Relevant bibliographies by topics / Multisensory development

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
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Academic literature on the topic 'Multisensory development'

Author: Grafiati
Published: 20 April 2024

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Journal articles on the topic "Multisensory development"

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Wallace, M. T. "The Development of Multisensory Integration in the Brain." Perception 26, no. 1_suppl (August 1997): 35. http://dx.doi.org/10.1068/v970014.

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Multisensory integration in the superior colliculus (SC) of the cat requires a protracted postnatal developmental time course. Kittens 3 – 135 days postnatal (dpn) were examined and the first neuron capable of responding to two different sensory inputs (auditory and somatosensory) was not seen until 12 dpn. Visually responsive multisensory neurons were not encountered until 20 dpn. These early multisensory neurons responded weakly to sensory stimuli, had long response latencies, large receptive fields, and poorly developed response selectivities. Most striking, however, was their inability to integrate cross-modality cues in order to produce the significant response enhancement or depression characteristic of these neurons in adults. The incidence of multisensory neurons increased gradually over the next 10 – 12 weeks. During this period, sensory responses became more robust, latencies shortened, receptive fields decreased in size, and unimodal selectivities matured. The first neurons capable of cross-modality integration were seen at 28 dpn. For the following two months, the incidence of such integrative neurons rose gradually until adult-like values were achieved. Surprisingly, however, as soon as a multisensory neuron exhibited this capacity, most of its integrative features were indistinguishable from those in adults. Given what is known about the requirements for multisensory integration in adult animals, this observation suggests that the appearance of multisensory integration reflects the onset of functional corticotectal inputs.
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Jiang, Wan, Huai Jiang, and Barry E. Stein. "Neonatal Cortical Ablation Disrupts Multisensory Development in Superior Colliculus." Journal of Neurophysiology 95, no. 3 (March 2006): 1380–96. http://dx.doi.org/10.1152/jn.00880.2005.

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The ability of cat superior colliculus (SC) neurons to synthesize information from different senses depends on influences from two areas of the cortex: the anterior ectosylvian sulcus (AES) and the rostral lateral suprasylvian sulcus (rLS). Reversibly deactivating the inputs to the SC from either of these areas in normal adults severely compromises this ability and the SC-mediated behaviors that depend on it. In this study, we found that removal of these areas in neonatal animals precluded the normal development of multisensory SC processes. At maturity there was a substantial decrease in the incidence of multisensory neurons, and those multisensory neurons that did develop were highly abnormal. Their cross-modal receptive field register was severely compromised, as was their ability to integrate cross-modal stimuli. Apparently, despite the impressive plasticity of the neonatal brain, it cannot compensate for the early loss of these cortices. Surprisingly, however, neonatal removal of either AES or rLS had comparatively minor consequences on these properties. At maturity multisensory SC neurons were quite common: they developed the characteristic spatial register among their unisensory receptive fields and exhibited normal adult-like multisensory integration. These observations suggest that during early ontogeny, when the multisensory properties of SC neurons are being crafted, AES and rLS may have the ability to compensate for the loss of one another's cortico-collicular influences so that normal multisensory processes can develop in the SC.
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Flom, Ross, and Daniel C. Hyde. "Recent advances in multisensory development." Journal of Experimental Child Psychology 201 (January 2021): 104983. http://dx.doi.org/10.1016/j.jecp.2020.104983.

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Wallace, Mark T. "The development of multisensory processes." Cognitive Processing 5, no. 2 (June 1, 2004): 69–83. http://dx.doi.org/10.1007/s10339-004-0017-z.

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Carriere, Brian N., David W. Royal, Thomas J. Perrault, Stephen P. Morrison, J. William Vaughan, Barry E. Stein, and Mark T. Wallace. "Visual Deprivation Alters the Development of Cortical Multisensory Integration." Journal of Neurophysiology 98, no. 5 (November 2007): 2858–67. http://dx.doi.org/10.1152/jn.00587.2007.

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It has recently been demonstrated that the maturation of normal multisensory circuits in the cortex of the cat takes place over an extended period of postnatal life. Such a finding suggests that the sensory experiences received during this time may play an important role in this developmental process. To test the necessity of sensory experience for normal cortical multisensory development, cats were raised in the absence of visual experience from birth until adulthood, effectively precluding all visual and visual–nonvisual multisensory experiences. As adults, semichronic single-unit recording experiments targeting the anterior ectosylvian sulcus (AES), a well-defined multisensory cortical area in the cat, were initiated and continued at weekly intervals in anesthetized animals. Despite having very little impact on the overall sensory representations in AES, dark-rearing had a substantial impact on the integrative capabilities of multisensory AES neurons. A significant increase was seen in the proportion of multisensory neurons that were modulated by, rather than driven by, a second sensory modality. More important, perhaps, there was a dramatic shift in the percentage of these modulated neurons in which the pairing of weakly effective and spatially and temporally coincident stimuli resulted in response depressions. In normally reared animals such combinations typically give rise to robust response enhancements. These results illustrate the important role sensory experience plays in shaping the development of mature multisensory cortical circuits and suggest that dark-rearing shifts the relative balance of excitation and inhibition in these circuits.
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Wallace, Mark T., and Barry E. Stein. "Development of Multisensory Neurons and Multisensory Integration in Cat Superior Colliculus." Journal of Neuroscience 17, no. 7 (April 1, 1997): 2429–44. http://dx.doi.org/10.1523/jneurosci.17-07-02429.1997.

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Bogomolov, Andrey. "Developing Multisensory Approach to the Optical Spectral Analysis." Sensors 21, no. 10 (May 19, 2021): 3541. http://dx.doi.org/10.3390/s21103541.

