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This study describes data on auditory-visual integration and visually-guided adaptation of auditory distance perception using the ventriloquism effect (VE) and ventriloquism aftereffect (VAE). In an experiment, participants judged egocentric distance of interleaved auditory or auditory-visual stimuli with the auditory component located from 0.7 to 2.04 m in front of listeners in a real reverberant environment. The visual component of auditory-visual stimuli was displaced 30% closer (V-closer), 30% farther (V-farther), or aligned (V-aligned) with respect to the auditory component. The VE and VAE were measured in auditory and auditory-visual trials, respectively. Both effects were approximately independent of target distance when expressed in logarithmic units. The VE strength, defined as a difference of V-misaligned and V-aligned response bias, was approximately 72% of the auditory-visual disparity regardless of the visual-displacement direction, while the VAE was stronger in the V-farther (44%) than the V-closer (31%) condition. The VAE persisted to post-adaptation auditory-only blocks of trials, although it was diminished. The rates of build-up/break-down of the VAE were asymmetrical, with slower adaptation in the V-closer condition. These results suggest that auditory-visual distance integration is independent of the direction of induced shift, while the re-calibration is stronger and faster when evoked by more distant visual stimuli.

This study aims to determine the effect of the SAVI learning model on the science learning outcomes of various styles of materials on the fourth-grade elementary students at SDN 1 Sandik, Lombok, Indonesia. The type of research used is quasi-experiment design type nonequivalent control group design. The sampling technique used is purposive sampling. The total number of samples is 60 students. The data analysis in this study used SPSS version 21.0 for windows. The statistical test in this study used the t-test and the normalized gain test. Based on the results, the average value of the experimental class changed, namely from the pre-test value of 56.40 and the post-test value of 71.57. The results of statistical calculation data analysis using the t-test (paired-sample t-test) obtained 6.931 > 2.045. A normalized gain test is done to find out how significant the effect is. The results of the normalized gain test that the researcher got were 0.3 by the normalized gain score category included in the medium category. This study shows an effect of the SAVI learning model on the science learning outcomes of fourth-grade students at SDN 1 Sandik.

SIGNIFICANCE: Oxidative stress contributes to vision, hearing and neurodegenerative disorders. Currently, no treatments prevent these disorders; therefore, there is an urgent need for redox modulators that can prevent these disorders. RECENT ADVANCES: Oxidative stress is associated with the generation of reactive oxygen species (ROS) and reactive nitrogen species, metal dyshomeostasis, and mitochondrial dysfunction. Here, we discuss the role that oxidative stress and metal dyshomeostasis play in hearing loss, visual impairments, and neurodegeneration and discuss the benefits of a new class of multifunctional redox modulators (MFRMs) that suppress sensory and neural degeneration. MFRMs not only reduce free radicals but also independently bind transition metals associated with the generation of hydroxyl radicals. The MFRMs redistribute zinc from neurotoxic amyloid beta zinc (Aβ:Zn) complexes to the cytoplasm, facilitating the degradation of Aβ plaques by matrix metalloprotease-2 (MMP-2). Although MFRMs bind copper (Cu(1+), Cu(2+)), iron (Fe(2+), Fe(3+)), zinc (Zn(2+)), and manganese (Mn(2+)), they do not deplete free cytoplasmic Zn(+2) and they protect mitochondria from Mn(+2)-induced dysfunction. Oral administration of MFRMs reduce ROS-induced cataracts, protect the retina from light-induced degeneration, reduce neurotoxic Aβ:Zn plaque formation, and protect auditory hair cells from noise-induced hearing loss. CRITICAL ISSUES: Regulation of redox balance is essential for clinical efficacy in maintaining sensory functions. FUTURE DIRECTIONS: Future use of these MFRMs requires additional pharmacokinetic, pharmacodynamics, and toxicological data to bring them into widespread clinical use. Additional animal studies are also needed to determine whether MFRMs can prevent neurodegeneration, dementia, and other forms of vision and hearing loss. Antioxid. Redox Signal. 36, 1136–1157.

The objective of this experimental study is to investigate the effect of using Somatic, Auditory, Visual, and Intellectual (SAVI) technique on students’ speaking at SMAN Model 12 Banda Aceh. Furthermore, it is also to investigate the students’ responses toward the implementation of SAVI technique in teaching speaking at SMAN Model 12 Banda Aceh. Two classes (respectively 33 students) are chosen as the sample. The students in experimental class were taught by using SAVI technique and the students in control class were taught without using SAVI technique. The data about the students’ ability were collected through giving test. Meanwhile, the students’ responses toward teaching speaking by using SAVI were collected by giving questionnaires. The data from test were analyzed by using SPSS version 23. Meanwhile the data from questionnaires were analyzed by using percentage formula suggested by Sugiyono (2015). The finding showed that using teaching speaking by using SAVI technique significantly improved students’ speaking ability, especially their speaking sub-skills. The study proved the improvement by the result of z-test in which the z-score for post-test result of experimental and control class is 3.73. It was found against the hypothesis that there is a significant difference in speaking achievement between the students who were taught by using SAVI technique and those who were taught without using SAVI technique at second year students of SMA 12 Banda Aceh.

