional activity at the level of mental processes (switching attention, error correction, perception of information, etc.) becomes increasingly important and determines the relevance of this study. The research aims to reveal correlations between the technical preparedness and mental processes of basketball players aged 14–15 in the pre-competition period of training. The research objective is to determine the level of interrelations between technical preparedness and the nature of the course of mental processes of basketball players aged 14–15 based on a correlation analysis of data using the nonparametric Spearman criterion. The level of technical readiness was determined by the indicator of the shuttle run completion time, dribbling for 20 meters, figure-eight dribbling for 20 meters, dribbling and shooting, execution time and accuracy of hitting shots from medium and long distances, and free throws. Mental processes were assessed according to the data of the type of information perception (visual, kinesthetic, audial), motor response rates, estimates of time intervals, memory capacity, switching, and attention selectivity. The work was carried out in October 2020 and involved 16 female basketball players aged 14–15. The results of the correlation analysis allowed us to establish the presence of triple, double, and single connections between mental processes and indicators of technical preparedness. The largest number of connections was revealed in the following indicators: attention switching, individual minute, number of throws in motion, and long throw. The established direct and feedback links are described at high and medium levels of significance. The presence of numerous links between the indicators of technical preparedness and mental processes associated with the perception and processing of information at high and medium levels indicates the need for targeted training of basketball players aged 14–15 to teach the ability to manage sensory-perceptual processes, distinctive sensitivity, modality of information perception, operational thinking, and attention.

Role of Gender in shaping learning style preferences and academic outcomes of secondary students- a study from Andhra Pradesh, India

Everyone is a continuous learner. The way that we learn differ from person to person which is known as learning style (LS) of a person. Perceptual modalities of learning style points out that learning happens through senses. Accordingly there are six types of learning styles. They are visual, auditory, tactile, kinaesthetic, individual and group learning styles. The researcher studies the major, minor and negligible learning styles of secondary students and influence of gender of the learner on learning styles. The researcher also focus upon the relationship between learning styles and academic achievement of the learner. The researcher followed descriptive survey method for the study and a sample of 2901 secondary school students were considered for the study. The findings of the study point out that Visual and Group learning styles as Major learning style preferences and Auditory, Kinesthetic, Tactile and Individual learning styles as Minor learning style preference. Moreover, gender of the student influences learning style preferences of the students whereas it does not influence the academic achievement of the student. Researcher also establish a positive correlation between learning styles and academic achievement of the students.

Center-of-Mass-Based Object Regrasping: A Reinforcement Learning Approach and the Effects of Perception Modality

Center-of-Mass-Based Object Regrasping: A Reinforcement Learning Approach and the Effects of Perception Modality

Индивидуально – типологические особенности распознавания реальных и модельных сигналов электроэнцефалограммы

An experiment is conducted to identify individual typological features of the user’s recognition of real and model electroencephalogram signals within the framework of tasks related to designing ergatic system simulators. During the experiment, psychological testing of the study participants is carried out. The following diagnosis methods are used: the Eysenck personality questionnaire, diagnostics of the leading perceptual modality, the Spielberg state-trait anxiety inventory, the Corsi block-tapping test for assessing working memory. The key test is passing a test in the original software form developed by the authors to identify the ability to distinguish a real encephalogram from an image generated by the programme. The analysis of correlation dependencies shows that the trial subjects who gave the best results at the training stage improve their performance at the experiment stage without feedback. Trial subjects with a leading auditory perceptual system give worse results at the experiment stage without feedback than subjects with leading visual and kinaesthetic perceptual systems. Trial subjects with a higher level of anxiety give out lower indicators during the experiment at both stages.

The Role of Online Debate in Training Future Specialists' (Philologists) and Enhancing Their Professional Competencies

The pedagogical science has always been interested in the problem of identifying effective mechanisms for building future specialists’ professional competencies. The development of telecommunications made educational institutions face the challenge of finding effective forms of interaction between students. Student online debates are one of the forms that contribute to the professional competence development. Methods: surveys and questionnaires, remote collection and processing of information, reduced version of the Multifactor Personal Questionnaire B5-10; Academic Motivation Scale; Short Self-Control Scale; Diagnostics of the Dominant Perceptual Modality; Raven’s Progressive Matrices. Statistical analysis was carried out using the Kolmogorov-Smirnov test, Spearman’s Rank correlation coefficient, and the Mann–Whitney U test was used to assess the reliability of differences between contrasting groups. According to the research findings, students are convinced that participation in debates can contribute to the professional competence development. Students’ diligence was indicated as the main component of motivation for building professional competencies. It was established that most students rate their speeches during the debates higher than they actually are. It was found that students’ participation in online debates contributes to the improvement of professional competencies. Further research should be aimed at studying the role of debates in building professional competencies among students of narrow majors. It is also necessary to develop a detailed methodology of introducing the student debate model into the educational process.

