Look but Don't Touch: Tactile Disadvantage in Processing Modality-Specific Words

Autor/inn/en	Connell, Louise; Lynott, Dermot
Titel	Look but Don't Touch: Tactile Disadvantage in Processing Modality-Specific Words
Quelle	In: Cognition, 115 (2010) 1, S.1-9 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-0277
DOI	10.1016/j.cognition.2009.10.005
Schlagwörter	Stimuli; Cognitive Development; Language Processing; Experiments; Research Methodology; Cognitive Processes; Task Analysis; Auditory Stimuli; Attention; Visual Stimuli; Olfactory Perception + Suchen Sie Ihr Suchwort? Anreizsystem; Kognitive Entwicklung; Sprachverarbeitung; Erprobung; Research method; Forschungsmethode; Cognitive process; Kognitiver Prozess; Aufgabenanalyse; Auditive Stimulation; Aufmerksamkeit
Abstract	Recent neuroimaging research has shown that perceptual and conceptual processing share a common, modality-specific neural substrate, while work on modality switching costs suggests that they share some of the same attentional mechanisms. In three experiments, we employed a modality detection task that displayed modality-specific object properties (e.g., unimodal "shrill", "warm", "crimson", or bimodal "jagged", "fluffy") for extremely short display times and asked participants to judge whether each property corresponded to a particular target modality (e.g., auditory, gustatory, tactile, olfactory, visual). Results show that perceptual and conceptual processing share a tactile disadvantage: people are less accurate in detecting expected information regarding the sense of touch than any other modality. These findings support embodied assertions that the conceptual system uses the perceptual system for the purposes of representation. We suggest that the tactile disadvantage emerges for linguistic stimuli due to the evolutionary adaptation of endogenous attention to incoming sensory stimuli. (Contains 4 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10