Objective: Study aims to compare Auditory, Visual and Postural RT among middle aged type 2 diabetics and healthy individuals. Materials and Methods: A Cross-Sectional Study which included 200 Participants that met inclusion and exclusion criteria, were divided into 2 groups. Diabetic group included 100 participants who were clinically diagnosed with type 2 Diabetes and healthy group insldued 100 healthy participants. Both the groups performed Auditory Reaction Time test (ART) and Visual reaction time test (VRT) using Inquisit 4.0 computer software, Ruler drop test (RDT), Wobble Board (WB) Test and Timed up and go test (TUGT) was performed. Results: Statistical analysis (independent sample T-test) revealed a significant delay in VRT (P-value= 0.001), ART (P-value= 0.001), Wobble Board Test (P-value= 0.001) and TUGT (P value= 0.001) among diabetic group compared to healthy group. There is no significant difference in Ruler drop test (P-value= 0.919) among both the groups. Conclusion: There was is a significant delay in RT among middle aged type 2 diabetic participants when compared to healthy participants. This is associated with reduced sensory stimuli from various systems and resulting in late response in diabetic group.

Objetivo: O objetivo do estudo é avaliar a ansiedade da criança antes e após o tratamento por meio da técnica de distração visual auditiva em crianças. Metodologia: É um estudo quantitativo, descritivo e transversal. O estudo foi realizado entre 2016 e 2017 em duas clínicas de estomatologia pediátrica. A ansiedade foi avaliada antes e após o tratamento pela técnica audiovisual. Resultados: Verifica-se que a ansiedade leve aumenta após o tratamento de 18% para 47%. A ansiedade moderada a severa diminui de 16% para 3%, observa-se que nenhuma criança após o tratamento apresenta ansiedade severa. Esses resultados são estatisticamente significativos. Conclusões: Em conclusão, a técnica de distração auditiva visual pode ser um método eficaz para reduzir os níveis de ansiedade em pacientes pediátricos durante o tratamento odontológico invasivo.

The main purpose of this research is to determine the impact of SAVI(Somatic ,Auditory ,Visual and Intellectual approach) in improving vocabulary, listening and creative thinking skills of elementary stage Pupils .Three statistical hypotheses were set to guide this research. The research adopted the one treatment group design to examine the research hypotheses. The participants consisted of (N=40) fourth year primary stage pupils at Dawaa school in Beni suef .The instruments of the study represent in a pre-post vocabulary test ,a pre-post listening test, and a pre-post creative thinking test . The research results revealed that SAVI has an impact on improving vocabulary, Listening and creative thinking skills of elementary stage pupils. This research has implications both for researchers conducting classroom-research and language teachers.

Q(1) Which is more effective at establishing initial auditory-visual discriminations for individuals with autism spectrum disorder: functional reinforcement or arbitrary reinforcement contingencies...

Numerical ability in learning mathematics is an important thing for students to facilitate teaching and learning process. SAVI and SNAWBALLING are learning models that can facilitate the development of numerical abilities of students. The purpose of this study is to determine the effect of SAVI and SNOWBALLING learning models on the numerical ability of students. This research is a type of research Quasy Experimental Design. The sampling technique used was class random technique with row and series material. The instrument used to collect data was a numerical ability test in the form of a description item. The data analysis technique of this study used the T-Test analysis technique. The results of this study are that the two models do not have the same numerical ability of students, meaning that there are differences in the impact given by the SAVI learning model and the SNOWBALLING learning model on numerical ability. The numerical ability of students using the SAVI learning model is better than using the SNOWBALLING learning model.

The perceptual experiment reported in this article explored whether the communication of five pairs of timbral intentions (bright/dark, heavy/light, round/sharp, tense/relaxed, and dry/velvety) between pianists and listeners is reliable and the extent to which performers' gestures provide visual cues that influence the perceived timbre. Three pianists played three musical excerpts with 10 different timbral intentions (3 × 10 = 30 music stimuli) and 21 piano students were asked to rate perceived timbral qualities on both unipolar Likert scales and non-verbal sensory scales (shape, size, and brightness) under three modes (vision-alone, audio-alone, and audio-visual). The results revealed that nine of the timbral intentions were reliably communicated between the pianists and the listeners, except for the dark timbre. The communication of tense and relaxed timbres was improved by the visual conditions regardless of who is performing; for the rest, we found the individuality in each pianist's preference for using visual cues. The results also revealed a strong cross-modal association between timbre and shape. This study implies that the communication of piano timbre is not based on acoustic cues alone but relates to a shared understanding of sensorimotor experiences between the performers and the listeners.

Here we present AusKidTalk [1], an audio-visual (AV) corpus of Australian children’s speech collected to facilitate the development of speech based technological solutions for children. It builds upon the technology and expertise developed through the collection of an earlier corpus of Australian adult speech, AusTalk [2,3]. This multi-site initiative was established to remedy the dire shortage of children’s speech corpora in Australia and around the world that are sufficiently sized to train accurate automated speech processing tools for children. We are collecting ~600 hours of speech from children aged 3–12 years that includes single word and sentence productions as well as narrative and emotional speech. In this paper, we discuss the key requirements for AusKidTalk and how we designed the recording setup and protocol to meet them. We also discuss key findings from our feasibility study of the recording protocol, recording tools, and user interface.