Neurophysiological oscillatory markers of hypoalgesia in conditioned pain modulation.

Conditioned pain modulation (CPM) is an experimental procedure that consists of an ongoing noxious stimulus attenuating the pain perception caused by another noxious stimulus. A combination of the CPM paradigm with concurrent electrophysiological recordings can establish whether an association exists between experimentally modified pain perception and modulations of neural oscillations. We aimed to characterize how CPM modifies pain perception and underlying neural oscillations. We also interrogated whether these perceptual and/or neurophysiological effects are distinct in patients affected by chronic pain. We presented noxious electrical stimuli to the right ankle before, during, and after CPM induced by an ice pack placed on the left forearm. Seventeen patients with chronic pain and 17 control participants rated the electrical pain in each experimental condition. We used magnetoencephalography to examine the anatomy-specific effects of CPM on the neural oscillatory responses to the electrical pain. Regardless of the participant groups, CPM induced a reduction in subjective pain ratings and neural responses (beta-band [15-35 Hz] oscillations in the sensorimotor cortex) to electrical pain. Our findings of pain-induced beta-band activity may be associated with top-down modulations of pain, as reported in other perceptual modalities. Therefore, the reduced beta-band responses during CPM may indicate changes in top-down pain modulations.

Индивидуально – типологические особенности распознавания реальных и модельных сигналов электроэнцефалограммы

An experiment is conducted to identify individual typological features of the user’s recognition of real and model electroencephalogram signals within the framework of tasks related to designing ergatic system simulators. During the experiment, psychological testing of the study participants is carried out. The following diagnosis methods are used: the Eysenck personality questionnaire, diagnostics of the leading perceptual modality, the Spielberg state-trait anxiety inventory, the Corsi block-tapping test for assessing working memory. The key test is passing a test in the original software form developed by the authors to identify the ability to distinguish a real encephalogram from an image generated by the programme. The analysis of correlation dependencies shows that the trial subjects who gave the best results at the training stage improve their performance at the experiment stage without feedback. Trial subjects with a leading auditory perceptual system give worse results at the experiment stage without feedback than subjects with leading visual and kinaesthetic perceptual systems. Trial subjects with a higher level of anxiety give out lower indicators during the experiment at both stages.

Brain Networks Involved in Sensory Perception in Parkinson's Disease: A Scoping Review.

Parkinson's Disease (PD) has historically been considered a disorder of motor dysfunction. However, a growing number of studies have demonstrated sensory abnormalities in PD across the modalities of proprioceptive, tactile, visual, auditory and temporal perception. A better understanding of these may inform future drug and neuromodulation therapy. We analysed these studies using a scoping review. In total, 101 studies comprising 2853 human participants (88 studies) and 125 animals (13 studies), published between 1982 and 2022, were included. These highlighted the importance of the basal ganglia in sensory perception across all modalities, with an additional role for the integration of multiple simultaneous sensation types. Numerous studies concluded that sensory abnormalities in PD result from increased noise in the basal ganglia and increased neuronal receptive field size. There is evidence that sensory changes in PD and impaired sensorimotor integration may contribute to motor abnormalities.

Students' Academic Habitus and Its Relation to Family Capital: A Latent Class Approach to Inequalities among Secondary School Students1

Habitus plays a crucial part in Bourdieu's theory of sociocultural reproduction for understanding the persistence of inequalities in the education system. According to Bourdieu, students from homes that are heavily equipped with cultural capital develop a specific kind of habitus, that is, modes of perceiving, thinking, and acting, remarkably well‐adjusted to the expectations of teachers and educational institutions. However, research has rarely tried to measure what we refer to as students' academic habitus to highlight the different types of habitus that students might express toward school. Drawing on data from secondary students in Luxembourg, we employ a latent class approach to operationalize, measure, and explore students' academic habitus. Our investigation comprises three main steps: First, we develop a multifaceted understanding of students' habitus integrating diverse dispositions toward school and learning; second, we identify different academic habitus types: the habitus of excellence, the habitus of goodwill and loyalty, and the habitus of disengagement. Third, we examine how the three habitus types relate to different axes of inequality: socioeconomic status, cultural capital, family employment, gender, and immigrant background. Our typology of habitus bridges the qualitative literature on habitus with existing quantitative operationalizations. The findings show that students with a habitus of excellence are likely to hail from families with favorable parental employment and high cultural involvement.

