Статті в журналах: "Multisensory development"

1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Wallace, M. T., B. N. Carriere, T. J. Perrault, J. W. Vaughan, and B. E. Stein. "The Development of Cortical Multisensory Integration." Journal of Neuroscience 26, no. 46 (November 15, 2006): 11844–49. http://dx.doi.org/10.1523/jneurosci.3295-06.2006.

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12

Yang, Yuke, and Peijuan Cai. "Multisensory Experience Design: A Literature Review." Communications in Humanities Research 27, no. 1 (January 3, 2024): 34–37. http://dx.doi.org/10.54254/2753-7064/27/20232117.

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This study aims to provide valuable reference material for researchers by summarizing the current state of domestic and international research on multisensory experience design. The research employs literature analysis and case study methods. Initially, the study elucidates the definition of multisensory experience design. Subsequently, it chronicles the development and status of multisensory experience design both domestically and internationally in a chronological manner. By analyzing the research outcomes of domestic and international scholars, the study reveals a domestic emphasis on the application of multisensory experience design concepts with a wide range of application scenarios. Internationally, the history of multisensory concepts has a long-standing tradition, and there is a profound accumulation of theoretical research. Finally, considering the deep development of artificial intelligence technology in the contemporary era, the study proposes the developmental advantages of multisensory experience design.

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13

Sarko, Diana K., and Dipanwita Ghose. "Developmental plasticity of multisensory circuitry: how early experience dictates cross-modal interactions." Journal of Neurophysiology 108, no. 11 (December 1, 2012): 2863–66. http://dx.doi.org/10.1152/jn.00383.2012.

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Normal sensory experience is necessary for the development of multisensory processing, such that disruption through environmental manipulations eliminates or alters multisensory integration. In this Neuro Forum, we examine the recent paper by Xu et al. ( J Neurosci 32: 2287–2298, 2012) which proposes that the statistics of cross-modal stimuli encountered early in life might be a driving factor for the development of normal multisensory integrative abilities in superior colliculus neurons. We present additional interpretations of their analyses as well as future directions and translational implications of this study for understanding the neural substrates and plasticity inherent to multisensory processing.

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14

Wallace, Mark T., Tiffany G. Woynaroski, and Ryan A. Stevenson. "Multisensory Integration as a Window into Orderly and Disrupted Cognition and Communication." Annual Review of Psychology 71, no. 1 (January 4, 2020): 193–219. http://dx.doi.org/10.1146/annurev-psych-010419-051112.

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During our everyday lives, we are confronted with a vast amount of information from several sensory modalities. This multisensory information needs to be appropriately integrated for us to effectively engage with and learn from our world. Research carried out over the last half century has provided new insights into the way such multisensory processing improves human performance and perception; the neurophysiological foundations of multisensory function; the time course for its development; how multisensory abilities differ in clinical populations; and, most recently, the links between multisensory processing and cognitive abilities. This review summarizes the extant literature on multisensory function in typical and atypical circumstances, discusses the implications of the work carried out to date for theory and research, and points toward next steps for advancing the field.

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15

Bremner, Andrew J., José van Velzen, and Silvia Rigato. "Multisensory hand representations in early life." Seeing and Perceiving 25 (2012): 201. http://dx.doi.org/10.1163/187847612x648305.

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Research into perceptual and cognitive development has, with notable exceptions, neglected both multisensory processes, and embodied representations. In an attempt to address these issues, I will describe our programme of research tracing the early development of multisensory representations of the hand. I will mention several studies currently being conducted in our lab, including investigations of: (i) the emergence of multisensory processes in hand localisation and ownership in early childhood, (ii) the development of categorical representation of the hand as a discrete body part, (iii) the representation of the location of tactile stimuli on the hand. I will focus mainly on the last of these investigations, relating both behavioural and physiological measures of infants’ and young children’s emerging abilities to use multisensory information to locate the hand and stimuli applied to it across changes in arm posture.

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16

Georgieva, Zhana. "Multisensory Approach in Education." Педагогически форум 12, no. 1 (2024): 62–67. http://dx.doi.org/10.15547/pf.2024.005.

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Children learn by receiving information through their senses. Multisensory learning involves the use of the visual, auditory, kinetic and tactile channels to support the development of learning and mental processes. It should be understood as a methodology, as a specific vision of learning technology, which is based on the use and stimulation of the various sensory systems not separately with a view to their self-directed development, but in parallel, jointly, on the principle of interchangeability, compensation, cooperation. The article examines the essence of the multisensory teaching approach. The main emphasis is placed on the sensory systems that serve the person to perceive information coming from the external environment. The more senses we include in the learning process, the more likely children are to remember and absorb what we teach them. Learning comes naturally when they have the opportunity to use as many senses as possible.