Visual cues facilitate speech perception during face-to-face communication, particularly in noisy environments. These visual-driven enhancements arise from both automatic lip-reading behaviors and attentional tuning to auditory-visual signals. However, in crowded settings, such as a cocktail party, how do we accurately bind the correct voice to the correct face, enabling the benefit of visual cues on speech perception processes? Previous research has emphasized that spatial and temporal alignment of the auditory-visual signals determines which voice is integrated with which speaking face. Here, we present a novel illusion demonstrating that when multiple faces and voices are presented in the presence of ambiguous temporal and spatial information as to which pairs of auditory-visual signals should be integrated, our perceptual system relies on identity information extracted from each signal to determine pairings. Data from three experiments demonstrate that expectations about an individual’s voice (based on their identity) can change where individuals perceive that voice to arise from.

Children with autism spectrum disorder (ASD) often display impaired listener skills, and few studies have evaluated procedures for establishing initial auditory-visual conditional discrimination skills. We developed and evaluated a treatment package for training initial auditory-visual conditional discriminations based on the extant research on training such discriminations in children with ASD with at least some preexisting skills in this area. The treatment package included (a) conditional-only training, (b) prompting the participant to echo the sample stimulus as a differential observing response, (c) prompting correct selection responses using an identity-match prompt, (d) using progressively delayed prompts, and (e) repeating trials until the participant emitted an independent correct response. Results indicated all participants mastered all listener targets, and the two participants for whom we tested the emergence of corresponding tacts showed mastery of most tacts without direct training. We discuss these results relative to prior research on listener skills and tacts.

Sounds can modulate activity in visual cortex, facilitating the detection of visual targets. However, these sound-driven modulations are not thought to evoke conscious visual percepts in the general population. In individuals with synesthesia, however, multisensory interactions do lead to qualitatively different experiences such as sounds evoking flashes of light. Why, if multisensory interactions are present in all individuals, do only synesthetes experience abnormal qualia? Competing models differ in the time required for synesthetic experiences to emerge. The cross-activation model suggests synesthesia arises over months or years from the development of abnormal neural connections. Here we demonstrate that after ∼5 min of visual deprivation, sounds can evoke synesthesia-like percepts (vivid colors and Kluver form-constants) in ∼50% of non-synesthetes. These results challenge aspects of the cross-activation model and suggest that synesthesia exists as a latent feature in all individuals, manifesting when the balance of activity across the senses has been altered.

INTRODUCTION: Semantic priming paradigms are important for understanding lexical-semantic processing and the nature of linguistic deficits accompanying language performance in neurologically impaired individuals such as people with aphasia. Reaction-Time (RT) based traditional semantic priming tasks entail potential confounds especially problematic when applied to people with aphasia, who may have concomitant neurocognitive challenges that limit task performance. Some of these confounds include requirements of following complex instructions, making metalinguistic judgements, and using speech or limb-based motor actions to indicate overt responses. Eyetracking methods have great potential for avoiding some of these confounds. We tested the validity of an eyetracking method in capturing semantic priming in an auditory-visual cross-format priming paradigm (auditory word prime-visual image target). METHOD: A total of 72 neurologically unimpaired adults participated in two phases: a stimulus development phase using traditional priming (n = 32) and an experimental eyetracking phase (n = 40). Each phase included two conditions, representing distinct levels of prime-target semantic relatedness: unrelated and related. Mean RT data from the traditional priming (stimuli development) phase guided image selection for the eyetracking experiment. Eyetracking indices of fixation duration and latency of fixation were recorded to capture semantic priming in the eyetracking experiment. RESULTS: Eye fixation data indicated that images related to auditory primes were attended to earlier and attracted significantly greater visual attention compared to unrelated images. These results mirrored RT data from the traditional priming method, which showed faster RT latencies and more accurate naming performance for related images compared to unrelated images. CONCLUSIONS: Results support the validity of eyetracking indices of semantic priming and offer a robust testing protocol for future studies in this line of research. Current clinical relevance for people with aphasia is highlighted. Further empirical testing of the psychometric properties of the eyetracking measures in various semantic priming contexts is recommended.

Behavior analysts typically teach conditional discriminations in a mixed-trial format but may switch to a blocked-trial format for learners displaying limited acquisition. No known research has shown that mixed-trial methods are more effective or efficient than blocked-trial methods for teaching discriminations, so it is not clear why this format has been adopted as the "first-line" intervention. We compared blocked and mixed-trial formats for teaching novel auditory-visual discriminations to three adults with intellectual and developmental disabilities (IDD). Results show blocked-trial methods resulted in faster skill acquisition in all cases, suggesting this format may be a preferable starting point for instruction.

This study is conducted as an attempt to find out the effect of applying SAVI approach on Students’ speaking Achievement in oral descriptive text. This study used the experimental design. The population of this study is the students of SMA Yayasan Pendidikan Harapan Bangsa . The sample of this study was the 2018/2019eleventh grade students of SMA Yayasan Pendidikan Harapan Bangsa . This study is conducted with two randomized groups namely experimental group and control group. The control group is taught by conventional method while experimental group is taught by applying SAVI Approach. The instrument used in this study was an oral test. To obtain the reliability of the test, the researcher used t-test formula.. The data were analyzed by using t-test. The calculation shows that t-observed (2.50) is higher than t-table (1.666) at the level of significance (α) 0.05 with the degree of freedom (df) 74. Therefore, null hypothesis (Ho) is rejected and alternative hypothesis (Ha) is accepted. It means that SAVI approach significantly affect the students’ speaking achievement in oral descriptive text.

