Sentence examples for visual timing from inspiring English sources

Wright et al ran an auditory group, with a post-training test for visual timing, but did not run a visual learning vision group, or an audiovisual group.

Visual learning transferred strongly across retinal location and feature change, suggesting that visual timing operates after the stage of initial feature coding.

There appear to be links between audiovisual timing and visual timing, although based on the evidence from our paradigm auditory timing is governed by a separate process that is highly specific to the trained features and which does not interact with the audiovisual and visual timing network.

By the same reasoning, it is also unlikely that learning acquired in peripheral auditory processing could benefit a visual timing processes located at a featurally non-specific stage of visual processing.

The clear implication of such highly specific learning is that the auditory clock operates within frequency channels and, in contrast to visual timing, is therefore likely to be located early in the auditory pathway, possibly even peripheral to primary auditory cortex.

The 'modality appropriateness hypothesis' [41] has long proposed that the more precise modality dominates the integration of a multisensory event: audition has often been referred to as the dominant channel in temporal tasks [42], [43], [44] and visual timing has been suggested to be encoded in an auditory form [45].

This may suggest that the precision of audio-visual timing judgments is inherently poor.

The players had no trouble comparing a tone or keeping a steady beat, but the visual-timing tests were giving them fits.

The Hawk-Eye system was developed in 2000 by a 26-year-old British mathematician named Paul Hawkins; employs several high-speed cameras that surround an area, tracking visual data and timing data to reproduce the path of the ball, and has an average error of 3.6 millimeters.

In this paper, we will use the perceptual learning paradigm and tests of learning generalisation to determine whether commonalities exist between auditory, visual, and audiovisual timing processes.

We propose that auditory learning occurred in frequency-tuned processes in the periphery, precluding interactions with more central visual and audiovisual timing processes.