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17

Zenevich, A. O., S. V. Zhdanovich, H. V. Vasilevski, A. A. Lagutik, T. G. Kovalenko, and T. M. Lukashik. "Research of multisensor characteristics based on optical fiber." Doklady BGUIR 19, no. 1 (February 23, 2021): 70–78. http://dx.doi.org/10.35596/1729-7648-2021-19-1-70-78.

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The research results of multisensors based on optical fiber, the principle of which is to change the conditions of propagation of optical radiation in the optical fiber in the places where macro-bends are formed at the points of impact, are presented in the paper. The formation of macro-bends leads to an additional attenuation of the power of optical radiation propagating through the optical fiber. A single-mode optical fiber was used with the parameters, which are supported by numerous manufacturers and comply with the recommendations of ITU-T G.655. The measurements were carried out for four wavelengths of optical radiation (1310, 1490, 1550, 1625 nm), corresponding to the transparency windows of the optical loss spectrum of the optical fiber. Using optical reflectometry methods, it was determined that the amount of attenuation of optical radiation of each macro-bend formed at the point of action of the multisensor does not depend on the number of simultaneously formed macro-bends and also does not depend on the location of the point of action along the length of the multisensor. The dependences of the attenuation of the optical radiation power introduced by the macro-bends of the optical fiber on the radius, length, or angle of the macro-bends formed at the multisensory impact points are determined experimentally. The obtained dependences also allow one to determine the optimal parameters of the formed macro-bends of the multisensor to obtain the maximum range of attenuation change for each value of the wavelength. The values of the minimum distance between the impact points, the maximum number of impact points and the optimal values of the radius and angle of the optical fiber macro-bend at the impact points are determined. The results obtained provide opportunities to continue the development of multisensors that allow us to receive information about parameters from several impact points, that are located on a single optical fiber, simultaneously.

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Zlatkova-Doncheva, Katerina. "A Multisensory Approach to Teaching Students with Dyslexia." Pedagogical Almanac 30, no. 1 (June 29, 2022): 70–78. http://dx.doi.org/10.54664/xuav9711.

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The current study traces basic concepts about multisensory techniques in education, and outlines the main outcomes in the education of children with dyslexia. A review is conducted of various studies on multisensory education in neurological and pedagogical contexts. The focus of the article is on increasing the reading skills and literacy of students with dyslexia through a multisensory approach and the use of visual, tactile, auditory, motor, and olfactory stimuli. This publication can support the efforts of teachers, special educators and resource teachers to implement multisensory learning and to improve the personal development of students with dyslexia, as well as of their peers.

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Ruhaena, Lisnawati. "Model Multisensori: Solusi Stimulasi Literasi Anak Prasekolah." Jurnal Psikologi 42, no. 1 (April 1, 2015): 47. http://dx.doi.org/10.22146/jpsi.6942.

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This research aimed to develop a model of literacy stimulation for preschool children in order to meet their needs and to overcome parents’ problems in stimulating literacy in their children at home. The data of children’s needs and parents’ problem were obtained from questionnaires and focus group discussion. The questionnaires were filled by 75 mothers whose children aged 3-5 years old in Surakarta. Then, 26 of them attended focused group discussion. The data obtained showed that there was a problem in these children’s early literacy development. Most of them were lack of interest in literacy activities and most of the parents were unable to attract their children’s attention and interest. The problem faced by the parents was the lack of skill in selecting and doing literacy activities in accordance with their children’s needs. A multisensory model was designed to improve pre-school children’s interest in early development of literacy and to increase parents’ skill in stimulating their children’s interest. Keywords: multisensory model, early literacy, preschool children Penelitian ini bertujuan mengembangkan model stimulasi literasi anak prase-kolah untuk memenuhi kebutuhan anak dan mengatasi masalah orang tua dalam upayanya melakukan stimulasi literasi anak prasekolah di rumah. Data kebutuhan anak dan masalah orang tua diperoleh dari kuesioner dan diskusi kelompok terarah. Kuesioner diisi oleh 75 ibu yang memiliki anak usia 3-5 tahun, anggota posyandu dan tinggal di kota Surakarta. Selanjutnya 26 orang dari 75 orang ibu tersebut, mengikuti diskusi kelompok terfokus. Data yang dikumpulkan menunjukkan bahwa anak memiliki kebutuhan untuk mendapat stimulasi literasi yang menarik perhatian dan menggugah minat mereka terhadap kegiatan literasi. Masalah yang dihadapi orang tua adalah kurangnya keteram¬pilan untuk memilih dan melakukan aktivitas literasi anak yang sesuai kebutuhan anaknya. Oleh karena itu dikembangkan model stimulasi yang bersifat multisensoris (audio, visual, dan kinestetik) agar perhatian dan minat anak meningkat. Kata kunci: model multisensori, kemampuan literasi anak prasekolah

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20

Alhamdan, Areej A., Melanie J. Murphy, and Sheila G. Crewther. "Visual Motor Reaction Times Predict Receptive and Expressive Language Development in Early School-Age Children." Brain Sciences 13, no. 6 (June 19, 2023): 965. http://dx.doi.org/10.3390/brainsci13060965.