The research on the restorative capacity of soundscape has grown rapidly in recent decades. Most literature explores this topic using the single medium of soundscape. Their findings perhaps do not provide a cohesive guideline for practical design because a visitor perceives the landscape using the pattern of multi-sensory input, such as visual, auditory, tactile and olfactory. To fill this gap this study conducted an experiment, in which 20 photographs were combined with five sounds, and Short-version Revised Restoration Scale was used to measure the restorative quality of auditory-visual combinations evaluated by 382 college students. The results indicated that: (1) easy accessibility to waterscape and flat topography normally are the promoters for the restorative quality of silent landscape; (2) a landscape containing natural water and a high coverage of plants matches the visual association of a bird singing, adding the birdsong to this landscape will produce higher restorative potential; (3) introducing flowing water sound to the landscape with less still water is a better choice to improve the restorative capacity; (4) adding wind sound to the landscape possessing high coverage of vegetation increases the restorative quality; (5) adding traditional Chinese music to the landscape with less paved areas will promote the mental stress relief of users, and no results were found for the western music.

This research was motivated by the finding that the learning process between teachers and students occurred in one way directions. It was also initiated by the lack of learning that build students' abilities, skills, and creativity. By assisting the teachers, it was hoped that they would be able to design effective learning in order to make students active in the learning process, one of which was somatic, auditory, visual, and intellectual (SAVI) learning. This research was a school action research involving stages of planning, implementing, observing, and reflecting. This research was conducted to 6 teachers of SDN 009 Teluk Kiambang. The instrument used was the observation sheet. The results showed that in the first cycle the teacher's ability was 65.83 with Sufficient category while in the second cycle, it increased to 79.16, which was in Good category. Based on the results of the study, it was concluded that the ability of teachers at SDN 009 Teluk Kiambang to develop SAVI learning model increased after getting the assistance from the principal as a researcher.

The purpose of writing this paper is to study the enhancement of mathematical communication skills of students who have gained the implementation of Somatic, Auditory, Visual, and Intellectual (SAVI) approaches better than those who have learned scientific approaches. The approach used is a quantitative approach with the type of quasi-experimental design with a nonequivalent control group design. The population in this study are all grade X students of SMK Negeri 1 Nisam with a sample of TBSM II class students as an experimental class and TKJ I as a control class taken to use the purposive sampling technique. The data collection techniques used in this research are mathematical communication skills tests of students and observation sheets. Data analysis was done using test-t, that because the data of the n-gain score obtained with normal distribution, but has a variance that is not homogeneous. The significant result of the statistics equal variances not assumed is 0.00 smaller than 0.05 H0 is rejected. The result showed that the enhancement of mathematical communication skills of students who gained the implementation of somatic, auditory, visual, and intellectual (SAVI) were better than students who gained scientific learning approaches.

The relative importance of individual frequency regions for speech intelligibility has been firmly established for broadband auditory-only (AO) conditions. Yet, speech communication often takes place face-to-face. This study tested the hypothesis that under auditory-visual (AV) conditions, where visual information is redundant with high-frequency auditory cues, lower frequency regions will increase in relative importance compared to AO conditions. Frequency band-importance functions for consonants were measured for eight hearing-impaired and four normal-hearing listeners. Speech was filtered into four 1/3-octave bands each separated by an octave to minimize energetic masking. On each trial, the signal-to-noise ratio (SNR) in each band was selected randomly from a 10-dB range. AO and AV band-importance functions were estimated using three logistic-regression analyses: a primary model relating performance to the four independent SNRs; a control model that also included band-interaction terms; and a different set of four control models, each examining one band at a time. For both listener groups, the relative importance of the low-frequency bands increased under AV conditions, consistent with earlier studies using isolated speech bands. All three analyses showed similar results, indicating the absence of cross-band interactions. These results suggest that accurate prediction of AV speech intelligibility may require different frequency-importance functions than for AO conditions.

This study aimed at comparing preschool children’s learning of relations between pseudowords and pictures in two teaching conditions: shared storybook reading (implicit learning) and auditory-visual pairing (word pictures) with echoic request (explicit learning). We conducted two studies with children aged 4 to 5 years that were divided into two groups. In the repeated reading condition, we read one non-commercial story twice in a row. In the pairing with echoic condition, the children were exposed to auditory-visual pairing of pseudowords and pictures, and asked to repeat the target word (echoic behavior). Two new word-figure relations were taught in Study 1, and three relations in Study 2. After the presentation of the conditions and 1 week later, exclusion, matching-to-sample, naming, and generalization probes were performed. No differences were found between the two experimental conditions in Study 1. In Study 2, the pairing condition produced better results than the reading condition. We discuss the conditions necessary for learning novel words.