Scaling up = scaling down? Children’s spatial scaling in different perceptual modalities and scaling directions

The present study examined whether scaling direction and perceptual modality affect children’s spatial scaling. Children aged 6–8 years (N = 201) were assigned to a visual, visuo-haptic, and haptic condition in which they were presented with colourful, embossed graphics. In the haptic condition, they were asked to wear a blindfold during the test trials. Across several trials, children were asked to learn about the position of a target in a map and to localize a disc at the same location in a referent space. Scaling factor was manipulated systematically, so that children had to either scale up or scale down spatial information. Their absolute deviations from the correct target location, reversal and signed errors, and response times served as dependent variables. Results revealed higher absolute deviations and response times for the haptic modality as opposed to the visual modality. Children’s signed errors, however, showed similar response strategies across the perceptual conditions. Therefore, it seems that a functional equivalence between vision and touch seems to emerge slowly across development for spatial scaling. With respect to scaling directions, findings showed that absolute deviations were affected by scaling factors, with symmetric increases in scaling up and scaling down in the haptic condition. Conversely, children showed an unbalanced pattern in the visual conditions, with higher accuracy in scaling down as opposed to scaling up. Overall, our findings suggest that visibility seems to factor into children’s scaling process.

СТУДЕНТТИК КОМАНДАГА ӨТҮҮДӨ БАСКЕТБОЛЧУЛАРДЫН НАТЫЙЖАЛУУ АРАКЕТИН КАЛЫПТАНДЫРУУ

The purpose is to gradually distribute pedagogical techniques for teaching basketball players to interact during transition into the student team. Methods and organization of the research. The research revealed the structure and content of methods and techniques that facilitate the formation of interaction skills in gaming activities when making the transition to the student team. At the first stage, we studied the issues of interaction skills acquisition in the framework of special, game-related and physical training. At the second stage, we focused on the management of interaction within the group during the current technical combination. At the third stage, we focused on the development of abilities to simulate and use the skills in the situations close to the competition environment. Results and discussion. Pedagogical influence provides the number of positive effects. They include the improvement of game- related thinking, formation of connection between needs and abilities, consideration of modality of information perception by the player through the ability to see the field, the ball, and the rival.

An analysis of conceptual ambiguities in the debate on the format of concepts

AbstractThere is a debate in philosophy and cognitive science over whether concepts – the building blocks of thought—are couched in a perceptual modality or are amodally represented. The empirical evidence so far collected seems not to have adjudicated this question yet, as reinterpretation of the same set of evidence by both supporters of modalism and amodalism have been provided. I offer a critique of such reinterpretations, arguing that they ultimately derive from theoretical problems in the definition of a modal representation. In particular, I will review three criteria which have been offered to distinguish amodal concepts from modal ones: the isomorphism criterion, the neural location criterion, and the input specificity criterion. I will explain how these criteria often lack theoretical clarity, making it possible in most cases to propose a parsimonious explanation of the same set of data from both an amodalist and a modalist perspective. As a result, it becomes impossible to empirically discriminate between the two interpretations. My conclusion is that the main problem with the discussed criteria is that they frame the question on the format of concept as an either/or debate, by overlooking more interesting empirical questions.

Domain-general but not speech-specific auditory duration perception predicts pseudoword reading in adults.

Associations between reading performance and duration perception have been found both for domain-general and speech-specific duration perception. However, research seems limited to children and, critically, the predictive value of the two duration perception modalities has not been compared so far. In the present study we compared the weight of domain-general (comparison of time intervals defined by beeps) vs. speech-specific duration perception (pre-attentive EEG responses to consonants with different durations) as statistical predictors of reading in a sample of 46 neurotypical adults (18-43 years old) with 13 years of schooling on average. Reading included word and pseudoword decoding, as well as reading comprehension. We ran one regression model with domain-general and speech-specific duration perception as predictors for each of the three reading skills. Pseudoword decoding was the only reading skill that was significantly predicted by duration perception, and this happened for domain-general duration perception only. A complementary analysis adding 26 typically developing and 24 dyslexic adults to the main sample (n = 96 in total) showed the same pattern of results in dyslexics, but not in added controls. Our findings strengthen the idea that duration perception is important to phonological encoding and its use in grapheme-to-phoneme conversion, given that only pseudoword decoding was predicted by the interval comparison task. The irrelevance of speech-specific duration perception tones down the possibility that accurately perceiving the length of speech sounds is crucial to skilled reading.