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Proficiency of multisensory processing and motor skill are often associated with early cognitive, social, and language development. However, little research exists regarding the relationship between multisensory motor reaction times (MRTs) to auditory, visual and audiovisual stimuli, and classical measures of receptive language and expressive vocabulary development in school-age children. Thus, this study aimed to examine the concurrent development of performance in classical tests of receptive (Peabody Picture Vocabulary Test; abbreviated as PPVT) and expressive vocabulary (Expressive Vocabulary Test; abbreviated as EVT), nonverbal intelligence (NVIQ) (determined with the aid of Raven’s Colored Progressive Matrices; abbreviated as RCPM), speed of visual–verbal processing in the Rapid Automatic Naming (RAN) test, Eye–Hand Co-ordination (EHC) in the SLURP task, and multisensory MRTs, in children (n = 75), aged between 5 and 10 years. Bayesian statistical analysis showed evidence for age group differences in EVT performance, while PPVT was only different for the youngest group of children aged 5–6, supporting different developmental trajectories in vocabulary acquisition. Bayesian correlations revealed evidence for associations between age, NVIQ, and vocabulary measures, with decisive evidence and a higher correlation (r = 0.57 to 0.68) between EVT, MRT tasks, and EHC visuomotor processing. This was further supported by regression analyses indicating that EVT performance was the strongest unique predictor of multisensory MRTs, EHC, and RAN time. Additionally, visual MRTs were found to predict both receptive and expressive vocabulary. The findings of the study have important implications as accessible school-based assessments of the concurrent development of NVIQ, language, and multisensory processing; and hence as rapid and timely measures of developmental and neurodevelopmental status.

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21

Choi, Dawoon, Alexis K. Black, and Janet F. Werker. "Cascading and Multisensory Influences on Speech Perception Development." Mind, Brain, and Education 12, no. 4 (January 30, 2018): 212–23. http://dx.doi.org/10.1111/mbe.12162.

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22

Cuppini, Cristiano, Barry E. Stein, and Benjamin A. Rowland. "Development of the Mechanisms Governing Midbrain Multisensory Integration." Journal of Neuroscience 38, no. 14 (March 1, 2018): 3453–65. http://dx.doi.org/10.1523/jneurosci.2631-17.2018.

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23

Polley, Daniel B., Andrea R. Hillock, Christopher Spankovich, Maria V. Popescu, David W. Royal, and Mark T. Wallace. "Development and Plasticity of Intra- and Intersensory Information Processing." Journal of the American Academy of Audiology 19, no. 10 (November 2008): 780–98. http://dx.doi.org/10.3766/jaaa.19.10.6.

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The functional architecture of sensory brain regions reflects an ingenious biological solution to the competing demands of a continually changing sensory environment. While they are malleable, they have the constancy necessary to support a stable sensory percept. How does the functional organization of sensory brain regions contend with these antithetical demands? Here we describe the functional organization of auditory and multisensory (i.e., auditory-visual) information processing in three sensory brain structures: (1) a low-level unisensory cortical region, the primary auditory cortex (A1); (2) a higher-order multisensory cortical region, the anterior ectosylvian sulcus (AES); and (3) a multisensory subcortical structure, the superior colliculus (SC). We then present a body of work that characterizes the ontogenic expression of experience-dependent influences on the operations performed by the functional circuits contained within these regions. We will present data to support the hypothesis that the competing demands for plasticity and stability are addressed through a developmental transition in operational properties of functional circuits from an initially labile mode in the early stages of postnatal development to a more stable mode in the mature brain that retains the capacity for plasticity under specific experiential conditions. Finally, we discuss parallels between the central tenets of functional organization and plasticity of sensory brain structures drawn from animal studies and a growing literature on human brain plasticity and the potential applicability of these principles to the audiology clinic.

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Zaree, Masoome. "Multisensory Stimulation in Dementia." Function and Disability Journal 3, no. 1 (December 30, 2020): 123–30. http://dx.doi.org/10.32598/fdj.3.19.

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Background & Objectives: Dementia is a prevalent disorder around the world. However, its chronic and progressive nature mostly affects physical and psychosocial characteristics and public healthcare. Recently, multisensory interventions have been used in people with dementia as one of the nonpharmacological treatment methods. This narrative review intends to explain multisensory stimulation programs or Snoezelen for those affected with dementia. Methods: Keywords such as “sensory-based intervention”, “sensory stimulation”, “sensory processing”, “Snoezelen”, “sensory modulation”, and “dementia” were used in Scopus and PubMed databases with a sensitive search strategy in the articles published between 2000 and 2020. Results: The initial search retrieved 255 articles. After reviewing and rejecting some duplicates, 65 studies remained in the field of multisensory interventions in dementia. However, only 8 articles fulfilled the inclusion criteria. Conclusion: Multisensory stimulations in dementia can be used as an adjunctive strategy alongside other therapies. Sensory diets can be applied in common home environments. For this purpose, it is better to use Dunn’s sensory processing model. So, along with individual components, context and occupations are also considered.