Available online 13 December 2019 In two experiments, we investigated the relationship between lexical access processes, and processes that are specifically related to making lexical decisions. In Experiment 1, participants performed a standard lexical decision task in which they had to respond as quickly and as accurately as possible to visual (written), auditory (spoken) and audiovisual (written þ spoken) items. In Experiment 2, a different group of participants performed the same task but were required to make responses after a delay. Linear mixed effect models on reaction times and single trial Event-Related Potentials (ERPs) revealed that ERP lexicality effects started earlier in the visual than auditory modality, and that effects were driven by the written input in the audiovisual modality. More negative ERP amplitudes predicted slower reaction times in all modalities in both experiments. However, these predictive amplitudes were mainly observed within the window of the lexicality effect in Experiment 1 (the speeded task), and shifted to post-response-probe time windows in Experiment 2 (the delayed task). The lexicality effects lasted longer in Experiment 1 than in Experiment 2, and in the delayed task, we additionally observed a “re-instantiation” of the lexicality effect related to the delayed response. Delaying the response in an otherwise identical lexical decision task thus allowed us to separate lexical access processes from processes specific to lexical decision. This work was supported by Marie Curie Individual Fellowship 702178 by the European Commission to RALZ, MINECO grant PSI2017- 82563-P from the Spanish Ministry of Economics and Competitiveness to AGS, VENI grant 275-89-027 from the Netherlands Organization for Scientific Research (NWO) to MB, Natural Sciences and Engineering Research Council of Canada Discovery Grant 502584 to BCA, and by the Basque Government through the BERC 2018-2021 program and the Spanish State Research Agency through Severo Ochoa excellence accreditation SEV-2015-0490 to the Basque Center on Cognition, Brain and Language.

This study aimed to determine: 1) the implementation of SAVI learning in the Management Laboratory and Quality Assurance in School Laboratories, 2) to determine the relationship between achievement and learning activities on student learning styles. This study used a correlation study with a sample of 40 students. This study used to test and non-test data collection techniques. Test research used the mid-test and final-test scores while the non-test score used the student learning activity questionnaire and the student learning style questionnaire. Based on the results of the study concluded that the implementation of SAVI learning by involving all physical activities in each learning process in the form of presentations and questions and answers, practicum and the making of learning videos. Student achievement scores at the mid-test and final-test were 68.275% and 72.625% while learning activities reached 53.833% at the mid-test and 55.237% at the final test. The relationship between learning achievement and student learning activities on learning styles that include visual, auditory and kinesthetic and there was no significant relationship between the two variables.

Introducción. El desarrollo del lenguaje es un proceso complejo considerado como marcador evolutivo del ser humano y puede ser comprendido a partir de la contribución de los sistemas sensoriales y de los eventos que ocurren en periodos críticos del desarrollo.Objetivo. Realizar una revisión de cómo se da la integración de la información auditiva, visual y propioceptiva y cómo se refleja en el desarrollo del lenguaje, destacando el papel de la interacción social como contexto que favorece este proceso.Materiales y métodos. Se utilizaron los términos MeSH “Language Development”; “Visual Perception”; “Hearing”; y “Proprioception en las bases de datos MEDLINE y Embase, limitando la búsqueda principal a artículos escritos en inglés, español y portugués.Resultados. El punto de partida lo constituye la información auditiva, la cual, en el primer año de vida, permite la discriminación de los elementos del ambiente que corresponden al lenguaje; luego un pico en su adquisición y posteriormente una etapa de máxima discriminación lingüística. La información visual proporciona la correspondencia del lenguaje en imágenes, sustrato de nominación y comprensión de palabras, además de la interpretación e imitación del componente emocional en la gesticulación. La información propioceptiva ofrece la retroalimentación de los patrones de ejecución motora empleados en la producción del lenguaje.Conclusión. El estudio del desarrollo lenguaje desde la integración sensorial ofrece nuevas perspectivas para el abordaje e intervención de sus desviaciones.

Based on the observations of students of class VII in MTs. Nurul Wathan Plambik found that the subject of mathematics is a lesson that is considered relatively difficult. Thus an alternative method is needed to improve student learning outcomes. One of them is by applying cooperative learning model of SAVI type (Somatic, Auditory Visual, Intellectual) This learning model is applied with the aim to describe the learning outcomes on the subject matter of integers.This research is a type of classroom action research conducted in 2 cycles, each cycle consists of five stages of planning, implementation, observation, evaluation, and reflection Based on the data analysis shows the results of observation and evaluation that the students' learning outcomes in the cycle obtained the average value of students 70.89 with the highest score of 87 and the lowest value 30 with the percentage of class 75% , it can be seen that the percentage of students' learning mastery on us I has not met the criteria set at 2 85%, and the increase in the average score of students is 77.86 with the highest score 90 and the low grade 43 with 89% classical completeness. research can be concluded that application of learner model an cooperative type SAVI can improve student learning outcomes in the matter of integers in class VII MTs Nurul Wathan Plambik academic year 2017/2018.

Some classical studies on temporal order judgments (TOJ) suggested a single central process comparing stimulus onsets across modalities. The prevalent current view suggests that there is modality-specific timing estimation followed by a cross-modal stage. If the latter view is correct, TOJ's may vary depending on stimulus modality. Further, if TOJ is based only on onsets, stimulus duration should be irrelevant. To address these issues, we used both unisensory and multisensory stimuli to test whether unisensory duration processing influences cross-modal TOJ's. The stimuli were auditory noise bursts, visual squares, and their cross-modal combinations presented at 10, 40 and 500 ms durations, and various stimulus onset asynchronies. Psychometric functions were measured with an identical task in all conditions: On each trial, two stimuli were presented, one to the left, the other to the right of fixation. The participants judged which one started first. TOJ's were little affected by stimulus duration, implying that they are mainly determined by stimulus onsets. Throughout, the cross-modal just noticeable differences were larger than the unisensory ones. In accordance with the current view, our results suggest that cross-modal TOJ's require a comparison of timing after modality-specific estimations.