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This article presents an overview of research aimed at developing a scientific approach to creating multisensor optical systems for chemical analysis. The review is mainly based on the author’s works accomplished over the recent 10 years at Samara State Technical University with broad international cooperation. It consists of an introduction and five sections that describe state of the art in the field of optical sensing, suggested development methodology of optical multisensor systems, related aspects of experimental design and process analytical technology followed by a collection of practical examples in different application fields: food and pharmaceutical production, medical diagnostics, and ecological monitoring. The conclusion summarizes trends and prospects of the multisensory approach to optical spectral analysis.
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Fadeev, Aleksandr, and Alexandra Milyakina. "Multisensory learning environments. Research project Education on Screen." SHS Web of Conferences 130 (2021): 02003. http://dx.doi.org/10.1051/shsconf/202113002003.

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The unity of heterogeneous sensory channels plays an essential role in our learning and development. The multisensory approaches to learning imply a simultaneous use of visual, auditory, kinesthetic-tactile and other possible modalities. The paper analyses the affordances of multisensory learning via the framework of semiotics of culture and contemporary research in education, as well as explores the relations between multisensory perception of environment and multimodality of representation in learning. The multimodal nature of human communication became explicit in the age of the Internet and audiovisual media. The development of digital technology also made it possible to consider the multiplicity of representational modes in learning. Whereas multisensory learning practices usually emerge in vernacular contexts, the recent developments in education and semiotics of culture offer unprecedented means for supporting such practices both in formal and non-formal education. Also, the multisensory learning practices are inherent to the development of the new literacies necessary for meaning-making in the contemporary media environment. The theoretical discussion is followed by the analysis of a practical example – digital educational platform Education on Screen. The platform aims to facilitate a meaningful dialogue with the cultural heritage by means of multimodal and multisensory learning.
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Lewkowicz, David J. "The critical role of experience in the early development of multisensory perception." Seeing and Perceiving 25 (2012): 200. http://dx.doi.org/10.1163/187847612x648297.

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Human infancy is a time of rapid neural and behavioral development and multisensory perceptual skills emerge during this time. Both animal and human early deprivation studies have shown that experience contributes critically to the development of multisensory perception. Unfortunately, Bodison because the human deprivation studies have only studied adult responsiveness, little is known about the more immediate effects of early experience on multisensory development. Consequently, we have embarked on a program of research to investigate how early experience affects the development of multisensory perception in human infants. To do so, we have focused on multisensory perceptual narrowing, an experience-dependent process where initially broad perceptual tuning is narrowed to match the infant’s native environment. In this talk, I first review our work demonstrating that multisensory narrowing characterizes infants’ response to non-native (i.e., monkey) faces and voices, that the initially broad tuning is present at birth, that narrowing also occurs in the audiovisual speech domain, and that multisensory narrowing is an evolutionarily novel process. In the second part of the talk, I present findings from our most recent studies indicating that experience has a seemingly paradoxical effect on infant response to audio–visual synchrony, that experience narrows infant response to amodal language and intonational prosody cues, and that experience interacts with developmental changes in selective attention during the first year of life resulting in dramatic developmental shifts in human infants’ selective attention to the eyes and mouth of their interlocutors’ talking faces.
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Röder, Brigitte, and Mark Wallace. "Development and plasticity of multisensory functions." Restorative Neurology and Neuroscience 28, no. 2 (2010): 141–42. http://dx.doi.org/10.3233/rnn-2010-0536.

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Dissertations / Theses on the topic "Multisensory development"

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Greenfield, Katie. "The development of multisensory integration in autism spectrum disorders." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/39129/.

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In order to understand and interact with the world, our brains must integrate information from multiple sensory modalities to create coherent representations of scenes and events. The integration of visual, tactile and proprioceptive inputs underpins the subjective sense of self and body ownership. This, in turn, underlies the development of social processes including self-awareness, imitation and empathising, which are impaired in autism spectrum disorders (ASD). Evidence suggests that the social functioning deficits characterising ASD could contribute to atypical sensory integration underlying body representation. However, the exact mechanisms underlying sensory integration difficulties have not been specified. Moreover, it is not clear when, and how, visual, tactile and proprioceptive integration matures in typical development. This is important to establish, in order to compare how and why this integration may differ in ASD populations. This thesis firstly aimed to investigate the typical development of multisensory integration underlying body representation. Experiment One found that the ability to optimally integrate visual and proprioceptive inputs during hand localisation increases with age from very little integration in 4-year-olds to almost adult-like in typically developing 10- to 11-year-olds. Experiments Two and Three showed that sensitivity to the spatial constraints of visuo-proprioceptive integration, and sensitivity to the temporal constraints of visuo-tactile integration, develops with age in 4 to 11-year-olds. Together these studies suggest that the maturation of adult-like multisensory integration for body representation follows a protracted time course over childhood. The second aim of this thesis was to investigate the evidence for two prominent theories of atypical sensory integration underlying body representation in ASD. These are 1) an over-reliance on proprioception and 2) temporally extended sensory binding. Experiment Four examined whether trypically developing (TD) adults with a high number of autistic traits exhibit an over-reliance on proprioception. No evidence was found for this, which could indicate that atypical sensory integration is only present in individuals with a clinical diagnosis of ASD. Experiments Five and Six found evidence for temporally extended visuo-tactile integration in children with ASD, compared to TD control participants. Though no evidence was found for a fundamental over-reliance on proprioception, extended binding may have led to reduced processing of temporal synchrony over modality-specific information (i.e. proprioception). Experiment Seven and Eight found no evidence of proprioceptive over-reliance or temporally extended sensory binding in adults with ASD, relative to a TD control group. I conclude that children with ASD demonstrate temporally extended visuo-tactile binding. This represents a developmental delay rather than a life-long deficit; however, it could have a life-long impact on sensory sensitivities and social processing.
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Zhang, Lan, and 章澜. "Development and assessment of an acoustics-based multisensory accent reduction system." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48330188.

