The attentional‐relevance and temporal dynamics of visual‐tactile crossmodal interactions differentially influence early stages of somatosensory processing
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Bibliographic record
Abstract
BACKGROUND: Crossmodal interactions between relevant visual and tactile inputs can enhance attentional modulation at early stages in somatosensory cortices to achieve goal-oriented behaviors. However, the specific contribution of each sensory system during attentional processing remains unclear. We used EEG to investigate the effects of visual priming and attentional relevance in modulating somatosensory cortical responses. METHODS: Healthy adults performed a sensory integration task that required scaled motor responses dependent on the amplitudes of tactile and visual stimuli. Participants completed an attentional paradigm comprised of 5 conditions that presented sequential or concurrent pairs of discrete stimuli with random amplitude variations: 1) tactile-tactile (TT), 2) visual-visual (VV), 3) visual-tactile simultaneous (SIM), 4) tactile-visual delay (TVd), and 5) visual-tactile delay (VTd), each with a 100 ms temporal delay between stimulus onsets. Attention was directed to crossmodal conditions and graded motor responses representing the summation of the 2 stimulus amplitudes were made. RESULTS: Results of somatosensory ERPs showed that the modality-specific components (P50, P100) were sensitive to i) the temporal dynamics of crossmodal interactions, and ii) the relevance of these sensory signals for behaviour. CONCLUSION: Notably, the P50 amplitude was greatest in the VTd condition, suggesting that presentation of relevant visual information for upcoming movement modulates somatosensory processing in modality-specific cortical regions, as early as the primary somatosensory cortex (SI).
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it