Effects of scaling direction on adults’ spatial scaling in different perceptual domains

The current study investigated adults’ strategies of spatial scaling from memory in three perceptual conditions (visual, haptic, and visuo-haptic) when scaling up and down. Following previous research, we predicted the usage of mental transformation strategies. In all conditions, participants (N = 90, aged 19–28 years) were presented with tactile, colored graphics which allowed to visually and haptically explore spatial information. Participants were first asked to encode a map including a target. Then, they were instructed to place a response object at the same place on an empty, constant-sized referent space. Maps had five different sizes resulting in five scaling factors (3:1, 2:1, 1:1, 1:2, 1:3). This manipulation also allowed assessing potentially symmetric effects of scaling direction on adults’ responses. Response times and absolute errors served as dependent variables. In line with our hypotheses, the changes in these dependent variables were best explained by a quadratic function which suggests the usage of mental transformation strategies for spatial scaling. There were no differences between perceptual conditions concerning the influence of scaling factor on dependent variables. Results revealed symmetric effects of scaling direction on participants’ accuracy whereas there were small differences for response times. Our findings highlight the usage of mental transformation strategies in adults’ spatial scaling, irrespective of perceptual modality and scaling direction.

Mental simulation across sensory modalities predicts attractiveness of food concepts.

Concepts are grounded in mental simulation of sensory information, but the exact role it plays in everyday cognition is unknown. Here, we investigate its role in an important conceptual domain relevant for everyday behavior-food. We conducted two preregistered studies to test whether multimodal mental simulation is linked to attractiveness of food concepts. In Study 1, using the Lancaster Sensorimotor norms for a variety of concepts, we found unhealthy food concepts are more strongly associated with gustation, olfaction, and interoception than healthy food concepts. Importantly, these associations mediated the relationship between food healthiness and food attractiveness. In Study 2, we collected new sensory ratings with food words only and found unhealthy food concepts were more strongly associated with all perceptual modalities than healthy food concepts. Again, these associations mediated the relationship between healthiness and attractiveness. The mediating role of sensory associations to food attractiveness was also affected by context. Specifically, when participants thought about food in an eating context cued by verbal instruction, mediation by perceptual strength was weaker. Overall, we find multimodal sensory experience underlies people's belief that unhealthy food is more attractive than healthy food. This suggests mental simulation has an important role in goal-directed behavior. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Patterns of evidentials use in dream narratives

The article presents a study on evidentials use in dream reports collected from online dream journals. First, I discuss the relation between the categories of stance and evidentiality. Specifically, I define evidentiality for the needs of this research as a semantic category that labels the source of information in the English language. Evidentiality encompasses perception, reportative evidentiality, and inferential judgment. The role of evidentials in rendering the dream experience is considerable due to the quasi-perceptual and specific experientiality of dreaming. Therefore, the core categories of evidentiality were singled out for this study, such as revelative, sensory and sensory-inferential, reportative, non-sensory inferential and mirative (marking unexpected information). The sample was then manually processed to count the relative frequencies of the means rendering these subcategories of evidentiality. The main findings reside in the role of revelative evidentials in marking the status of dream vs. real narrative spaces. Additionally, the classic assumption about the visuality of dreams was confirmed by the high number of visual perceptual evidentials, while audial and other perceptual mode instances are much fewer in the sample. Finally, the choice of evidential subcategories in dream reports is conditioned by the narrators’ need to account for vague recollection of dreaming experience with the preference for simpler inferential forms. In turn, the category of mirativity (i.e. labeling of unexpected information) is discussed as a prospective research avenue due to its rich potential in subtle yet informative marking of the speaker’s reaction to the information communicated or to the channel of obtaining it.

Towards an Affective Quality Space

In this paper I lay the foundations for the construction of an affective quality space. I begin by outlining what quality spaces are, and how they have been constructed for sensory qualities across different perceptual modalities. I then turn to tackle four obstacles that an affective quality space might face that would make an affective quality space unfeasible. After showing these obstacles to be surmountable, I propose a number of conditions and methodological constraints that should be satisfied in attempts to construct an affective quality space. Before concluding, I detail the high explanatory pay-off such a project promises.

Seeing (or perceiving) difference in multiracial Singapore: Habits of looking in a raciolinguistic image economy

AbstractThis article examines the habits of looking that mediate perception in the self‐consciously multiracial Southeast Asian island city‐state of Singapore. I propose looking as a concept for understanding how perceivers work to transform ambiguous, ambivalent encounters with difference into determinate, visibly self‐evident encounters with race. I argue that, in Singapore, habits of looking get materialized via a visual epistemology of race: as efforts to know others by knowing their race through multimodal assemblages of signs, with vision located at the apex of hierarchies of perceptual modalities. I examine informal interactions, state‐produced media, and online commentary to show how language, race, and perception get co‐naturalized (Rosa and Flores, 2017) in an asymmetrically power‐laden image economy (Halliday, 2018; Poole, 1997). I show how looking enables perceivers to see through the eyes of authoritative others and track how hierarchies among perceivers get continually reproduced and revalorized despite continual failures on their own terms.