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25

Novakovic, Djordje, Platon Sovilj, and Nemanja Gazivoda. "Multisensory platform based on NEC protocol." Serbian Journal of Electrical Engineering 14, no. 1 (2017): 23–33. http://dx.doi.org/10.2298/sjee1701023n.

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Multisensory signal acquisition represents one of the main concepts necessary to perform measurements in various industrial and consumer-oriented applications. This paper presents a development platform which provides a data acquisition from multiple sensors. The main module of the platform is the UNIDS-3 development board with PIC18F8520 microcontroller. Data acquisition from the sensors is performed on user demand by remote control. NEC protocol is implemented and IR receiver TSOP31238 is used. The measurement data are sent to a computer, which performs digital data processing, data visualization and data storage.

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Hanganu-Opatz, Ileana L., Benjamin A. Rowland, Malte Bieler, and Kay Sieben. "Unraveling Cross-Modal Development in Animals: Neural Substrate, Functional Coding and Behavioral Readout." Multisensory Research 28, no. 1-2 (2015): 33–69. http://dx.doi.org/10.1163/22134808-00002477.

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The interaction of every living organism with its environment relies on sensory abilities. Hence, sensory systems need to develop rapidly and early in life to guarantee an individual’s survival. Sensors have to emerge that are equipped with receptors that detect a variety of stimuli. These sensors have to be wired in basic interconnected networks that possess the ability to process the uni- as well as multisensory information encoded in the sensory input. Plastic changes to refine and optimize these circuits need to be effected quickly during periods of sensory experience so that uni- and multisensory systems can rapidly achieve the functional maturity needed to support the perceptual and behavioral functions reliant upon them. However, the requirement that sensory abilities mature quickly during periods of enhanced neuroplasticity is at odds with the complexity of sensory networks. Neuronal assemblies within sensory networks must be precisely wired so that processing and coding mechanisms can render relevant stimuli more salient and bind features together appropriately. Focusing on animal research, the first part of this review describes mechanisms of sensory processing that show a high degree of similarity within and between sensory systems and highlight the network complexity in relationship to the temporal and spatial precision that is needed for optimal coding and processing of sensory information. Given the resemblance of most adult intra- and intersensory coding mechanisms, it is likely that their developmental principles are similar. The second part of the review focuses on developmental aspects, summarizing the mechanisms underlying the emergence and refinement of precisely coordinated neuronal and multisensory functioning. For this purpose, we review animal research that elucidates the neural substrate of multisensory development applicable to, the less accessible, human development. Animal studies in this field have not only complemented human studies, but brought new ideas and numerous cutting edge conclusions leading to the discovery of common principles and mechanisms.

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Parisi, Alessandra, Francesca Bellinzona, Daniele Di Lernia, Claudia Repetto, Stefano De Gaspari, Giulia Brizzi, Giuseppe Riva, and Cosimo Tuena. "Efficacy of Multisensory Technology in Post-Stroke Cognitive Rehabilitation: A Systematic Review." Journal of Clinical Medicine 11, no. 21 (October 26, 2022): 6324. http://dx.doi.org/10.3390/jcm11216324.

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Post-stroke, in addition to sensorimotor signs and symptoms, could lead to cognitive deficits. Theories of embodiment stress the role of sensorimotor system and multisensory integration in sustaining high-order cognitive domains. Despite conventional post-stroke cognitive rehabilitation being effective, innovative technologies could overcome some limitations of standard interventions and exploit bodily information during cognitive rehabilitation. This systematic review aims to investigate whether ‘multisensory technologies’ compared to usual care treatment can be a viable alternative for cognitive rehabilitation. By applying PRISMA guidelines, we extracted data and assessed the bias of 10 studies that met the required criteria. We found that multisensory technologies were at least comparable to standard treatment but particularly effective for attention, spatial cognition, global cognition, and memory. Multisensory technologies consisted principally of virtual reality alone or combined with a motion tracking system. Multisensory technologies without motion tracking were more effective than standard procedures, whereas those with motion tracking showed balanced results for the two treatments. Limitations of the included studies regarded the population (e.g., no study on acute stroke), assessment (e.g., lack of multimodal/multisensory pre-post evaluation), and methodology (e.g., sample size, blinding bias). Recent advancements in technological development and metaverse open new opportunities to design embodied rehabilitative programs.

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Alhamdan, Areej A., Melanie J. Murphy, Hayley E. Pickering, and Sheila G. Crewther. "The Contribution of Visual and Auditory Working Memory and Non-Verbal IQ to Motor Multisensory Processing in Elementary School Children." Brain Sciences 13, no. 2 (February 5, 2023): 270. http://dx.doi.org/10.3390/brainsci13020270.

