Browsing by Subject "REPRESENTATION"

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Now showing items 21-23 of 23
  • Lehtonen, Minna; Harrer, Gabor; Wande, Erling; Laine, Matti (2014)
  • Vainio, L.; Mustonen, T.; Vainio, M. (2019)
    The study investigated whether number magnitude can influence vocal responses. Participants produced either short or long version of the vowel [&] (Experiment 1), or high or low-pitched version of that vowel (Experiment 2), according to the parity of a visually presented number. In addition to measuring reaction times (RT) of vocal responses, we measured the intensity, the fundamental frequency (f(0)) and the first and second formants of the vocalization. The RTs showed that the long and high-pitched vocal responses were associated with large numbers, while short and low-pitched vocal responses were associated with small numbers. It was also found that high-pitched vocalizations were mapped with the odd numbers, while the low-pitched vocalizations were mapped with the even numbers. Finally, large numbers increased the f(0) values. The study shows systematic interactions between the processes that represent number magnitude and produce vocal responses.
  • Lappi, Otto (2015)
    A fundamental question in human brain plasticity is how sensory, motor, and cognitive functions adapt in the process of skill acquisition extended over a period of many years. Recently, there has emerged a growing interest in cognitive neuroscience on studying the functional and structural differences in the brains of elite athletes. Elite performance in sports, music, or the arts, allows us to observe sensorimotor and cognitive performance at the limits of human capability. In this mini-review, we look at driving expertise. The emerging brain imaging literature on the neural substrates of real and simulated driving is reviewed (for the first time), and used as the context for interpreting recent findings on the differences between racing drivers and non-athlete controls. Also the cognitive psychology and cognitive neuroscience of expertise are discussed.