Figure 1.
The response device used to record precision and power grip responses.
Figure 2.
The mean reaction times (RTs) for
Experiment 1 as a function of the syllable and the grip type. The figure demonstrates that responses are performed faster when the syllable is congruent (e.g., [ti] – precision grip) rather than incongruent (e.g., [ti] – power grip) with the grip type. The lines between the syllable pairs indicate which syllables were presented in the same block. That is, the ‘tongue-as-primary-articulator’- (“TPA”: [ti] and [kα]) and ‘lips-as-primary-articulators’ (“LPA”: [pu] and [mα]) syllables were presented in different blocks. Bars refer to standard error of the mean. Asterisks indicate significance in the ANOVA (***p<.001; **p<.01; *p<.05).
Figure 3.
The mean reaction times (RTs) for
Experiment 2 as a function of the syllable and the response type. The figure demonstrates that responses are performed faster when the syllable is congruent (e.g., [te] – precision grip) rather than incongruent (e.g., [te] – power grip) with the grip type. The lines between the syllable pairs indicate which syllables were presented in the same block. That is, the ‘tongue-as-primary-articulator’- (“TPA”: [te] and [ke]) and ‘lips-as-primary-articulators’ (“LPA”: [pe] and [me]) syllables were presented in different blocks. In addition, the syllables that were used in the study in order to investigate the connections between the openness (“fricative/openness”: [hi] and [hα]) and roundness (“fricative/roundness”: [hu] and [hα]) of the vowels and the precision and power grip responses were also presented in their own blocks. Bars refer to standard error of the mean. Asterisks indicate significance in the ANOVA (***p<.001; **p<.01; *p<.05).