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Technological advancements in the recent past have provided new methods for learning to speak English as a second language (ESL). The majority of accent reduction training regimes nowadays involve the use of different media as teaching and learning cues such as video or audio signals. However, few such programs have been proven to actually provide efficient and useful feed back to ESL learners, and few offers evidence proving that such multisensory approach of accent reduction is superior to traditional unisensory (auditory-only) approach. The present study intended to design and assess the effectiveness and efficacy of a multisensory, acoustics-based accent reduction training system that is capable of training foreign speakers to correctly produce English vowels by providing instantaneous auditory and visual feedback to the users. The study also validated the system against traditional accent modification regimes by objectively comparing the efficacy of such system with traditional accent reduction training. Results indicate that multimedia-based training with instantaneous visual and auditory feedback yielded significant improvement in accent reduction.
published_or_final_version
Speech and Hearing Sciences
Master
Master of Philosophy
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Brady, Daniel. "Mechanisms of Cross-Modal Refinement by Visual Experience." Thesis, Harvard University, 2011. http://dissertations.umi.com/gsas.harvard:10042.

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Alteration of one sensory system can have striking effects on the processing and organization of the remaining senses, a phenomenon known as cross-modal plasticity. The goal of this thesis was to understand the circuit basis of this form of plasticity. I established the mouse as a model system for studying cross-modal plasticity by comparing population activity in visual cortex between animals reared in complete darkness from birth (DR) to those housed in a normal light/dark environment (LR). I found that secondary visual cortex (V2L) responds much more strongly to auditory stimuli in DR than LR. I provide evidence that there is a sensitive period for cross-modal responses that ends in early adulthood. I also show that exposure to light later in life reduces V2L auditory activity to LR levels. I recorded single units to show that there is a higher percentage of auditory responsive neurons in DR V2L. In collaboration with Lia Min in Michela Fagiolini’s laboratory, we discovered that this was associated with an increase in the number of projections from auditory thalamus and auditory cortex. We also provide evidence that V2L is multimodal from birth and becomes less so with visual experience. I examined several molecular pathways that are affected by dark-rearing to see if they are involved in cross-modal plasticity. I found that Nogo receptor (NgR), Lynx1, and Icam5 signaling all play a fundamental role in controlling the duration of plasticity. I also show that the hyperconnectivity in NgR -/- and DR mice leads to an increase in multisensory enhancement. In primary visual cortex, cross-modal influences were much weaker. Similar to V2L, the distribution of cell types was affected by NgR signaling. I also found that both the range of cross-modal influence and its sign (excitatory or inhibitory) is dependent on visual experience. Finally, I show that NgR signaling and the maturation of inhibitory circuits affect these two properties. Together, these results provide evidence of the molecular mechanisms underlying cross-modal plasticity. We believe that this will further our knowledge of how to improve rehabilitation strategies after loss of a sensory system.
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Roffman, Naomi. "The impact of an explicit, multisensory, phonics intervention programme on the professional development of the English foreign language teacher." Thesis, Anglia Ruskin University, 2012. http://arro.anglia.ac.uk/273132/.

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The purpose of the research was to assess the impact of the process of professional development of English foreign language teachers in Israel who participated in the Explicit Multisensory Phonics Intervention Programme. Previous research focused on changes in knowledge, practices, student attainment, and beliefs. Changes from negative to positive self efficacy were not examined, and a model for the professional development of the English foreign language teacher did not exist. The conceptual framework is based on an integration of the concept of self efficacy with theories of professional development and literacy acquisition. Literacy acquisition is based on the knowledge and practice components of the process of professional development in this research. The process of professional development is set in motion by a sense of negative self efficacy. The attainment of content knowledge is followed by a change of practices and thereafter improved student attainment, leading to changes in teachers’ beliefs and positive self efficacy. The research questions seek to clarify teachers’ incentives for joining the programme, their standard of content knowledge and perceptions of the impact of the process of professional development. A mixed methods approach was used. The content knowledge of teachers was tested with a pre and post test. A questionnaire about the process of professional development was sent to teachers who had participated in the programme since 1991. Several unstructured interviews were held. Results showed that the teachers’ sense of negative self efficacy and failure in the field initiated their need for professional development. The impact of the process of professional development was: increased knowledge, changed practices and beliefs, claimed student attainment and positive self efficacy. The research contributes to knowledge by empirically supporting a theoretically based model for the impact of the process of professional development of English foreign language teachers. Positive and negative self efficacy are key factors in the process of professional development and knowledge is the basis of this process. These conclusions have practical applications for teacher training.
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Shabani, Arber. "Human emotional response to automotive steering wheel vibration : development of a driver emotional semantic scale." Thesis, Brunel University, 2016. http://bura.brunel.ac.uk/handle/2438/13539.

