Perception of short, but not long, time intervals is modality specific: EEG evidence using vibrotactile stimuli
Bibliographic record
Abstract
A longstanding debate in cognitive neuroscience questions whether temporal processing is modality-specific or governed by a "central clock" mechanism. We propose that this debate stems from neglecting the duration of the intervals processed, as studies supporting modality-specific models of time perception often focus on below 1.2-s intervals. To address this, we examined the neuronal dynamics underlying the perception of time intervals shorter and longer than 1.2-s using vibrotactile stimuli. Twenty participants underwent electroencephalogram recordings during a passive tactile oddball paradigm. We compared brain responses to standard and deviant intervals, with deviants occurring either earlier or later than the standard in both below and above 1.2-s conditions. Event-related potentials revealed distinct deviance-related components: a P250 for deviance detection of short deviants and an N400 long deviants. Generators lied in a modality-specific network for short intervals, while long intervals activated a broader, higher-level network. We found no evidence of the contingent negative variation in the tactile modality, questioning its role as a universal marker of temporal accumulation. Our findings suggest that short intervals involve modality-specific circuits, while longer intervals engage distributed networks, shedding light on whether temporal processing is centralized or distributed.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
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 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".