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Although cognitive abilities have been shown to facilitate multisensory processing in adults, the development of cognitive abilities such as working memory and intelligence, and their relationship to multisensory motor reaction times (MRTs), has not been well investigated in children. Thus, the aim of the current study was to explore the contribution of age-related cognitive abilities in elementary school-age children (n = 75) aged 5–10 years, to multisensory MRTs in response to auditory, visual, and audiovisual stimuli, and a visuomotor eye–hand co-ordination processing task. Cognitive performance was measured on classical working memory tasks such as forward and backward visual and auditory digit spans, and the Raven’s Coloured Progressive Matrices (RCPM test of nonverbal intelligence). Bayesian Analysis revealed decisive evidence for age-group differences across grades on visual digit span tasks and RCPM scores but not on auditory digit span tasks. The results also showed decisive evidence for the relationship between performance on more complex visually based tasks, such as difficult items of the RCPM and visual digit span, and multisensory MRT tasks. Bayesian regression analysis demonstrated that visual WM digit span tasks together with nonverbal IQ were the strongest unique predictors of multisensory processing. This suggests that the capacity of visual memory rather than auditory processing abilities becomes the most important cognitive predictor of multisensory MRTs, and potentially contributes to the expected age-related increase in cognitive abilities and multisensory motor processing.

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Turoman, Nora, Ruxandra I. Tivadar, Chrysa Retsa, Anne M. Maillard, Gaia Scerif, and Pawel J. Matusz. "The development of attentional control mechanisms in multisensory environments." Developmental Cognitive Neuroscience 48 (April 2021): 100930. http://dx.doi.org/10.1016/j.dcn.2021.100930.

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Pinto, M., V. Cavallo, and T. Ohlmann. "The development of driving simulators: toward a multisensory solution." Le travail humain 71, no. 1 (2008): 62. http://dx.doi.org/10.3917/th.711.0062.

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Neil, Patricia A., Christine Chee-Ruiter, Christian Scheier, David J. Lewkowicz, and Shinsuke Shimojo. "Development of multisensory spatial integration and perception in humans." Developmental Science 9, no. 5 (September 2006): 454–64. http://dx.doi.org/10.1111/j.1467-7687.2006.00512.x.

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Deeg, Katherine E., Irina B. Sears, and Carlos D. Aizenman. "Development of Multisensory Convergence in the Xenopus Optic Tectum." Journal of Neurophysiology 102, no. 6 (December 2009): 3392–404. http://dx.doi.org/10.1152/jn.00632.2009.

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The adult Xenopus optic tectum receives and integrates visual and nonvisual sensory information. Nonvisual inputs include mechanosensory inputs from the lateral line, auditory, somatosensory, and vestibular systems. While much is known about the development of visual inputs in this species, almost nothing is known about the development of mechanosensory inputs to the tectum. In this study, we investigated mechanosensory inputs to the tectum during critical developmental stages (stages 42–49) in which the retinotectal map is being established. Tract-tracing studies using lipophilic dyes revealed a large projection between the hindbrain and the tectum as early as stage 42; this projection carries information from the Vth, VIIth, and VIIIth nerves. By directly stimulating hindbrain and visual inputs using an isolated whole-brain preparation, we found that all tectal cells studied received both visual and hindbrain input during these early developmental stages. Pharmacological data indicated that the hindbrain-tectal projection is glutamatergic and that there are no direct inhibitory hindbrain-tectal ascending projections. We found that unlike visual inputs, hindbrain inputs do not show a decrease in paired-pulse facilitation over this developmental period. Interestingly, over this developmental period, hindbrain inputs show a transient increase followed by a significant decrease in the α-amino-3-hydroxyl-5-methyl-4-isoxazolepropionate (AMPA)/N-methyl-d-aspartate (NMDA) ratio and show no change in quantal size, both in contrast to visual inputs. Our data support a model by which fibers are added to the hindbrain-tectal projection across development. Nascent fibers form new synapses with tectal neurons and primarily activate NMDA receptors. At a time when retinal ganglion cells and their tectal synapses mature, hindbrain-tectal synapses are still undergoing a period of rapid synaptogenesis. This study supports the idea that immature tectal cells receive converging visual and mechanosensory information and indicates that the Xenopus tectum might be an ideal preparation to study the early development of potential multisensory interactions at the cellular level.

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Bremner, Andrew J., and Elisabeth L. Hill. "Considering the development of developmental disorders of multisensory processes." Multisensory Research 26, no. 1-2 (2013): 23. http://dx.doi.org/10.1163/22134808-000s0013.

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Bair, Woei-Nan, Tim Kiemel, John J. Jeka, and Jane E. Clark. "Development of multisensory reweighting for posture control in children." Experimental Brain Research 183, no. 4 (July 31, 2007): 435–46. http://dx.doi.org/10.1007/s00221-007-1057-2.