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The 21st century automobile has become more than just a simple tool for transportation and more of a brand image or a way for drivers to express their personal taste. This has made it increasingly important for automotive manufacturers to design the driver experience and driver feeling so as to tailor their preferences and interests. Currently there is not enough information on how to design or brand the communication of meaningful feedback from the automobile to the driver. With the development of new advanced technologies such as electric steer-by-wire systems or electric automobiles, the need to provide meaningful feedback to the driver plays a central role in the experience of using the new driving technology. Thus it is important to understand how to assess the emotional response to the stimuli reaching the driver so to be able to optimise at later stage the perceived experience. Steering wheel vibration feedback plays an important role for the driver’s control input when driving. There is currently a lack of research on the formal assessment criteria of driver emotional response used to define automotive steering wheel vibration feedback, therefore this thesis proposes a newly Driver Emotional Semantic (DES) Scale to answer the research question: “How can the emotional response to steering wheel vibration be assessed?”. This study starts with a comparison of a questionnaire survey (Exp.1) and a laboratory test (Exp.2) to identify if a correlation exists between the emotional ratings measured from the expected driver’s perception of the vibration and the experienced emotional feeling of steering wheel vibration. The work then defines a semantic scale to capture the vibrational vocabulary used by the driver to express their feeling of perceived vibration during real-road driving scenarios. Experiment 3 was therefore carried out to gather the underlying semantic descriptors used by drivers during driving scenarios. To test the reliability of the descriptive pairs of the DES rating scale developed, two evaluations of the assessment criteria were carried out: in real road scenarios (Exp.4) and laboratory test setting (Exp.5). Current research findings of this thesis suggest that the consistency of the scale dimensions found in the field study has captured with greater accuracy the driver semantic experience of automotive steering wheel vibration character as compared to the laboratory experiment dimensionality. Results suggest that the main vibrotactile semantic descriptors to assess the human emotional response to automotive steering wheel vibration were found to be four: pleasant, smooth, sharp and powerful. The final proposed DES scale could help automotive research and industry determine and customise the aspects of the automobile towards drivers’ preferences of felt experience.
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Min, Lia. "Experience-Dependent Loss of Cross-Modal Plasticity in Mouse Visual Cortex." Thesis, Harvard University, 2012. http://dissertations.umi.com/gsas.harvard:10643.

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We perceive the world through sensory experience. Sensory information is registered and processed by our brain in a modality specific fashion. Interestingly, studies have shown that the visual cortex of early but not late blind subjects is able to respond to touch or sound (Sadato et al., 1996; Buchel et al., 1998; Weeks et al., 2000; Gougoux et al., 2009). Here, we investigated whether sensory parcellation in adult cortex is innate or is acquired during early postnatal life in an experience-dependent manner. Furthermore, we studied the anatomical substrates and molecular pathways possibly involved in cross-modal activation and its plasticity. First, mice were reared from birth in total darkness until adulthood (DR) to replicate the human blind condition. Cross-modal activity and the underlying circuitry were analyzed. We found that DR visual cortex was strongly activated by sound stimulation using functional imaging, single-unit recording, and c-Fos immunohistochemistry. Functional analysis was followed by anatomical tracing studies, which showed ectopic projections from the auditory thalamus and auditory cortex into the secondary visual area in DR animals. The second half of our study looked at how visual experience affects cross-modal plasticity. We found that cross-modal activity and ectopic connectivity is present in normally reared young mice (25 postnatal days: P25). Normal sensory experience through the first two months of postnatal life was sufficient to decrease the number of ectopic inputs. Interestingly, exposing DR mice to visual experience as adults established transient functional sensory specificity in the visual cortex without eliminating the ectopic anatomical inputs. Lastly, we tested several molecular pathways that can potentially regulate cross-modal plasticity. We found that myelin signaling and cholinergic modulation controls the duration of cross-modal plasticity and consolidates sensory modularization. Overall, our work proposes a model of how cross-modal inputs into early sensory areas are pruned or retained depending on early life experience. This study provides insight into how the cortex develops functional specificity, and help approach disorders that exhibit abnormal sensory integration and disrupted neuronal connectivity such as Autism Spectrum Disorder.
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Rekow, Diane. "When your nose knows what you see : multisensory development of visual categorization : evidence from odor-driven face categorization in the human brain." Thesis, Bourgogne Franche-Comté, 2020. http://www.theses.fr/2020UBFCH028.

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Cette thèse examine dans quelle mesure les odeurs contribuent au développement de la catégorisation visuelle dans le cerveau humain à l’aide d’une stimulation visuelle périodique rapide couplée à l’électroencéphalographie de surface (FPVS-EEG). Nous avons en particulier cherché à caractériser si une réponse cérébrale sélective à la catégorie visuelle des visages est modulées par la présence d’une odeur corporelle chez le nourrisson (Etudes 1 à 3) et l'adulte (Etude 4).Chez le nourrisson, la sélectivité de l'effet de l’odeur sur la categorisation visuelle a été testée à l’aide de trois catégories étudiées séparément chez trois groupes de nourrissons de 4 mois exposés à une odeur contrôle ou à l’odeur de leur mère. Nous avons observé qu’une réponse sélective aux visages est largement amplifiée par l'odeur maternelle en regard du cortex occipito-temporal droit (Etude 1). En revanche, une réponse sélective aux voitures, mesurée au niveau de la région occipitale droite, ne présente aucun effet de l'odeur (Etude 2). Enfin, en utilisant des objets non faciaux configurés comme des visages (visages illusoires), une réponse sélective à ces visages illusoires est amplifiée au niveau de l’hémisphère droit en présence de l'odeur maternelle, et même intiée chez certains nourrissons qui ne répondent pas à ces visages illusoire en l’absence de l’odeur maternelle (Etude 3). Chez l’adulte, les réponses sélectives aux visages humains, voitures et visages illusoires ont été mesurées en présence d’odeurs corporelles, de gasoil ou d’une odeur contrôle (Etude 4). Tandis que la categorisation des visages humains ou des voitures n’est pas affectée par la présence des odeurs, l’odeur corporelle amplifie la réponse sélective aux visages illusoires, suggérant un effet facilitateur d’une odeur congruente quand la catégorie visuelle est ambigüe. Dans ces quatre études, la réponse visuelle générale élicitée par l’ensemble des stimuli de la séquence visuelle rapide reste stable entre les contextes olfactifs testés, excluant un effet général des odeurs en termes d’éveil/d’attention.Dans l’ensemble, ces résultats démontrent un effet facilitateur important des odeurs corporelles sur la catégorisation d’informations visuelles congruentes (visages humains ou illusoires). Nous illustrons ainsi par ces associations olfacto-visuelles que les informations provenant de différents sens sont intégrées pour favoriser la catégorisation visuelle, particulièrement en début de vie lorsque le système visuel est encore immature, et que ces associations intersensorielles congruentes se maintiennent jusqu’à l’âge adulte dans le cas de stimuli visuels ambigus
This thesis examines whether and how odors contribute to the development of visual categorization in the human brain using fast periodic visual stimulation coupled with scalp electroencephalography (FPVS-EEG). Specifically, we sought to characterize if a neural visual response selective to the face category is modulated by the presence of a body odor in both infants (Study 1, 2, 3) and adults (Study 4).In infants, the selectivity of the odor effect on visual categorization was addressed by testing separately three categories in three groups of 4-month-old infants presented with a control odor or their mother’s odor. We observed that a face-selective response is largely enhanced by maternal odor over the right occipito-temporal cortex (Study 1). By contrast, a car-selective response, observed over the right occipital region, is insensitive to the presence of maternal odor (Study 2). Finally, when using nonface objects configured as faces (i.e., facelike objects), a facelike-selective response is amplified over the right hemisphere when infants are exposed to maternal odor, and even initiated in some infants who do not selectivly respond to facelike objects in the absence of maternal odor (Study 3). In adults, the selective responses to human faces, cars and facelike objects were recorded in a body, gasoline, or control odor context (Study 4). While the categorization of human faces or cars is immune to the presence of odors, the body odor enhances the facelike-selective response, suggesting a facilitating effect of a congruent odor when the visual categroy is ambiguous. For these four studies, the general visual response elicited by all stimuli in the rapid visual sequence remains stable across odor contexts, excluding any general effect of odors in terms of arousal/attention.Altogether, these findings demonstrate a strong facilitative effect of body odors on congruent visual categorizations (i.e., human or illusory faces). We thus illustrate through olfactory-visual associations that information from different senses are integrated to facilitate visual categorization, especially early in life when the visual system is still immature, and that these intersensory congruent associations are maintained until adulthood in the case of ambiguous visual stimuli
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Mao, Yuting. "The Reorganization of Primary Auditory Cortex by Invasion of Ectopic Visual Inputs." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/biology_diss/112.

