Sentence examples for vis conditions from inspiring English sources

AUD and AV, but not VIS, conditions elicited a central negativity at 144.7 ms, typical for auditory stimuli (Fig.  6a).

To confirm this observation, a direct contrast (paired t-test) was performed between Aud Aud and Aud:Vis conditions (Aud:Vis > Aud Aud).

In the visual (VIS) condition, only the animated face was seen, whereas in the auditory (AUD) condition only the vocalizations were heard.

As can be seen in Figure 3, there appears to be a region of activation in the pSTS exhibiting a reactivation effect in the cross-modality Aud:Vis condition but not in the within-modality Aud Aud repetition condition.

For the Aud:Vis condition, a significant lag effect was observed at the posterolateral edge of the STG extending in to the parietal operculum (BA ∼ 42; MNI −63, −34, 19).

While for Aud Aud repetitions, we observed a weak repetition suppression effect which was not statistically reliable, a strong and significant reactivation effect was observed in the Aud:Vis condition.

The pSTS shows a strong reactivation effect for the Aud:Vis condition only (it also shows weak Aud Aud repetition suppression effect that does not survive the P < 0.001 whole-brain significance threshold).

Finally, a region in the posterior portion of the STS showed a large reactivation effect that was confined to the Aud:Vis condition, that is, when an auditorily encoded item was tested with a visual probe.

The results of these analyses are displayed in Figure 3, where one can see that repetition suppression is observed in the mid-anterior STG/STS only for the Aud Aud condition (top left image, blue color), whereas reactivation is observed in a region at the boundary of the pSTG and inferior parietal lobe (IPL) for both the Aud Aud condition and the Aud:Vis condition (red color).

Tolerance in this manner is attributed to the ability of the organism to respond with environmental cues vis-à-vis condition-mediated changes in ASE behaviors.

In this section, we present the data vis-à-vis the conditions and arrangements that enabled and constrained the leading practices of the participants as they led professional learning in their early childhood sites.