Cross-language McGurk Effects are used to investigate the locus of auditory–visual speech integration. Experiment 1 uses the fact that [], as in ‘sing’, is phonotactically legal in word-final position in English and Thai, but in word-initial position only in Thai. English and Thai language participants were tested for ‘n’ perception from auditory [m]/visual [] (A[m]V[]) in word-initial and -final positions. Despite English speakers’ native language bias to label word-initial [] as ‘n’, the incidence of ‘n’ percepts to A[m]V[] was equivalent for English and Thai speakers in final and initial positions. Experiment 2 used the facts that (i) [ð] as in ‘that’ is not present in Japanese, and (ii) English speakers respond more often with ‘tha’ than ‘da’ to A[ba]V[ga], but more often with ‘di’ than ‘thi’ to A[bi]V[gi]. English and three groups of Japanese language participants (Beginner, Intermediate, Advanced English knowledge) were presented with A[ba]V[ga] and A[bi]V[gi] by an English (Experiment 2a) or a Japanese (Experiment 2b) speaker. Despite Japanese participants’ native language bias to perceive ‘d’ more often than ‘th’, the four groups showed a similar phonetic level effect of [a]/[i] vowel context × ‘th’ vs. ‘d’ responses to A[b]V[g] presentations. In Experiment 2b this phonetic level interaction held, but was more one-sided as very few ‘th’ responses were evident, even in Australian English participants. Results are discussed in terms of a phonetic plus postcategorical model, in which incoming auditory and visual information is integrated at a phonetic level, after which there are post-categorical phonemic influences.

In the process of violence recognition, accuracy is reduced due to problems related to time axis misalignment and the semantic deviation of multimedia visual auditory information. Therefore, this paper proposes a method for auditory-visual information fusion based on autoencoder mapping. First, a feature extraction model based on the CNN-LSTM framework is established, and multimedia segments are used as whole input to solve the problem of time axis misalignment of visual and auditory information. Then, a shared semantic subspace is constructed based on an autoencoder mapping model and is optimized by semantic correspondence, which solves the problem of audiovisual semantic deviation and realizes the fusion of visual and auditory information on segment level features. Finally, the whole network is used to identify violence. The experimental results show that the method can make good use of the complementarity between modes. Compared with single-mode information, the multimodal method can achieve better results.

The low level of student creativity is a reflection of the unsuccessful learning process. Thus, it needs a special treatment to solve it. The study aims to increase student creativity using the SAVI method for 4th semester students of the Mathematic Education Study Program. This research is a classroom action research. Research with a focus on increasing student creativity using the SAVI method was conducted in semester 4 of the Mathematic Education Study Program, with 44 students. This research was conducted in 3 cycles. After observing and evaluating in 3 cycles with the results mentioned above, it can be concluded that the SAVI learning approach can increase the creativity of students of the UMP FKIP Mathematic Education Study Program. It is proven that in cycle I the average response is 33.71%, in cycle II the average response is 49.3%, and in cycle III the average response is 64.9%. With an increase from cycle I to cycle II of 15.59% and from cycle II to cycle III of 15.6%. From the result it can be said that SAVI was effective to increase students creativity in mathematic.

Our sensory experiences comprise a variety of different inputs at any given time. Some of these experiences are unmistakable, others are ambiguous and profit from additional sensory information. Here, we explored whether the presence of a congruent odor influences the neural processing and sensory interaction of audio-visual objects using degraded videos (V) and sounds (A) of dynamic objects in unimodal and bimodal (AV) combinations without or with a congruent odor (VO, AO, AVO). Analyses of EEG data revealed superadditive and subadditive interaction effects. The topography and timing of these effects suggest evaluative rather than sensory processes as the underlying cause. Together, the results suggest that the mere presence of an odor affects the processing of A, V, and AV objects differently while multisensory interactions of AV and AVO objects have common neuronal mechanisms pointing to a robust, modality-independent network for the processing of redundant sensory information.

Aim: The present study was carried out to evaluate whether there exists a relation between two scoring procedures (score and span) to evaluate memory as well as sequencing within three modality con...

This study aimed to know if the X grade students of SMA Negeri 4 Kota Tegal who were taught by using SAVI learning approach assisted problem card were: (1) reach the learning target achievement, (2) there is a distinction between students and the students who are taught by using SAVI learning approach towards their liveliness and achievement, (3) the liveliness and achievement of students are better than the students who are taught by using SAVI learning approach. The researcher conducted the study at SMA Negeri 4 Kota Tegal in 2016/2017 academic year. The population under study was 282 students. This study used quasi-experimental methodology which consisted of 61 students as the population sample. Cluster random sampling technique was used to determine the population sample. The Instruments of this study were observation on the students’ liveliness of mathematics learning which had been passed validity testing by the expert and the achievement test of mathematic learning which had been passed validity and reliability testing. Furthermore, the researcher used proportion test, manova test and T 2 -Hotteling test as the data analysis technique. The results of the study on the X grade students of SMA Negeri 4 Kota Tegal showed: (1) The students who were taught by using SAVI learning approach assisted problem card reached the target achievement, (2) there were differences between the students who were taught by using SAVI learning approach assisted problem card and the students who were taught by using SAVI learning approach in terms of students’ liveliness and achievement. (3) the liveliness and achievement of the students who were taught by using SAVI learning approach assisted problem card were better than the students who were taught by using SAVI learning approach.

