In physics, spacetime is any mathematical model that fuses the three dimensions of space and the one dimension of time into a single four-dimensional continuum. Spacetime diagrams are useful in visualizing and understanding relativistic effects such as how different observers perceive where and when events occur.
Time is the continued sequence of existence and events that occurs in an apparently irreversible succession from the past, through the present, and into the future. It is a component quantity of various measurements used to sequence events, to compare the duration of events or the intervals between them, and to quantify rates of change of quantities in material reality or in the conscious experience. Time is often referred to as a fourth dimension, along with three spatial dimensions.
A tactile illusion is an illusion that affects the sense of touch. Some tactile illusions require active touch, whereas others can be evoked passively. In recent years, a growing interest among perceptual researchers has led to the discovery of new tactile illusions and to the celebration of tactile illusions in the popular science press. Some tactile illusions are analogous to visual and auditory illusions, suggesting that these sensory systems may process information in similar ways; other tactile illusions don't have obvious visual or auditory analogs.
Pedology is a discipline within soil science which focuses on understanding and characterizing soil formation, evolution, and the theoretical frameworks for modeling soil bodies, often in the context of the natural environment. Pedology is often seen as one of two main branches of soil inquiry, the other being edaphology which is traditionally more agronomically oriented and focuses on how soil properties influence plant communities. In studying the fundamental phenomenology of soils, e.g. soil formation, pedologists pay particular attention to observing soil morphology and the geographic distributions of soils, and the placement of soil bodies into larger temporal and spatial contexts. In so doing, pedologists develop systems of soil classification, soil maps, and theories for characterizing temporal and spatial interrelations among soils. There are a few noteworthy sub-disciplines of pedology; namely pedometrics and soil geomorphology. Pedometrics focuses on the development of techniques for quantitative characterization of soils, especially for the purposes of mapping soil properties whereas soil geomorphology studies the interrelationships between geomorphic processes and soil formation.
Visual thinking, also called visual or spatial learning or picture thinking, is the phenomenon of thinking through visual processing. Visual thinking has been described as seeing words as a series of pictures. It is common in approximately 60–65% of the general population. "Real picture thinkers", those who use visual thinking almost to the exclusion of other kinds of thinking, make up a smaller percentage of the population. Research by child development theorist Linda Kreger Silverman suggests that less than 30% of the population strongly uses visual/spatial thinking, another 45% uses both visual/spatial thinking and thinking in the form of words, and 25% thinks exclusively in words. According to Kreger Silverman, of the 30% of the general population who use visual/spatial thinking, only a small percentage would use this style over and above all other forms of thinking, and can be said to be true "picture thinkers".
Heliocentrism is the astronomical model in which the Earth and planets revolve around the Sun at the center of the universe. Historically, heliocentrism was opposed to geocentrism, which placed the Earth at the center. The notion that the Earth revolves around the Sun had been proposed as early as the third century BC by Aristarchus of Samos, who had been influenced by a concept presented by Philolaus of Croton. In the 5th century BC the Greek Philosophers Philolaus and Hicetas had the thought on different occasions that the Earth was spherical and revolving around a "mystical" central fire, and that this fire regulated the universe. In medieval Europe, however, Aristarchus' heliocentrism attracted little attention—possibly because of the loss of scientific works of the Hellenistic period.
Philosophy of space and time is the branch of philosophy concerned with the issues surrounding the ontology and epistemology of space and time. While such ideas have been central to philosophy from its inception, the philosophy of space and time was both an inspiration for and a central aspect of early analytic philosophy. The subject focuses on a number of basic issues, including whether time and space exist independently of the mind, whether they exist independently of one another, what accounts for time's apparently unidirectional flow, whether times other than the present moment exist, and questions about the nature of identity.
In cognitive psychology, chunking is a process by which small individual pieces of a set of information are bound together to create a meaningful whole later on in memory. The chunks, by which the information is grouped, are meant to improve short-term retention of the material, thus bypassing the limited capacity of working memory and allowing the working memory to be more efficient. A chunk is a collection of basic units that are strongly associated with one another, and have been grouped together and stored in a person's memory. These chunks can be retrieved easily due to their coherent grouping. It is believed that individuals create higher-order cognitive representations of the items within the chunk. The items are more easily remembered as a group than as the individual items themselves. These chunks can be highly subjective because they rely on an individual's perceptions and past experiences, which are linked to the information set. The size of the chunks generally ranges from two to six items but often differs based on language and culture.
The Mozart effect is the theory that listening to the music of Mozart may temporarily boost scores on one portion of an IQ test. Popular science versions of the theory make the claim that "listening to Mozart makes you smarter" or that early childhood exposure to classical music has a beneficial effect on mental development.
