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When visuals and words (text) are presented simultaneously, learners have the opportunity to construct mental models of both and build connections between them, resulting in a richer learning experience than when words are presented alone.
It may be that processes related to visuo-tactile integration during the combined presentation of the LED/vibro-tactile stimuli and the seen/felt stroking were different to the visuo-tactile integration that occurs when the LED/vibro-tactile stimuli are presented alone.
Alternatively, if the summary scores are presented alone, without the scale scores, the study may fail to detect an effect of an intervention or an important association with physical health, mental health or both.
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After presentation, each picture was presented alone with two possible locations where it appeared.
This was a time before paintings were presented alone on stark and pristine walls.
In the "visual" condition, the visual stimulus was presented alone for 200 msec.
In the "auditory", the sound was presented alone for 200 msec.
The single targets are typically assumed to be presented alone without any irrelevant distracting information.
Shrike-thrushes reacted just as strongly towards mimetic song as to their own when songs were presented alone.
When mimetic song was accompanied by lyrebird song sequences (emulating the lyrebird's natural singing style), shrike-thrushes still usually approached the speaker but less often than when mimetic song was presented alone or when model songs were broadcast.
When a threat-related stimulus is preferentially processed, it may act as if it is presented alone, and thus trigger processes comparable with the effects elicited by a single stimulus.
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com