Developmental Perceptual Impairments: Cases When Tone-Deafness and Prosopagnosia Co-occur

Studies have shown subtle gray and white matter abnormalities in subjects with several developmental disorders including prosopagnosia, tone-deafness, and dyslexia. Correlational evidence suggests that tone-deafness and dyslexia tend to co-occur, suggesting a link between these two developmental disorders. However, it is not known whether tone-deafness can also be associated with other developmental disorders such as impaired face recognition or prosopagnosia. We addressed this question by assessing face perception abilities in a group of tone-deaf individuals and matched non-tone-deaf subjects. The Cambridge (CFMT) and the Warrington (WRMT) face memory tests were used to assess face processing in the combined group of 12, out of which six tested in the tone-deaf range. Only tone-deaf participants (two out of six) scored in the impaired range on the CFMT, one of whom was also impaired on the WRMT face memory test. Furthermore, the melodic composite score of all participants on the Montreal Battery of Evaluation of Amusia significantly correlated with their face recognition score on the CFMT. Our results suggest that in some cases tone-deafness might co-occur with face recognition impairments. It is implausible that both deficits are linked to a single cognitive dysfunction that spans different perceptual systems in different modalities. They are likely associated with a common pathogenetic mechanism of early development that leads to anomalies affecting the function of different brain systems or the connection between regions

Passion-Driven Statistics: A course-based undergraduate research experience (CURE)

This paper describes the use of scientific practices in the Passion-Driven Statistics CURE and presents the results of surveys from the implementation of this CURE at three different colleges. Overall, students experienced positive changes in thinking and working like a scientist, personal gains related to research, and gains in research skills, attitudes and behaviors. The Passion-Driven Statistics CURE aims to equip the future STEM workforce with the data analysis skills and reasoning needed across industries

Passion-Driven Statistics: A course-based undergraduate research experience (CURE)

This paper describes the use of scientific practices in the Passion-Driven Statistics CURE and presents the results of surveys from the implementation of this CURE at three different colleges. Overall, students experienced positive changes in thinking and working like a scientist, personal gains related to research, and gains in research skills, attitudes and behaviors. The Passion-Driven Statistics CURE aims to equip the future STEM workforce with the data analysis skills and reasoning needed across industries

“A room full of strangers every day”: the psychosocial impact of developmental prosopagnosia on children and their families

Objective: Individuals with developmental prosopagnosia (‘face blindness’) have severe face recognition difficul¬ties due to a failure to develop the necessary visual mechanisms for recognizing faces. These difficulties occur in the absence of brain damage and despite normal low-level vision and intellect. Adults with developmental prosopagnosia report serious personal and emotional consequences from their inability to recognize faces, but little is known about the psychosocial consequences in childhood. Given the importance of face recognition in daily life, and the potential for unique social consequences of impaired face recognition in childhood, we sought to evaluate the impact of developmental prosopagnosia on children and their families. Methods: We conducted semi-structured interviews with 8 children with developmental prosopagnosia and their parents. A battery of face recognition tests was used to confirm the face recognition impairment reported by the parents of each child. We used thematic analysis to develop common themes among the psychosocial experiences of the children and their parents. Results: Three themes were developed from the child reports: 1) awareness of their difficulties, 2) coping strat¬egies, such as using non-facial cues to identify others, and 3) social implications, such as discomfort in, and avoid¬ance of, social situations. These themes were paralleled by the parent reports and highlight the unique social and practical challenges associated with childhood developmental prosopagnosia. Conclusion: Our findings indicate a need for increased awareness and treatment of developmental prosopagnosia to help these children manage their face recognition difficulties and to promote their social and emotional wellbein

Training face perception in developmental prosopagnosia through perceptual learning

Background: Recent work has shown that perceptual learning can improve face discrimination in subjects with acquired prosopagnosia. Objective: In this study, we administered the same program to determine if such training would improve face perception in developmental prosopagnosia.Method: We trained ten subjects with developmental prosopagnosia for several months with a program that required shape discrimination between morphed facial images, using a staircase procedure to keep training near each subject’s perceptual threshold. To promote ecological validity, training progressed from blocks of neutral faces in frontal view through increasing variations in view and expression. Five subjects did 11 weeks of a control television task before training, and the other five were re-assessed for maintenance of benefit 3 months after training. Results: Perceptual sensitivity for faces improved after training but did not improve after the control task. Improvement generalized to untrained expressions and views of these faces, and there was some evidence of transfer to new faces. Benefits were maintained over three months. Training also led to improvements on standard neuropsychological tests of short-term familiarity, and some subjects reported positive effects in daily life.Conclusion: We conclude that perceptual learning can lead to persistent improvements in face discrimination in developmental prosopagnosia. The strong generalization suggests that learning is occurring at the level of three-dimensional representations with some invariance for the dynamic effects of expression

Improving Prosopagnosia: Rehabilitative Studies with Perceptual Learning

Whether acquired or developmental prosopagnosia can be improved is uncertain. There are a few attempts in single-case of acquired prosopagnosia, using a variety of mnemonic or perceptual approaches, with mixed results, as well as some recent promising perceptual approaches in developmental prosopagnosia. Our goal was to create and evaluate a perceptual learning program that incorporated variations in view and expression, to emphasize ecological validity

Improving Prosopagnosia: Rehabilitative Studies with Perceptual Learning

Whether acquired or developmental prosopagnosia can be improved is uncertain. There are a few attempts in single-case of acquired prosopagnosia, using a variety of mnemonic or perceptual approaches, with mixed results, as well as some recent promising perceptual approaches in developmental prosopagnosia. Our goal was to create and evaluate a perceptual learning program that incorporated variations in view and expression, to emphasize ecological validity

Object Recognition in Acquired and Developmental Prosopagnosia: Is it Really Just About Faces?

Whether face and object recognition are dissociated in prosopagnosia continues to be debated: a recent review (Geskin and Behrmann, 2018) highlighted deficiencies in prior studies regarding the evidence for such a dissociation. Our goal was to study cohorts with acquired and developmental prosopagnosia with a complementary battery of tests of object recognition that address prior limitations, as well as evaluating for residual effects of object expertise

Faces, Music and Voices: Evidence for a Right-dominant Anterior Temporal Agnosia Syndrome

Acquired prosopagnosia is often associated with other deficits, such as dyschromatopsia and topographagnosia, from damage to adjacent perceptual networks. Our recent study showed that some subjects with developmental prosopagnosia also have congenital amusia, but it is not known whether those with the acquired variant have similar problems with music perception. Our goal was to determine if any subjects with acquired prosopagnosia also have acquired amusia, and if so, whether the presence of amusia was linked to a specific functional or anatomical variant of prosopagnosia