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Ujiie, Yuta, So Kanazawa, and Masami K. Yamaguchi. "Development of the multisensory perception of water in infancy." Journal of Vision 20, no. 8 (August 4, 2020): 5. http://dx.doi.org/10.1167/jov.20.8.5.

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Mason, Gina M., Michael H. Goldstein, and Jennifer A. Schwade. "The role of multisensory development in early language learning." Journal of Experimental Child Psychology 183 (July 2019): 48–64. http://dx.doi.org/10.1016/j.jecp.2018.12.011.

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Jensen, Martin Trandberg, Caroline Scarles, and Scott A. Cohen. "A multisensory phenomenology of interrail mobilities." Annals of Tourism Research 53 (July 2015): 61–76. http://dx.doi.org/10.1016/j.annals.2015.04.002.

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Aleksandrovich, Angelina, and Leonardo Mariano Gomes. "Shared multisensory sexual arousal in virtual reality (VR) environments." Paladyn, Journal of Behavioral Robotics 11, no. 1 (August 4, 2020): 379–89. http://dx.doi.org/10.1515/pjbr-2020-0018.

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AbstractThis research explores multisensory sexual arousal in men and women, and how it can be implemented and shared between multiple individuals in Virtual Reality (VR). This is achieved through the stimulation of human senses with immersive technology including visual, olfactory, auditory, and haptic triggers. Participants are invited to VR to test various sensory triggers and assess them as sexually arousing or not. A literature review on VR experiments related to sexuality, the concepts of perception and multisensory experiments, and data collected from self-reports was used to conclude. The goal of this research is to establish that sexual arousal is a multisensory event that may or may not be linked to the presence or thought of the intended object of desire (sexual partner). By examining what stimulates arousal, we better understand the multisensory capacity of humans, leading not only to richer sexual experiences but also to the further development of wearable sextech products, soft robotics, and multisensory learning machines. This understanding helps with other research related to human-robot interaction, affection, detection, and transmission in both physical and virtual realities, and how VR technology can help to design a new generation of sex robots.

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Ruhaena, Lisnawati, and Moordiningsih Moordiningsih. "Multisensory Model: Implementation and Contribution of Home Early literacy Stimulation." Jurnal Psikologi 46, no. 2 (August 6, 2019): 17. http://dx.doi.org/10.22146/jpsi.39593.

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A multisensory model was implemented to improve the stimulation and development of early literacy skill. This implementation was conducted on 56 mothers and their children aged 3-5 years old, by giving them literacy media and assistance to the mothers. The assistance was carried out by 21 literacy ambassadors. Each literacy ambassador helped 2-3 mothers. Mixed-Method Action Research (MMAR) was conducted to implement the multisensory model and evaluate its contribution. Quantitative data were collected by scales, while qualitative data were collected by observation, interviews, and questionnaires. Quantitative data analysis was done with Paired Sample T-Test, and qualitative data analysis was conducted with content analysis. Once the multisensory model was applied, the stimulation of children's literacy shifted from a textual way to a contextual way. Multisensory models contributed to creating a storybook reading routine and playing hand puppets, letter cards, and activity books. This contribution was very important because it significantly increased literacy activity and developed children’s literacy skill.

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Xu, Liyu, and Xinsheng Liu. "Probabilistic modeling and numerical simulation of neural circuits for multisensory integration." Highlights in Science, Engineering and Technology 70 (November 15, 2023): 522–28. http://dx.doi.org/10.54097/hset.v70i.13946.

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People in real life receive stimulus information through various senses, and the process by which the brain integrates this information is called multisensory integration. Multisensory integration is an important branch of neuroscience, and the research on its neural mechanism holds significant application value to the development of artificial intelligence such as designing intelligent robots. Researches suggests that the brain likely employs Bayesian rules to integrate information and make judgments. In machine learning, neural networks based on Spike-Timing-Dependent Plasticity (STDP) have shown promising results in multimodal emotion recognition. In this paper, we model a neural network based on STDP, try to explain spike events using a probabilistic model, and unify network output with Bayesian calculation. This paper uses numerical simulation to verify the performance of the proposed network in multisensory classification problems. The results show that multisensory integration can improve classification accuracy and is better than the popular supervised learning method.

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Mao, Yu-Ting, Tian-Miao Hua, and Sarah L. Pallas. "Competition and convergence between auditory and cross-modal visual inputs to primary auditory cortical areas." Journal of Neurophysiology 105, no. 4 (April 2011): 1558–73. http://dx.doi.org/10.1152/jn.00407.2010.

