An Investigation of Sound-Symbolism in the Context of Tactile Feeling

Sound symbolism suggests a non-arbitrary relationship between speech sounds and the concepts to which those sounds refer (Hinton, Nichols, &; Ohala, 2006 Hinton, L., Nichols, J., &; Ohala, J. J. (2006). Sound symbolism. Cambridge, UK: Cambridge University Press. [Google Scholar]). Supporting evidence comes primarily from studies investigating how speech sounds relate to semantically compatible visual concepts. The present study therefore attempted to examine sound symbolism in the context of tactile perception. Contrary to the propositions of sound symbolism, participants in Experiment 1 did not consistently assign names with plosive consonant to objects with curved frames. Experiment 2, however, found that names with fricative consonants were more likely to be applied to materials with rough surfaces. The results suggested the existence of a direct relationship between speech sounds and their referent concepts that could be crucial in revealing the phenomenon of sound symbolism. A future study was also proposed to study the contributions of mouth shape and airflow to associations between speech sounds and tactile feelings. (161 words)     

Can pictures promote the acquisition of sight‐word reading? An evaluation of two potential instructional strategies

Sight‐word instruction can be a useful supplement to phonics‐based methods under some circumstances. Nonetheless, few studies have evaluated the conditions under which pictures may be used successfully to teach sight‐word reading. In this study, we extended prior research by examining two potential strategies for reducing the effects of overshadowing when using picture prompts. Five children with developmental disabilities and two typically developing children participated. In the first experiment, the therapist embedded sight words within pictures but gradually faded in the pictures as needed using a least‐to‐most prompting hierarchy. In the second experiment, the therapist embedded text‐to‐picture matching within the sight‐word reading sessions. Results suggested that these strategies reduced the interference typically observed with picture prompts and enhanced performance during teaching sessions for the majority of participants. Text‐to‐picture matching also accelerated mastery of the sight words relative to a condition under which the therapist presented text without pictures.     

About the role of bottom-up and top-down processes on perception–action interaction in sensorimotor transformations

Theories of common-coding propose that feature codes of perceived and to-be-produced events are likely to interact with each other when they overlap. We investigated the impact of bottom-up and top-down processes on cross talk in a motor replication task. Participants moved a pen on a covered digitizer tablet while a gain varied the relation between hand and cursor amplitude. Then, participants replicated the hand amplitude (intra-modal) or the cursor amplitude (intermodal) without visual feedback. We replicated that, when the not-to-be-replicated amplitude was longer (shorter) than the to-be-replicated amplitude, replications significantly overshot (undershot) (= after-effects). Importantly, after-effects were remarkably smaller in the experimental groups which wore gloves (thin and thick rubber) or goggles (clear and tinted lenses) than in a control group. Our results provide evidence that top-down attention modulated perception–action interaction.     

Using a System of Least Prompts Procedure to Teach Telephone Skills to Elementary Students with Cognitive Disabilities

Using the telephone to contact others can be an important skill in maintaining friendships with peers. This investigation used a system of least prompts (SLP) procedures to teach two telephone skills to 3 elementary students with cognitive disabilities: (a) placing phone calls and (b) leaving recorded voicemail messages. The SLP procedure was effective in teaching both skills to all 3 students. Results for maintenance and generalization, however, were mixed. This investigation was completed to partially satisfy the thesis requirement for a Master’s degree at the University of Kentucky.     

Using a modified constant prompt-delay procedure to teach spelling to students with physical disabilities

Current research suggests that constant delay is an effective means of teaching students through near-errorless learning. The current study examined how procedures used in previous research may be modified so that constant delay can be implemented with students who have physical disabilities that prevent them from engaging in fluent academic responding. A multiple baseline design with probes was used to assess the effectiveness of a modified constant-delay procedure in teaching spelling to students with physical disabilities. This procedure was found to be effective for all 3 students.     

Increasing safety-belt use in Spanish drivers: a field test of personal prompts

A variation of the ABAB experimental design was used to assess the impact of a verbal prompt on safety-belt use for those traveling by urban roads and highways in Spain. The personal prompt resulted in an increase (29.6%) in safety-belt use among drivers traveling on urban roads. This research shows that the impact of personal prompts can be generalized to cultures outside the United States.     

Touching on Fetish Black Box—A Haptic Performance

Abstract

Touching on the haptic/tactile performance artwork A Haptic Performance, this article unveils the installation Fetish Black Box as the artist’s safe space of possibilities, to explore the field of haptic art. The installation is examined from the perspective of fetish theory as suggested by Hartmut Böhme, which emphasizes the roles of subject and object in recognizing the qualities of desire in order to facilitate coexistence in a future society. Kroneis’ performance-installation challenges the limits of what is possible in socially accepted modes of conduct and puts a more inclusive future way of living together into practice.