This study aims tо examine hоw teaching methods and learning styles of instructors play a role in how students learn, and how technology is selected. There are four type of learning styles: auditоry, visuаl, kinеsthеtic-tаctilе and multi-sensory. Thе survey pоpulаtiоn was evenly distributed, consistening of 100 faculty members and 100 students with a response rate of 25%. The results of the research indicate there is some evidence that: Instructоrs will hаvе highеr pеrcеivеd tеаching еffеctivеnеss whеn using thеir prеfеrrеd tеаching mеthоd; students will prеfеr а tеаching mеthоd thаt is cоnsistеnt with thеir lеаrning stylе(s); studеnts prеfеrеncеs in tеаching mеthоd, thе cоursе subjеct, аnd situаtiоnаl fаctоrs (that is, clаss sizе) аrе rеlаtеd tо instructоrs’ prеfеrеncе in tеаching mеthоd and use of technological advancements. Ovеrаll, this study prоducеd sоmе intеrеsting findings, indicаting sоmе significаnt rеlаtiоnships bеtwееn tеаching mеthоds and learning styles. Key words: Teaching method, learning style, auditory, visual, kinesthetic-tactile, multi-sensory, computer-based technologies.

This study examined the effects of age and hearing loss on recognition of speech presented when the auditory and visual speech information was misaligned in time (i.e., asynchronous). Prior research suggests that older listeners are less sensitive than younger listeners in detecting the presence of asynchronous speech for auditory-lead conditions, but recognition of speech in auditory-lead conditions has not yet been examined. Recognition performance was assessed for sentences and words presented in the auditory-visual modalities with varying degrees of auditory lead and lag. Detection of auditory-visual asynchrony for sentences was assessed to verify that listeners detected these asynchronies. The listeners were younger and older normal-hearing adults and older hearing-impaired adults. Older listeners (regardless of hearing status) exhibited a significant decline in performance in auditory-lead conditions relative to visual lead, unlike younger listeners whose recognition performance was relatively stable across asynchronies. Recognition performance was not correlated with asynchrony detection. However, one of the two cognitive measures assessed, processing speed, was identified in multiple regression analyses as contributing significantly to the variance in auditory-visual speech recognition scores. The findings indicate that, particularly in auditory-lead conditions, listener age has an impact on the ability to recognize asynchronous auditory-visual speech signals.

هدف البحث إلى تصميم بيئة تعلم تکيفي جديدة قائمة على أسلوب التعلم (السمعى- البصرى- الحرکى) وقياس أثرها على تنمية مهارات حل المشکلات (الخوارزميات) لدى تلاميذ المرحلة الإعدادية ولتحقيق ذلک؛ قامت الباحثة بتصميم بيئة تعلمية تکيفي قائمة على أساليب التعلم المعرفية (السمعى، البصرى، الحرکى)، وقد اتبع البحث المنهج شبه التجريبى حيث قسمت عينة البحث والتى تکونت من (100) تلميذ إلى ثلاث مجموعات تم تصنيفهم بإستخدام إستبيان أساليب التعلم الذى تم تطويره وتعريبه من قبل المرکز البريطانى؛ المجموعة التجريبية الأولى (التى تدرس بأسلوب التعلم السمعى) تألفت من (29) تلميذ والمجموعة التجريبية الثانية (التى تدرس بأسلوب التعلم البصرى) تألفت من (46) تلميذ، والمجموعة التجريبية الثالثة (التى تدرس بأسلوب التعلم الحرکى) تألفت من (25) تلميذ من تلاميذ الصف الثالث الإعدادى بمدرسة الجزيرة بمحافظة القاهرة، کما قامت الباحثة ببناء مجموعة من الأدوات، وهى قائمة بمعايير تصميم أساليب التعلم فى بيئة التعلم الإلکترونى التکيفى، إختبار تحصيلى لقياس الجانب المعرفى لمهارات حل المشکلات (الخوارزميات)، وبناء بطاقة الملاحظة لقياس مهارات حل المشکلات (الخوارزميات)، بطاقة صلاحية البيئة التعليمية الإلکترونية التکيفية الجديدة القائمة على أساليب التعلم المختلفة، وقد أظهرت النتائج عدم وجود فروق ذات دلالة إحصائية عند مستوى (0.05) بين أساليب التعلم فى الاختبارالتحصيلى البعدى وبطاقة الملاحظة البعدية لمهارات حل المشکلات (الخوارزميات) لدى تلاميذ الصف الثالث الإعدادى، بينما أظهرت النتائج وجود فرق بين التطبيق القبلي والبعدى فى أساليب التعلم الثلاثة (السمعى- البصرى-الحرکى) فى کلا من الإختبار التحصيلى وبطاقة الملاحظة لصالح التطبيق البعدى ووجود أثر کبير لبيئة التعلم التکيفي الجديدة القائمة على أساليب التعلم الثلاثة (سمعى- بصرى- حرکى)على تنمية الجانب التحصيلى ومهارات حل المشکلات (الخوارزميات) لدى تلاميذ المرحلة الإعدادية، وفى ضوء النتائج السابقة يوصى البحث بتصميم بيئات التعلم التکيفي قائمة على أساليب التعلم المختلفة وتوظيفها فى العملية التعليمية لتنمية المهارات المختلفة لدى الطلاب، وزيادة الإهتمام بتصميم بيئات التعلم التکيفى القائمة على أساليب التعلم فى تقديم المقررات المتنوعة للمراحل التعليمية المختلفة.الکلمات المفتاحية: أسلوب التعلم، بيئات التعلم الإلکتروني التکيفي، الخوارزميات. The research aims toDesign new Adaptive E- Learning Environment based on learning style (auditory, Visual, kinesthetic) and measure its impacton Developing Problem Solving Skills (Algorithms) For Preparatory pupils, to achieve that, the researcher design Adaptive learning environment based on the three learning styles (auditory, Visual, kinesthetic), the research followed the a quasi- experimental approach ,The research sample consists of (100) pupils which categorized by using the learning styles questionnaire that has been developed and its standardization by the British Center into three groups; experimental first group (taught in auditory learning style) consisted of (29), second experimental group (taught by Visual learning style) consisted of (46) and the third experimental group (taught by kinesthetic style) consisted of (25) pupils at the third Preparatory in EL-Gezira school in Cairo, as the researcher build a set of tools ,list of criteria for designing learning style in Adaptive e-learning environment, An achievement test to measure the cognitive aspect in problem solving (algorithms), observation card to measure Skills of problem solving (algorithms), card validity for Adaptive e-learning environment in the light of learning style, As the results showed no statistically significant differences at the level of (0.05) between learning style in post application ) in both of achievement test and observation card to problem solving (algorithms) to the third-year preparatory pupils, , While the results show that there is a difference between the pre and post application in the three learning styles (auditory, Visual, kinesthetic) in both of achievement test and observation card in favor of post application and having a significant impact for new Adaptive learning environment learning styles (auditory, Visual, kinesthetic) to develop the achievement side and problem solving (algorithms) skills for Preparatory pupils, and in light of that results that presented a set of recommendations ,design of Adaptive learning environments based on different learning style to employ in developing the various skills of the students, and increasing interest in Design Adaptive e- learning environments based on learning style in different courses for different levels of education.