Continuity editing is the process, in film and video creation, of combining more-or-less related shots, or different components cut from a single shot, into a sequence to direct the viewer's attention to a pre-existing consistency of story across both time and physical location. Often used in feature films, continuity editing, or "cutting to continuity", can be contrasted with approaches such as montage, with which the editor aims to generate, in the mind of the viewer, new associations among the various shots that can then be of entirely different subjects, or at least of subjects less closely related than would be required for the continuity approach. When discussed in reference to classical Hollywood cinema, it may also be referred to as classical continuity.
Multisensory integration, also known as multimodal integration, is the study of how information from the different sensory modalities may be integrated by the nervous system. A coherent representation of objects combining modalities enables animals to have meaningful perceptual experiences. Indeed, multisensory integration is central to adaptive behavior because it allows animals to perceive a world of coherent perceptual entities. Multisensory integration also deals with how different sensory modalities interact with one another and alter each other's processing.
The self-referencing doomsday argument rebuttal is an attempt to refute the doomsday argument by applying the same reasoning to the lifetime of the doomsday argument itself.
In mathematics, physics, and engineering, spatial frequency is a characteristic of any structure that is periodic across position in space. The spatial frequency is a measure of how often sinusoidal components of the structure repeat per unit of distance.
The study of time perception or chronoception is a field within psychology, cognitive linguistics and neuroscience that refers to the subjective experience, or sense, of time, which is measured by someone's own perception of the duration of the indefinite and unfolding of events. The perceived time interval between two successive events is referred to as perceived duration. Though directly experiencing or understanding another person's perception of time is not possible, perception can be objectively studied and inferred through a number of scientific experiments. Some temporal illusions help to expose the underlying neural mechanisms of time perception.
In philosophy, temporality refers to the idea of a linear progression of past, present, and future. The term is frequently used, however, in the context of critiques of commonly held ideas of linear time. In social sciences, temporality is studied with respect to the human perception of time and the social organization of time. The perception of time underwent significant changes in the three hundred years between the Middle Ages and modernity.
In physics, sound is a vibration that propagates as an acoustic wave through a transmission medium such as a gas, liquid or solid. In human physiology and psychology, sound is the reception of such waves and their perception by the brain. Only acoustic waves that have frequencies lying between about 20 Hz and 20 kHz, the audio frequency range, elicit an auditory percept in humans. In air at atmospheric pressure, these represent sound waves with wavelengths of 17 meters (56 ft) to 1.7 centimeters (0.67 in). Sound waves above 20 kHz are known as ultrasound and are not audible to humans. Sound waves below 20 Hz are known as infrasound. Different animal species have varying hearing ranges.
The visual N1 is a visual evoked potential, a type of event-related electrical potential (ERP), that is produced in the brain and recorded on the scalp. The N1 is so named to reflect the polarity and typical timing of the component. The "N" indicates that the polarity of the component is negative with respect to an average mastoid reference. The "1" originally indicated that it was the first negative-going component, but it now better indexes the typical peak of this component, which is around 150 to 200 milliseconds post-stimulus. The N1 deflection may be detected at most recording sites, including the occipital, parietal, central, and frontal electrode sites. Although, the visual N1 is widely distributed over the entire scalp, it peaks earlier over frontal than posterior regions of the scalp, suggestive of distinct neural and/or cognitive correlates. The N1 is elicited by visual stimuli, and is part of the visual evoked potential – a series of voltage deflections observed in response to visual onsets, offsets, and changes. Both the right and left hemispheres generate an N1, but the laterality of the N1 depends on whether a stimulus is presented centrally, laterally, or bilaterally. When a stimulus is presented centrally, the N1 is bilateral. When presented laterally, the N1 is larger, earlier, and contralateral to the visual field of the stimulus. When two visual stimuli are presented, one in each visual field, the N1 is bilateral. In the latter case, the N1's asymmetrical skewedness is modulated by attention. Additionally, its amplitude is influenced by selective attention, and thus it has been used to study a variety of attentional processes.
Serial memory processing is the act of attending to and processing one item at a time. This is usually contrasted against parallel memory processing, which is the act of attending to and processing all items simultaneously.
Spatiotemporal patterns are patterns that occur in a wide range of natural phenoma and are characterized by a spatial and temporal patterning. The general rules of pattern formation hold. In contrast to "static", pure spatial patterns, the full complexity of spatiotemporal patterns can only be recognized over time. Any kind of traveling wave is a good example of a spatiotemporal pattern. Besides the shape and amplitude of the wave, its time-varying position in space is an essential part of the entire pattern.
The question whether the use of language influences spatial cognition is closely related to theories of linguistic relativity—also known as the Sapir-Whorf hypothesis—which states that the structure of a language affects cognitive processes of the speaker. Debates about this topic are mainly focused on the extent to which language influences spatial cognition or if it does at all. Research also concerns differences between perspectives on spatial relations across cultures, what these imply, and the exploration of potentially partaking cognitive mechanisms.