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Brain injury is a serious clinical problem. The success of recovery from brain injury involves functional compensation in the affected brain area. We are interested in general mechanisms that underlie compensatory plasticity after brain damage, particularly when multiple brain areas or multiple modalities are included. In this thesis, I studied the function of auditory cortex after recovery from neonatal midbrain damage as a model system that resembles patients with brain damage or sensory dysfunction. I addressed maladaptive changes of auditory cortex after invasion by ectopic visual inputs. I found that auditory cortex contained auditory, visual, and multisensory neurons after it recovered from neonatal midbrain damage (Mao et al. 2011). The distribution of these different neuronal responses did not show any clustering or segregation. As might be predicted from the fact that auditory neurons and visual neurons were intermingled throughout the entire auditory cortex, I found that residual auditory tuning and tonotopy in the rewired auditory cortex were compromised. Auditory tuning curves were broader and tonotopic maps were disrupted in the experimental animals. Because lateral inhibition is proposed to contribute to refinement of sensory maps and tuning of receptive fields, I tested whether loss of inhibition is responsible for the compromised auditory function in my experimental animals. I found an increase rather than a decrease of inhibition in the rewired auditory cortex, suggesting that broader tuning curves in the experimental animals are not caused by loss of lateral inhibition. These results suggest that compensatory plasticity can be maladaptive and thus impair the recovery of the original sensory cortical function. The reorganization of brain areas after recovery from brain damage may require stronger inhibition in order to process multiple sensory modalities simultaneously. These findings provide insight into compensatory plasticity after sensory dysfunction and brain damage and new information about the role of inhibition in cross-modal plasticity. This study can guide further research on design of therapeutic strategies to encourage adaptive changes and discourage maladaptive changes after brain damage, sensory/motor dysfunction, and deafferentation.
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MARTOLINI, CHIARA. "Spatial representation and visual impairement - Developmental trends and new technological tools for assessment and rehabilitation." Doctoral thesis, Università degli studi di Genova, 2021. http://hdl.handle.net/11567/1048405.

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It is well known that perception is mediated by the five sensory modalities (sight, hearing, touch, smell and taste), which allows us to explore the world and build a coherent spatio-temporal representation of the surrounding environment. Typically, our brain collects and integrates coherent information from all the senses to build a reliable spatial representation of the world. In this sense, perception emerges from the individual activity of distinct sensory modalities, operating as separate modules, but rather from multisensory integration processes. The interaction occurs whenever inputs from the senses are coherent in time and space (Eimer, 2004). Therefore, spatial perception emerges from the contribution of unisensory and multisensory information, with a predominant role of visual information for space processing during the first years of life. Despite a growing body of research indicates that visual experience is essential to develop spatial abilities, to date very little is known about the mechanisms underpinning spatial development when the visual input is impoverished (low vision) or missing (blindness). The thesis's main aim is to increase knowledge about the impact of visual deprivation on spatial development and consolidation and to evaluate the effects of novel technological systems to quantitatively improve perceptual and cognitive spatial abilities in case of visual impairments. Chapter 1 summarizes the main research findings related to the role of vision and multisensory experience on spatial development. Overall, such findings indicate that visual experience facilitates the acquisition of allocentric spatial capabilities, namely perceiving space according to a perspective different from our body. Therefore, it might be stated that the sense of sight allows a more comprehensive representation of spatial information since it is based on environmental landmarks that are independent of body perspective. Chapter 2 presents original studies carried out by me as a Ph.D. student to investigate the developmental mechanisms underpinning spatial development and compare the spatial performance of individuals with affected and typical visual experience, respectively visually impaired and sighted. Overall, these studies suggest that vision facilitates the spatial representation of the environment by conveying the most reliable spatial reference, i.e., allocentric coordinates. However, when visual feedback is permanently or temporarily absent, as in the case of congenital blindness or blindfolded individuals, respectively, compensatory mechanisms might support the refinement of haptic and auditory spatial coding abilities. The studies presented in this chapter will validate novel experimental paradigms to assess the role of haptic and auditory experience on spatial representation based on external (i.e., allocentric) frames of reference. Chapter 3 describes the validation process of new technological systems based on unisensory and multisensory stimulation, designed to rehabilitate spatial capabilities in case of visual impairment. Overall, the technological validation of new devices will provide the opportunity to develop an interactive platform to rehabilitate spatial impairments following visual deprivation. Finally, Chapter 4 summarizes the findings reported in the previous Chapters, focusing the attention on the consequences of visual impairment on the developmental of unisensory and multisensory spatial experience in visually impaired children and adults compared to sighted peers. It also wants to highlight the potential role of novel experimental tools to validate the use to assess spatial competencies in response to unisensory and multisensory events and train residual sensory modalities under a multisensory rehabilitation.
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Ashton, Stephen D. "High Priority Design Values Used by Successful Children's Museum Exhibit Developers: A Multiple Case Study Analysis of Expert Opinions." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2630.

