Awe and time perception.

The aim of this study was to systematically examine the effect of awe-inducing stimuli on the judgment of time. Three experiments were conducted using temporal bisection tasks in which participants viewed awe-inducing and no awe-inducing images presented for different durations and were asked to judge whether their duration was similar to a short or long anchor duration. Images of panoramic landscapes and images of the faces of well-known and admired people were used in experiments 1 and 2, respectively. In experiment 3, they did not judge the duration of the images, but that of a neutral stimulus occurring during the presentation of images. In each experiment, participants rated the awe-inducing and no-awe-inducing images according to their components: admiration, beauty, awe, emotional valence, arousal, symbolic self-size, and full-body self-size. Results consistently showed significant time distortions when participants viewed the different awe-inducing images compared to the no-awe images, although the effect was weaker for the images of faces than for those of landscapes. Time distortion took the form of temporal lengthening in Experiments 1 and 2 and shortening in Experiment 3. These different temporal distortions are consistent with attention effects due to awe-inducing stimuli which capture attention to the detriment of time processing.

The feeling of the passage of time against the time of the external clock.

When people say that time is passing faster or slower, they are referring to the clock time. What exactly is the role of this reference to clock time in the awareness of the passage of time? Three experiments were conducted to examine this question. In Experiment 1, participants performed an easy and a difficult task in a condition with or without an external clock. In Experiment 2, the external clock was introduced after several trials of the easy task performed by the same participants. In Experiment 3, the speed of the clock hands was manipulated. Eye movements towards the clock were recorded by an eye tracker. The results showed that time was judged to pass faster with the external clock, thus reducing the distortion of the sense of time. Indeed, participants noticed that time passed faster than they initially thought. However, our results also showed that this was an occasional and short-lived adjustment of subjective time to objective time, with a greater acceleration in the presence of the fast clock. Indeed, the clock quickly lost its effect after a few trials, the feeling of the passage remaining based on the emotion felt, i.e., the boredom felt in the easy task. Our experiments thus showed that the feeling of the passage of time is primarily grounded in the emotional affect experienced (Embodiment), and that knowledge of clock time had only a small and transient corrective effect.

Simultaneous time processing in children and adults: When attention predicts temporal interference effects.

Children from 5 to 8 years of age, as well as adults, performed a temporal reproduction task in both a solo-timing condition and a multi-timing condition, with different durations presented simultaneously. In the multi-timing condition, all durations were processed because the participants did not know in advance which stimulus needed to be judged. In a first experiment, two or three durations were presented with a synchrony of their onset. In a second experiment, two durations were presented simultaneously with asynchrony of their offset, different lengths of the concurrent duration, and different presentation orders. In addition, the participants' cognitive abilities in terms of selective attention, as well as short-term and working memory, were assessed with different neuropsychological tests. The results of both experiments showed that children and adults alike were able to process multiple durations simultaneously. However, the simultaneous presentation of different durations generated a temporal interference effect in children and adults, resulting in longer and more variable time estimates. This temporal interference effect was nevertheless higher in children due to their limited attention capacities. Therefore, a developmental improvement in the ability to process different durations simultaneously is related to the cognitive development of attention capacities.

The beneficial effect of synchronized action on motor and perceptual timing in children.

We examined the role of action in motor and perceptual timing across development. Adults and children aged 5 or 8 years old learned the duration of a rhythmic interval with or without concurrent action. We compared the effects of sensorimotor versus visual learning on subsequent timing behaviour in three different tasks: rhythm reproduction (Experiment 1), rhythm discrimination (Experiment 2) and interval discrimination (Experiment 3). Sensorimotor learning consisted of sensorimotor synchronization (tapping) to an isochronous visual rhythmic stimulus (ISI = 800 ms), whereas visual learning consisted of simply observing this rhythmic stimulus. Results confirmed our hypothesis that synchronized action during learning systematically benefitted subsequent timing performance, particularly for younger children. Action-related improvements in accuracy were observed for both motor and perceptual timing in 5 years olds and for perceptual timing in the two older age groups. Benefits on perceptual timing tasks indicate that action shapes the cognitive representation of interval duration. Moreover, correlations with neuropsychological scores indicated that while timing performance in the visual learning condition depended on motor and memory capacity, sensorimotor learning facilitated an accurate representation of time independently of individual differences in motor and memory skill. Overall, our findings support the idea that action helps children to construct an independent and flexible representation of time, which leads to coupled sensorimotor coding for action and time.

Development of sensorimotor synchronization abilities: Motor and cognitive components.

The aim of the present study was to examine both the development of sensorimotor synchronization in children in the age range from 5 to 8 years and the involvement of motor and cognitive capacities. Children performed a spontaneous motor tempo task and a synchronization-continuation task using an external auditory stimulus presented at three different inter-stimulus intervals: 500, 700, and 900 ms. Their motor and cognitive abilities (short-term memory, working memory, and attention) were also assessed with various neuropsychological tests. The results showed some developmental changes in synchronization capacities, with the regularity of tapping and the ability to slow down the tapping rate improving with age. The age-related differences in tapping were nevertheless greater in the continuation phase than in the synchronization phase. In addition, the development of motor capacities explained the age-related changes in performance for the synchronization phase and the continuation phase, although working memory capacities were also involved in the interindividual differences in performance in the continuation phase. The continuation phase is thus more cognitively demanding than the synchronization phase. Consequently, the improvement in sensorimotor synchronization during childhood is related to motor development in the case of synchronization but also to cognitive development with regard to the reproduction and maintenance of the rhythm in memory.

Synchrony and emotion in children and adults.

This study examined both the development of synchronisation activities and the way emotion affects these activities in children and adults. Children aged from 3 to 8 years, as well as adults, performed a spontaneous motor tempo (SMT) task and a synchronisation task with a 500-millisecond and 700-millisecond inter-stimulus interval (ISI), followed by a continuation task, in both an emotion-free and an emotional context (High-Arousal, Low-Arousal, and Neutral). The results showed that the SMT was faster and more variable in the younger children. In addition, the younger children found it more difficult to slow down their tapping rate in synchrony with the 700-millisecond ISI, with the result that they quickly returned to their internal tempo in the continuation phase. In contrast, the 8-year-olds' synchronisation performance was close to that of the adults. However, despite developmental changes in synchronisation skills, all the participants produced faster tempi in both the SMT and the synchronisation task for the High-Arousal emotion than for the other emotions. This suggests that emotions induce an automatic distortion of motor timing as has also been observed for the perception of time.