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Visual masking by transcranial magnetic stimulation in the first 80 milliseconds

100%
Kammer T.
Advances in Cognitive Psychology
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2007
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vol. 3
|
issue 1-2
177-179
EN
Stimulation of the occipital cortex with transcranial magnetic stimulation (TMs) can interfere with visual processing and may cause masking comparable to visual masking. The effect is most pronounced when the TMS pulse is delivered with stimulus onset asynchronies (SOAs) of 80-100 ms. In a few experiments a second time window of TMS-induced visual masking has been identified with its maximum around an SOA of 40 ms. The existence of two masking windows has been taken as evidence for two distinct visual processes taking place in V1: an early feedforward component and a later re-entrant feedback component. The evidence for the existence of two separate TMS time windows is reviewed. The early time window was not reproducible in all the attempts to characterize TMs masking effects. Interindividual anatomical differences in the location of V1 might contribute to the heterogeneous results.
2
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Associations between music education, intelligence, and spelling ability in elementary school

51%
Hille K., Gust K., Bitz U., Kammer T.
Advances in Cognitive Psychology
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2011
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vol. 7
1-6
EN
Musical education has a beneficial effect on higher cognitive functions, but questions arise whether associations between music lessons and cognitive abilities are specific to a domain or general. We tested 194 boys in Grade 3 by measuring reading and spelling performance, non verbal intelligence and asked parents about musical activities since preschool. Questionnaire data showed that 53% of the boys had learned to play a musical instrument. Intelligence was higher for boys playing an instrument (p< .001). To control for unspecific effects we excluded families without instruments. The effect on intelligence remained (p< .05). Furthermore, boys playing an instrument showed better performance in spelling compared to the boys who were not playing, despite family members with instruments (p< .01). This effect was observed independently of IQ. Our findings suggest an association between music education and general cognitive ability as well as a specific language link.
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