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The following qualitative study sought to answer three questions: (1) What are the high priority design values used by expert exhibit developers to create meaningful exhibits at children's museums? (2) How do exhibit developers prioritize these design values? (3) What are the desirable outcomes that exhibit developers seek to achieve with the guests who interact with the exhibits? These questions were answered through interviews with children's museum exhibit developers, personal observations, and artifact analysis. The data collected was organized into four cases, each representing a different children's museum and corresponding exhibit developer. The cases were then compared against each other using multiple case study analysis as described by Stake (2006). The data revealed that most of the developers designed exhibits which promoted family learning by encouraging meaningful interactions between parents and children. Other high priority design values used by exhibit developers included physical engagement, multiple entry points, simplicity, durability, multisensory engagement, staff and volunteer facilitation, safety, and immersive environments. Successful museum exhibits empowered guests and were always created using multiple design values. This thesis may be downloaded for free at http://etd.byu.edu.
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Books on the topic "Multisensory development"

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1958-, Franco Lynda, ed. Language first!: A multisensory program for English language development : Travel. Emeryville, CA: LeapFrog Schoolhouse, 2002.

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Cowden, Jo E. Motor developmentand movement activities for preschoolers and infants with delays: A multisensory approach for professionals and families. 2nd ed. Springfield, Ill: C.C. Thomas, 2007.

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Hawke, Anthea. Shaping the multisensory room and its uses to enhance the development of visual skills and body awareness for students with complex learning difficulties. Birmingham: University of Birmingham, 1996.

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Young, Gary N., Colin M. Kennedy, Jim Anspach, Ross Jones, Thomas Owen, John Clark, Dean Keiswetter, Erez Allouche, Neven Simicevic, and Mark Baker. Utility-Locating Technology Development Using Multisensor Platforms. Washington, D.C.: Transportation Research Board, 2014. http://dx.doi.org/10.17226/22274.

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Bremner, Andrew J., David J. Lewkowicz, and Charles Spence, eds. Multisensory Development. Oxford University Press, 2012. http://dx.doi.org/10.1093/acprof:oso/9780199586059.001.0001.

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Bremner, Andrew J., and David J. Lewkowicz. Multisensory Development. Oxford University Press, 2012.

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Spence, Charles, Andrew J. Bremner, and David J. Lewkowicz. Multisensory Development. Oxford University Press, 2012.

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Spence, Charles, Andrew J. Bremner, and David J. Lewkowicz. Multisensory Development. Oxford University Press, 2012.

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Gogate, Lakshmi. Multisensory Perception and Communication. Taylor & Francis Group, 2018.

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Stack, Lydia. Language first!: A multisensory program for English language development. LeapFrog Schoolhouse, 2002.

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Book chapters on the topic "Multisensory development"

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Berger, W., and V. Dietz. "Development of Bilateral Limb Coordination in Humans." In Multisensory Control of Posture, 117–20. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4615-1931-7_14.

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Tham, Thorsten. "B Theoretical foundations and development of integrated reference framework." In Multisensory Impact of Sport Events, 41–109. Wiesbaden: Springer Fachmedien Wiesbaden, 2016. http://dx.doi.org/10.1007/978-3-658-12105-1_2.

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Gascueña, José Manuel, Antonio Fernández-Caballero, Elena Navarro, Juan Serrano-Cuerda, and Francisco Alfonso Cano. "Agent-Based Development of Multisensory Monitoring Systems." In Lecture Notes in Computer Science, 451–60. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-21344-1_47.

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Wallace, Mark T., Juliane Krueger, and David W. Royal. "Neural Development and Plasticity of Multisensory Representations." In Multisensory Object Perception in the Primate Brain, 329–49. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-5615-6_17.

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Yu, Liping, and Jinghong Xu. "The Development of Multisensory Integration at the Neuronal Level." In Advances in Experimental Medicine and Biology, 153–72. Singapore: Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-7611-9_10.

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Martínez, Mauricio. "The Development of Multisensory Perception of Temporal Amodal Information." In Moving and Interacting in Infancy and Early Childhood, 161–206. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-08923-7_6.

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Prodinger, Barbara, and Barbara Neuhofer. "Multisensory VR Experiences in Destination Management." In Information and Communication Technologies in Tourism 2022, 162–73. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-94751-4_15.