This series of translational studies investigated the effects of programmed treatment-integrity errors on skill acquisition for typically developing children during trial-and-error instruction for auditory-visual conditional discriminations. In Experiment 1, we examined the effects of errors of omission and commission with reinforcement delivery during 17% to 18% of trials compared to high-integrity instruction and a control condition. Programmed treatment-integrity errors impacted the efficiency of instruction. In Experiment 2, we increased the percentage of trials with errors of omission and commission to 20% to 30%. Higher percentages of errors of omission and commission impacted the efficiency of instruction for one participant and the efficacy of instruction for the other participant.

Visual capture and the ventriloquism aftereffect resolve spatial disparities of incongruent auditory visual (AV) objects by shifting auditory spatial perception to align with vision. Here, we demonstrated the distinct temporal characteristics of visual capture and the ventriloquism aftereffect in response to brief AV disparities. In a set of experiments, subjects localized either the auditory component of AV targets (A within AV) or a second sound presented at varying delays (1-20 s) after AV exposure (A2 after AV). AV targets were trains of brief presentations (1 or 20), covering a ±30° azimuthal range, and with ±8° (R or L) disparity. We found that the magnitude of visual capture generally reached its peak within a single AV pair and did not dissipate with time, while the ventriloquism aftereffect accumulated with repetitions of AV pairs and dissipated with time. Additionally, the magnitude of the auditory shift induced by each phenomenon was uncorrelated across listeners and visual capture was unaffected by subsequent auditory targets, indicating that visual capture and the ventriloquism aftereffect are separate mechanisms with distinct effects on auditory spatial perception. Our results indicate that visual capture is a 'sample-and-hold' process that binds related objects and stores the combined percept in memory, whereas the ventriloquism aftereffect is a 'leaky integrator' process that accumulates with experience and decays with time to compensate for cross-modal disparities.

Duloxetine is a dual-acting serotonin-noradrenaline reuptake inhibitor. It has FDA approval for the diagnosis of Major Depressive Disorder (MDD), Generalized Anxiety Disorder (GAD), Diabetic Neuropathic Pain, Fibromyalgia, Chronic Skeletal Muscle Pain in adults, and GAD in children and adolescents. This article presents a 16-year-old female patient referred to the emergency department with hallucinations starting after she took a total of 330 mg/day duloxetine for headaches. It is thought that her experienced hallucinations may be due to increased dopamine, as a result of inhibition of serotonergic system and noradrenaline transport system. It is thought that this article will contribute to the literature in terms of pharmacokinetic and pharmacodynamic effects of duloxetine in children and adolescents., Duloksetin dual etkili serotonin-noradrenalin geri alım inhibitörüdür. Erişkinlerde Major Depresif Bozukluk (MDD), Yaygın Anksiyete Bozukluğu (GAD), Diyabetik Nöropatik Ağrı, Fibromiyalji, Kronik İskelet Kas Ağrısı tanılarında, çocuk ve ergenlerde GAD için FDA onayı vardır. Bu yazıda, baş ağrıları olduğu için toplam 330 mg/gün duloksetin içen sonrasında halüsinasyonları başladığı için acil servise başvuran 16 yaşındaki kadın hasta sunulacaktır. Halüsinasyonların serotonerjik sistem ve noradrenalin transport sisteminin inhibisyonu sonucunda dopamin artışına bağlı olabileceği düşünülmektedir. Bu yazı, duloksetinin, çocuk ve ergenlerdeki farmakokinetik ve farmakodinamik etkileri açısından literatüre katkı sağlayacağı düşünülmüştür.