Regular rhythmic and audio-visual stimulations enhance procedural learning of a perceptual-motor sequence in healthy adults: A pilot study

Perceiving temporal structure within and between the senses: A multisensory/crossmodal perspective

The literature demonstrates that people perceive temporal structure in sequences of auditory, tactile, or visual stimuli. However, to date, much less attention has been devoted to studying the perception of temporal structure that results from the presentation of stimuli to the chemical senses and/or crossmodally. In this review, we examine the literature on the perception of temporal features in the unisensory, multisensory and crossmodal domains in an attempt to answer, among others, the following foundational questions: Is the ability to perceive the temporal structure of stimuli demonstrated beyond the spatial senses (i.e., in the chemical senses)? Is the intriguing idea of an amodal, or supramodal, temporal processor in the human brain empirically grounded? Is the perception of temporal structure in crossmodal patterns (even) possible? Does the ability to perceive temporal patterns convey any biological advantage to humans? Overall, the reviewed literature suggests that humans perceive rhythmic structures, such as beat and metre, across audition, vision and touch, exhibiting similar behavioural traits. In contrast, only a limited number of studies have demonstrated this ability in crossmodal contexts (e.g., audiotactile interactions). Similar evidence within the chemical senses remains scarce and unconvincing, posing challenges to the concept of an amodal temporal processor and raising questions about its potential biological advantages. These limitations highlight the need for further investigation. To address these gaps, we propose several directions for future research, which may provide valuable insights into the nature and mechanisms of temporal processing across sensory modalities.

Influence of musical background on children's handwriting: Effects of melody and rhythm

Numerous studies have reported benefits of music listening to support learning and motor rehabilitation. In the case of handwriting, previous studies suggested that musical background improves movement speed and fluency. Whether this benefit comes from the melody or is specifically related to the rhythmic cues provided by the music remains to be established. In addition, music can influence handwriting differently depending on the child's level of expertise. To disentangle these effects, we recorded graphic movement under different sound backgrounds in children of two different grades. In total, 44 s graders and 44 fifth graders needed to copy loops and isolated words under four sound conditions: silent, melodic without metronome, melodic with slow metronome (1.6 Hz), and melodic with faster metronome (2.2 Hz). The results revealed that listening to a pure melodic background reduced writing velocity, movement fluency, and loop size in both groups. In addition, the rhythmic cues influenced handwriting kinematics differently depending on grade and task. For the younger group, the two rhythms, and especially the slow rate, increased the loop copying velocity, whereas for the words the velocity and movement fluency were reduced by the fast rate. Conversely, for the older group, the two rhythmic conditions reduced writing velocity and movement fluency, and they increased the size of both the loops and the words. Finally, the effects also depend on handwriting level; poor writers seem to benefit more from the adding of rhythmic cues. These results raise interesting perspectives for learning to write and for the rehabilitation of handwriting difficulties.

Task-irrelevant auditory metre shapes visuomotor sequential learning

The ability to learn and reproduce sequences is fundamental to every-day life, and deficits in sequential learning are associated with developmental disorders such as specific language impairment. Individual differences in sequential learning are usually investigated using the serial reaction time task (SRTT), wherein a participant responds to a series of regularly timed, seemingly random visual cues that in fact follow a repeating deterministic structure. Although manipulating inter-cue interval timing has been shown to adversely affect sequential learning, the role of metre (the patterning of salience across time) remains unexplored within the regularly timed, visual SRTT. The current experiment consists of an SRTT adapted to include task-irrelevant auditory rhythms conferring a sense of metre. We predicted that (1) participants' (n = 41) reaction times would reflect the auditory metric structure; (2) that disrupting the correspondence between the learned visual sequence and auditory metre would impede performance; and (3) that individual differences in sensitivity to rhythm would predict the magnitude of these effects. Altering the relationship via a phase shift between the trained visual sequence and auditory metre slowed reaction times. Sensitivity to rhythm was predictive of reaction times over all. In an exploratory analysis, we, moreover, found that approximately half of participants made systematically different responses to visual cues on the basis of the cues' position within the auditory metre. We demonstrate the influence of auditory temporal structures on visuomotor sequential learning in a widely used task where metre and timing are rarely considered. The current results indicate sensitivity to metre as a possible latent factor underpinning individual differences in SRTT performance.