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AbstractThe rapid development of information and communication technologies (ICTs) and the high level of consumer acceptance have made it increasingly complex to retain loyal customers. Virtual Reality (VR) has become a solution that allows tourism providers to design technology-enhanced experiences along the entire customer journey. While most VR offers focus on pre-travel experiences, the potential of VR in the post-travel phase is still little explored. Considering that multisensory tourism experiences contribute to memory formation, the multisensory extension of VR (4D VR) in post-travel experiences is of interest. Thus, through a quantitative field experiment, this study aims to detect what effect the stimulation of different senses during the use of VR has on the overall experience and how this influences the brand relationship quality. The results revealed elevated levels of technology acceptance, which consequently enhances the traveler’s overall VR experience. The multisensory component positively affects one realm of an experience in the area of escapism and thus correlates with the overall experience. However, there is no significant difference between 3D and 4D regarding the level of brand relationship quality. The study expands the literature on 4D VR experiences and supports tourism practitioners in the implementation to strengthen the relationship between a destination and its guests.
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Pitchford, Nicola. "Customised E-Learning Platforms." In Introduction to Development Engineering, 269–92. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-86065-3_11.

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AbstractMore than 617 million children and adolescents lack the basic reading and mathematics skills required to live healthy and productive lives. Malawi ranks particularly poorly, with an average pupil to teacher ratio of 77:1 and a 50% dropout rate among primary school children. Established in 2013, the Unlocking Talent initiative uses e-Learning technology to help overcome educational challenges. It equips touch-screen tablets with customisable software that delivers lessons through multisensory experiences (e.g. pictures, sound, video and animation). Throughout Malawi, small groups of students in public primary schools have accessed these tablets during weekly sessions on-site. This case study describes a series of evaluations of this e-Learning technology in Malawi, conducted in tandem with experiments in other countries (including the United Kingdom, Brazil, South Africa, Tanzania, Kenya and Ethiopia). Following a pilot evaluation to assess the feasibility of e-Learning in raising learning outcomes, multiple large-scale randomised control trials were conducted. Learning gains hold across multiple cohorts of children and across different countries, generating more than a 3-month advantage in basic mathematics and more than a 4-month advantage in basic reading on average. The intervention also bridges gender gaps in mathematics skills attainment in Malawi.
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Elliott, Linda R., Bruce J. P. Mortimer, Roger W. Cholewiak, Greg R. Mort, Gary A. Zets, and Rodney Pittman. "Development of Dual Tactor Capability for a Soldier Multisensory Navigation and Communication System." In Human Interface and the Management of Information. Information and Interaction for Health, Safety, Mobility and Complex Environments, 46–55. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-39215-3_6.

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Bian, Dayi, Zhaobo Zheng, Amy Swanson, Amy Weitlauf, Zachary Warren, and Nilanjan Sarkar. "Design of a Multisensory Stimulus Delivery System for Investigating Response Trajectories in Infancy." In Universal Access in Human–Computer Interaction. Design and Development Approaches and Methods, 471–80. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58706-6_38.

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Conference papers on the topic "Multisensory development"

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Popescu, Liliana Georgeta. "COMMUNICATING THROUGH MULTISENSORY STIMULATION IN THE CLASSROOM." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1962.

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Gori, Monica, Gualtiero Volpe, Giulia Cappagli, Erica Volta, and Luigi F. Cuturi. "Embodied multisensory training for learning in primary school children." In 2021 IEEE International Conference on Development and Learning (ICDL). IEEE, 2021. http://dx.doi.org/10.1109/icdl49984.2021.9515596.

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Knoll, J. Arden, Jacob Honer, Samuel Church, and Juyang Weng. "Optimal Developmental Learning for Multisensory and Multi-Teaching Modalities." In 2021 IEEE International Conference on Development and Learning (ICDL). IEEE, 2021. http://dx.doi.org/10.1109/icdl49984.2021.9515627.

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Oktafianto, Kurnia, Siti Masitoh, and Hendratno Hendratno. "The Effect of Multisensory Method on Children Language Development." In Proceedings of the 2nd International Conference on Education Innovation (ICEI 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icei-18.2018.61.

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Tubele, Sarmite. "Multisensory Approach in Speech Therapy for Preschool Children." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.55.

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The paper is devoted to topical issue – multisensory approach in speech therapy. The aim of the paper is to substantiate the neccessity of multisensory approach in speech therapy sessions for pre-schoolers. The number of children with speech and language disorders is increasing every year and help is needed to alleviate the disorders. Children with developmental language disorder (DLD) have to work hard to overcome developmental difficulties. They have common features because of language problems, nevertheless they are so different in their learning styles, individual and personal characteristics, and the severity of their speech and language disorder. Speech therapist has to be creative and find the way to each child alongside the strict methodology, and promote their development. Multisensory approach in the essence is the use of all senses in the learning process and intervention. Speech therapists know how important it is to attach the attention and keep interest of a child to achieve the best results. Some senses are more accustomed in daily use; others are used only in special cases. The development in pre-school age is the basis for the future life, wellbeing and success. Therefore the fundamental must be strong, confident and reliable. Used methods: literature review based on specific key words in Google Scholar, questionnaire for speech therapists and statistical analysis of the obtained results. Main results specify frequently used senses (vision, hearing, touch) and more rarely used senses (smell and taste). Nevertheless the results of speech therapy intervention suggests more frequent use of all the senses. One of the conclusions is related to the need in the education of future speech therapists to pay more attention to the use of a multisensory approach in daily sessions for children with speech and language disorders.
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Stapel, Janny C., Kerstin Rosander, and Claes von Hofsten. "Infants' use of multisensory information for postural control." In 2016 Joint IEEE International Conference on Development and Learning and Epigenetic Robotics (ICDL-EpiRob). IEEE, 2016. http://dx.doi.org/10.1109/devlrn.2016.7846819.

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Kawahara, Misako, Disa Sauter, and Akihiro Tanaka. "Impact of Culture on the Development of Multisensory Emotion Perception." In The 14th International Conference on Auditory-Visual Speech Processing. ISCA: ISCA, 2017. http://dx.doi.org/10.21437/avsp.2017-21.

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Gabrijelčič Tomc, Helena. "Multisensory graphic presentation approaches of scientific data." In 11th International Symposium on Graphic Engineering and Design. University of Novi Sad, Faculty of technical sciences, Department of graphic engineering and design, 2022. http://dx.doi.org/10.24867/grid-2022-p2.

