PubMed · 375811
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C Trahiotis, D E Robinson. 1979. Auditory psychophysics.. https://doi.org/10.1146/annurev.ps.30.020179.000335
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Many design guidelines encourage maintaining stimulus-response compatibility whenever possible. Payne found that naïve judgments for different stimulus-response (S-R) mappings were not very accurate, and suggested that designers may not be able to predict whether a particular display-control configuration will lead to better performance than another. Three experiments were conducted to determine whether naïve judgments for two-choice tasks in which stimuli and responses involve left-right spatial information are sensitive to (a) the influence of S-R mode relations and (b) pure versus mixed presentation of compatible and incompatible mappings. Initial performance judgments for these conditions were not very accurate, nor were those for four-choice tasks of the type studied by Payne, but subjects' estimates of performance improved with relatively little experience using the different S-R configurations.
In 1958 MacKay showed that a rigidly moving object becomes visually fragmented when part of it is continuously visible but the rest is illuminated intermittently. For example, the glowing tip of a lit cigarette moving under stroboscopic illumination appeared to move ahead of the intermittently lit body. Latterly rediscovered as "the flash-lag effect" (FLE), this illusion now is typically demonstrated on a computer monitor showing two spots of light, one translating across the screen and another briefly flashed in vertical alignment with it. Despite being physically aligned, the brief flash is seen to lag behind the moving spot. This effect has recently motivated much fruitful research, prompting a variety of potential explanations, including those based on motion extrapolation, differential latency, attention, postdiction, and temporal integration (for review, see ). With no consensus on which theory is most plausible, we have broadened the scope of enquiry to include audition and have found that the FLE is not confined to vision. Whether the auditory motion stimulus is a frequency sweep or a translating sound source, briefly presented auditory stimuli lag behind auditory movement. In addition, when we used spatial motion, we found that the FLE can occur cross-modally. Together, these findings challenge several FLE theories and point to a discrepancy between internal brain timing and external stimulus timing.
Over the last few decades, a growing amount of research has suggested that dyslexics have particular difficulties with skills involving accurate or rapid timing, including musical timing skills. It has been hypothesised that music training may be able to remediate such timing difficulties, and have a positive effect on fundamental perceptual skills that are important in the development of language and literacy skills (Overy, 2000). In order to explore this hypothesis further, the nature and extent of dyslexics' musical difficulties need to be examined in more detail. In the present study, a collection of musical aptitude tests (MATs) were designed specifically for dyslexic children, in order to distinguish between a variety of musical skills and sub-skills. 15 dyslexic children (age 7-11, mean age 9.0) and 11 control children (age 7-10, mean age 8.9) were tested on the MATs, and their scores were compared. Results showed that the dyslexic group scored higher than the control group on 3 tests of pitch skills (possibly attributable to slightly greater musical experience), but lower than the control group on 7 out of 9 tests of timing skills. Particular difficulties were noted on one of the tests involving rapid temporal processing, in which a subgroup of 5 of the dyslexic children (33%) (mean age 8.4) was found to account for all the significant error. Also, an interesting correlation was found between spelling ability and the skill of tapping out the rhythm of a song, which both involve the skill of syllable segmentation. These results support suggestions that timing is a difficulty area for dyslexic children, and suggest that rhythm skills and rapid skills may need particular attention in any form of musical training with dyslexics.