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Sensory neocortex is capable of considerable plasticity after sensory deprivation or damage to input pathways, especially early in development. Although plasticity can often be restorative, sometimes novel, ectopic inputs invade the affected cortical area. Invading inputs from other sensory modalities may compromise the original function or even take over, imposing a new function and preventing recovery. Using ferrets whose retinal axons were rerouted into auditory thalamus at birth, we were able to examine the effect of varying the degree of ectopic, cross-modal input on reorganization of developing auditory cortex. In particular, we assayed whether the invading visual inputs and the existing auditory inputs competed for or shared postsynaptic targets and whether the convergence of input modalities would induce multisensory processing. We demonstrate that although the cross-modal inputs create new visual neurons in auditory cortex, some auditory processing remains. The degree of damage to auditory input to the medial geniculate nucleus was directly related to the proportion of visual neurons in auditory cortex, suggesting that the visual and residual auditory inputs compete for cortical territory. Visual neurons were not segregated from auditory neurons but shared target space even on individual target cells, substantially increasing the proportion of multisensory neurons. Thus spatial convergence of visual and auditory input modalities may be sufficient to expand multisensory representations. Together these findings argue that early, patterned visual activity does not drive segregation of visual and auditory afferents and suggest that auditory function might be compromised by converging visual inputs. These results indicate possible ways in which multisensory cortical areas may form during development and evolution. They also suggest that rehabilitative strategies designed to promote recovery of function after sensory deprivation or damage need to take into account that sensory cortex may become substantially more multisensory after alteration of its input during development.

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Gori, Monica. "Multisensory Integration and Calibration in Children and Adults with and without Sensory and Motor Disabilities." Multisensory Research 28, no. 1-2 (2015): 71–99. http://dx.doi.org/10.1163/22134808-00002478.

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During the first years of life, sensory modalities communicate with each other. This process is fundamental for the development of unisensory and multisensory skills. The absence of one sensory input impacts on the development of other modalities. Since 2008 we have studied these aspects and developed our cross-sensory calibration theory. This theory emerged from the observation that children start to integrate multisensory information (such as vision and touch) only after 8–10 years of age. Before this age the more accurate sense teaches (calibrates) the others; when one calibrating modality is missing, the other modalities result impaired. Children with visual disability have problems in understanding the haptic or auditory perception of space and children with motor disabilities have problems in understanding the visual dimension of objects. This review presents our recent studies on multisensory integration and cross-sensory calibration in children and adults with and without sensory and motor disabilities. The goal of this review is to show the importance of interaction between sensory systems during the early period of life in order to correct perceptual development to occur.

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Couth, Samuel, Daniel Poole, Emma Gowen, Rebecca A. Champion, Paul A. Warren, and Ellen Poliakoff. "The Effect of Ageing on Optimal Integration of Conflicting and Non-Conflicting Visual–Haptic Stimuli." Multisensory Research 32, no. 8 (December 11, 2019): 771–96. http://dx.doi.org/10.1163/22134808-20191409.

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Abstract Multisensory integration typically follows the predictions of a statistically optimal model whereby the contribution of each sensory modality is weighted according to its reliability. Previous research has shown that multisensory integration is affected by ageing, however it is less certain whether older adults follow this statistically optimal model. Additionally, previous studies often present multisensory cues which are conflicting in size, shape or location, yet naturally occurring multisensory cues are usually non-conflicting. Therefore, the mechanisms of integration in older adults might differ depending on whether the multisensory cues are consistent or conflicting. In the current experiment, young () and older () adults were asked to make judgements regarding the height of wooden blocks using visual, haptic or combined visual–haptic information. Dual modality visual–haptic blocks could be presented as equal or conflicting in size. Young and older adults’ size discrimination thresholds (i.e., precision) were not significantly different for visual, haptic or visual–haptic cues. In addition, both young and older adults’ discrimination thresholds and points of subjective equality did not follow model predictions of optimal integration, for both conflicting and non-conflicting cues. Instead, there was considerable between subject variability as to how visual and haptic cues were processed when presented simultaneously. This finding has implications for the development of multisensory therapeutic aids and interventions to assist older adults with everyday activities, where these should be tailored to the needs of each individual.

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Jiang, Wan, Huai Jiang, Benjamin A. Rowland, and Barry E. Stein. "Multisensory Orientation Behavior Is Disrupted by Neonatal Cortical Ablation." Journal of Neurophysiology 97, no. 1 (January 2007): 557–62. http://dx.doi.org/10.1152/jn.00591.2006.

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The integration of visual and auditory information can significantly amplify the sensory responses of superior colliculus (SC) neurons and the behaviors that depend on them. This response amplification depends on the development of SC inputs that are derived from two regions of cortex: the anterior ectosylvian sulcus (AES) and the rostral lateral suprasylvian sulcus (rLS). Neonatal ablation of these cortico-collicular areas has been shown to disrupt the development of the multisensory enhancement capabilities of SC neurons and the present results demonstrate that it also precludes the development of the normal multisensory enhancements in orientation behavior. Animals with neonatal ablation of AES and rLS were tested at maturity and found unable to benefit from the combination of visual and auditory cues in their efforts to localize targets in contralesional space. In contrast, their ipsilesional multisensory orientation capabilities were indistinguishable from those of normal animals. However, when only one of these cortical areas was removed during early life, later behavioral consequences were negligible. Whether similar compensatory processes would occur in adult animals remains to be determined. These observations, coupled with those from previous studies, also suggest that a surprisingly high proportion of SC neurons capable of multisensory integration must be present for orientation behavior benefits to be realized. Compensatory mechanisms can achieve this if early lesions spare either AES or rLS, but even the impressive plasticity of the neonatal brain cannot compensate for the early loss of both of them.