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The use of digitization and virtual, multisensory presentation techniques in the study of natural and environmental processes, industry, technology, history, medicine, etc., the basis of which is scientific data, complements development and research areas, accelerates and facilitates computer-assisted insight and interpretation of results. By dealing with digital information, we not only deepen the research process, but also expand the possibilities of information presentation outside scientific research circles, in society, thus bringing basic knowledge closer to different target groups through interpretive approaches of human-oriented design. Multimedia, interactive, multisensory media, and extended realities are a bridge between the scientific result and the user experience. These media raise awareness and teach people to live with the nature, in the environment, to use the scientific context through the creative design and delivery of digital content. This paper presents some starting points and guidelines of preparing graphic content in a way that holistically and multisensory engages the participants of the experience. At the end some examples of the application of graphical multisensory presentations are shown: documentation, popularization of science at micro and macro levels, analysis and measurement, simulation and training, animation and interactivity, 3D modelling and reconstruction, stylisation and interpretation, argumentation of physical realities and extension into the new reality.
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Lanillos, Pablo, Emmanuel Dean-Leon, and Gordon Cheng. "Multisensory object discovery via self-detection and artificial attention." In 2016 Joint IEEE International Conference on Development and Learning and Epigenetic Robotics (ICDL-EpiRob). IEEE, 2016. http://dx.doi.org/10.1109/devlrn.2016.7846777.

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Weisswange, Thomas H., Constantin A. Rothkopf, Tobias Rodemann, and Jochen Triesch. "Can reinforcement learning explain the development of causal inference in multisensory integration?" In 2009 IEEE 8th International Conference on Development and Learning. IEEE, 2009. http://dx.doi.org/10.1109/devlrn.2009.5175531.

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Reports on the topic "Multisensory development"

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Albery, William B. Development of Multisensory Orientation Technology for Reducing Spatial Disorientation Mishaps. Fort Belvoir, VA: Defense Technical Information Center, July 2006. http://dx.doi.org/10.21236/ada467411.

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Mills, Kathy, Elizabeth Heck, Alinta Brown, Patricia Funnell, and Lesley Friend. Senses together : Multimodal literacy learning in primary education : Final project report. Institute for Learning Sciences and Teacher Education, Australian Catholic University, 2023. http://dx.doi.org/10.24268/acu.8zy8y.

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[Executive summary] Literacy studies have traditionally focussed on the seen. The other senses are typically under-recognised in literacy studies and research, where the visual sense has been previously prioritised. However, spoken and written language, images, gestures, touch, movement, and sound are part of everyday literacy practices. Communication is no longer focussed on visual texts but is a multisensory experience. Effective communication depends then on sensory orchestration, which unifies the body and its senses. Understanding sensory orchestration is crucial to literacy learning in the 21st century where the combination of multisensory practices is both digital and multimodal. Unfortunately, while multimodal literacy has become an increasing focus in school curriculum, research has still largely remained focussed on the visual. The Sensory Orchestration for Multimodal Literacy Learning in Primary Education project, led by ARC Future Fellow Professor Kathy Mills, sought to address this research deficit. In addressing this gap, the project built an evidence base for understanding how students become critical users of sensory techniques to communicate through digital, virtual, and augmented-reality texts. The project has contributed to the development of new multimodal literacy programs and a next-generation approach to multimodality through the utilisation of innovative sensorial education programs in various educational environments including primary schools, digital labs, and art museums.
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Yocky, D. A., M. D. Chadwick, S. P. Goudy, and D. K. Johnson. Multisensor data fusion algorithm development. Office of Scientific and Technical Information (OSTI), December 1995. http://dx.doi.org/10.2172/172138.

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Lundeen, T. F., A. K. Andrews, E. M. Perry, M. V. Whyatt, and K. L. Steinmaus. Development of automated image co-registration techniques: Part II - multisensor imagery. Office of Scientific and Technical Information (OSTI), October 1996. http://dx.doi.org/10.2172/417000.

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Clausen, Jay, Richard Hark, Russ Harmon, John Plumer, Samuel Beal, and Meghan Bishop. A comparison of handheld field chemical sensors for soil characterization with a focus on LIBS. Engineer Research and Development Center (U.S.), February 2022. http://dx.doi.org/10.21079/11681/43282.

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Commercially available handheld chemical analyzers for forensic applications have been available for over a decade. Portable systems from multiple vendors can perform X-ray fluorescence (XRF) spectroscopy, Raman spectroscopy, Fourier transform infrared(FTIR) spectroscopy, and recently laser-induced breakdown spectroscopy (LIBS). Together, we have been exploring the development and potential applications of a multisensor system consisting of XRF, Raman, and LIBS for environmental characterization with a focus on soils from military ranges. Handheld sensors offer the potential to substantially increase sample throughput through the elimination of transport of samples back to the laboratory and labor-intensive sample preparation procedures. Further, these technologies have the capability for extremely rapid analysis, on the order of tens of seconds or less. We have compared and evaluated results from the analysis of several hundred soil samples using conventional laboratory bench top inductively coupled plasma atomic emission spectroscopy (ICP-AES) for metals evaluation and high-performance liquid chromatography (HPLC) and Raman spectroscopy for detection and characterization of energetic materials against handheld XRF, LIBS, and Raman analyzers. The soil samples contained antimony, copper, lead, tungsten, and zinc as well as energetic compounds such as 2,4,6-trinitrotoluene(TNT), hexahydro-1,3,5-triazine (RDX), nitroglycerine (NG), and dinitrotoluene isomers (DNT). Precision, accuracy, and sensitivity of the handheld field sensor technologies were compared against conventional laboratory instrumentation to determine their suitability for field characterization leading to decisional outcomes.
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