The phrase "audiovisual tasks" is correct and usable in written English.
It can be used when referring to activities or assignments that involve both audio and visual elements, such as video production, presentations, or multimedia projects.
Example: "In our course, we will focus on various audiovisual tasks that enhance our understanding of media production."
Alternatives: "multimedia tasks" or "audio-visual activities".
Other pieces of standalone software like Coagula, RGB MusicLab and HighC (billed as a modern UPIC) can perform these audiovisual tasks as well.
The striking feature of the auditory data is that there was no transfer at all: not to the visual nor audiovisual tasks, not even within the auditory system to other frequency channels, and not to auditory offset timing within the same frequency channel.
Alternatively, audio-haptic integration could show even later development than visual-haptic because vision is a very dominant sense in other audiovisual tasks (Nava & Pavani, 2013) during the early school years tested in the present study.
First, there was clear evidence of learning on the audiovisual task, suggesting there is supramodal timer whose performance can be improved by training.
We trained one group of subjects with an audiovisual task, where a flash was presented in parallel with the sound and another group in an auditory task, where only sound from different spatial locations was presented.
Second, such a timer appears not simply to receive trained unimodal signals as its inputs as there was no transfer of auditory learning nor of visual learning to the audiovisual task.
The data also suggest another important conclusion: the absence of unimodal-to-bimodal transfer also excludes the possibility that the audiovisual task was done at a post-perceptual cognitive level based on a comparsion of signals arriving from the auditory and visual streams.
Peiffer, A. M., Mozolic, J. L., Hugenschmidt, C. E. & Laurienti, P. J. Age-related multisensory enhancement in a simple audiovisual detection task.
We designed a spatial audiovisual conflict task with simultaneous target and cross-modal distractor to evaluate the N270 sensitivity to the conflict strength (i.e., visual target with auditory distractor or auditory target with visual distractor) and the load in working memory (goal task maintenance with frequent change in the target modality).
During the audiovisual integration task, the responses to auditory and visual stimuli could not be distinguished.
Subjects were scanned before and after learning the SSA while perceiving visual images and auditory soundscapes, and while performing an active audiovisual integration task.