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Cowie, Dorothy A. "The development of the bodily self: Children’s responses to the Rubber Hand Illusion." Seeing and Perceiving 25 (2012): 87. http://dx.doi.org/10.1163/187847612x647063.

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The bodily self is constructed from multisensory information. However, little is known of the relationship between multisensory development and the emerging sense of self. We investigated how multisensory processes underpin the developing sense of bodily self by measuring the strength of the ‘Rubber Hand Illusion’ in young children (4 to 9 years old) and adults. Stroking mode (synchronous vs asynchronous) was varied between subjects. Following this visuotactile stimulation, we measured processes of body localisation using intermanual pointing, and feelings of body ownership using questionnaire responses. Intermanual pointing showed that children were as sensitive as adults to visual-tactile synchrony cues for hand position. Similarly, explicit feelings of embodiment, measured by questionnaire items, were sensitive to visual-tactile integration independent of age. These converging results indicate a visual-tactile pathway to the bodily self which matures by at least 4 years of age. However, regardless of synchrony cues, children’s pointing was more captured by the fake hand than adults, indicating a second, later-maturing process based on visual-proprioceptive information. These findings demonstrate two dissociable processes underlying body representation in early life: an early-maturing visual tactile process controlling hand localisation and ownership, and a later-developing visual-proprioceptive process controlling localisation only. The findings further suggest that hand localisation and ownership may not always be so intimately bound together as adult data would suggest, and therefore call for a reassessment of the systems involved in adult own-body perception.

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Novita, Cut Citra, and Juhairiah. "Multisensory’s Approach to Stimulate Child Early Literacy Ability." JOYCED: Journal of Early Childhood Education 1, no. 1 (May 26, 2021): 1–7. http://dx.doi.org/10.14421/joyced.2021.11-01.

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This research is a literature study that aims to stimulate early literacy in early childhood through a multisensory approach. This research is a descriptive qualitative type using literature study, with a background of low initial reading skills, the concern that parents are concerned about their children who cannot read when they enter elementary school, and the development of a literacy culture. In this literature study research, researchers used various written sources such as articles and documents relevant to this research. In this study’s literature study, there was an increase in literacy, both from preface reading and initial writing, with a multisensory approach—the results of several studies that a multisensory approach can improve early reading and writing for early childhood.

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Wallace, M. T., and B. E. Stein. "Onset of Cross-Modal Synthesis in the Neonatal Superior Colliculus is Gated by the Development of Cortical Influences." Journal of Neurophysiology 83, no. 6 (June 1, 2000): 3578–82. http://dx.doi.org/10.1152/jn.2000.83.6.3578.

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Many neurons in the superior colliculus (SC) are able to integrate combinations of visual, auditory, and somatosensory stimuli, thereby markedly affecting the vigor of their responses to external stimuli. However, this capacity for multisensory integration is not inborn. Rather, it appears comparatively late in postnatal development and is not expressed until the SC passes through several distinct developmental stages. As shown here, the final stage in this sequence is one in which a region of association cortex establishes functional control over the SC, thus enabling the multisensory integrative capabilities of its target SC neurons. The first example of this corticotectal input was seen at postnatal day 28. For any individual SC neuron, the onset of corticotectal influences appeared to be abrupt. Because this event occurred at very different times for different SC neurons, a period of 3–4 postnatal months was required before the adult-like condition was achieved. The protracted postnatal period required for the maturation of these corticotectal influences corresponded closely with estimates of the peak period of cortical plasticity, raising the possibility that the genesis of these corticotectal influences, and hence the onset of SC multisensory integration, occurs only after the cortex is capable of exerting experience-dependent control over SC neurons.

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Burns, Pippa, Grant Ellmers, Holly Tootell, Susan Slowikowski, Carly Pascoe, Andrea Garner, Sim Lau, Rose Dixon, and Michael Szafraniec. "The design and development of a community based multisensory room." Design for Health 4, no. 2 (July 28, 2020): 178–92. http://dx.doi.org/10.1080/24735132.2020.1800986.

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Gori, Monica, and Ileana L. Hanganu-Opatz. "Introduction to the Special Issue on Multisensory Development and Plasticity." Multisensory Research 28, no. 1-2 (2015): 31–32. http://dx.doi.org/10.1163/22134808-00002492.

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Joanne Jao, R., Thomas W. James, and Karin Harman James. "Multisensory convergence of visual and haptic object preference across development." Neuropsychologia 56 (April 2014): 381–92. http://dx.doi.org/10.1016/j.neuropsychologia.2014.02.009.

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