Helping students see eye to eye: Diversifying teaching of sensation and perception in higher education

There is current interest in diversifying teaching curricula across many disciplines in university teaching. Sensation and perception is often considered difficult to diversify. Current challenges include diversity of the topics and teaching tools/materials, and the diversity that characterizes both the student and the teacher populations. We start by describing the diversity present in student and teacher groups, with a UK focus, and discuss how inclusive and diverse teaching materials can impact participation and engagement of broad student groups. We next consider how teaching content can be broadened by teaching on topics that consider differences between participant groups with different characteristics (including gender, ethnicity, disability and culture). Finally, we suggest resources that can be used to diversify sensation and perception teaching. We include example topics where diversity features in perception research, aimed at engaging teachers and students in the process of diversifying the teaching of sensation and perception

Structural and Functional Network-Level Reorganization in the Coding of Auditory Motion Directions and Sound Source Locations in the Absence of Vision

Epub 2022 May 2hMT+/V5 is a region in the middle occipitotemporal cortex that responds preferentially to visual motion in sighted people. In cases of early visual deprivation, hMT+/V5 enhances its response to moving sounds. Whether hMT+/V5 contains information about motion directions and whether the functional enhancement observed in the blind is motion specific, or also involves sound source location, remains unsolved. Moreover, the impact of this cross-modal reorganization of hMT+/V5 on the regions typically supporting auditory motion processing, like the human planum temporale (hPT), remains equivocal. We used a combined functional and diffusion-weighted MRI approach and individual in-ear recordings to study the impact of early blindness on the brain networks supporting spatial hearing in male and female humans. Whole-brain univariate analysis revealed that the anterior portion of hMT+/V5 responded to moving sounds in sighted and blind people, while the posterior portion was selective to moving sounds only in blind participants. Multivariate decoding analysis revealed that the presence of motion direction and sound position information was higher in hMT+/V5 and lower in hPT in the blind group. While both groups showed axis-of-motion organization in hMT+/V5 and hPT, this organization was reduced in the hPT of blind people. Diffusion-weighted MRI revealed that the strength of hMT+/V5-hPT connectivity did not differ between groups, whereas the microstructure of the connections was altered by blindness. Our results suggest that the axis-of-motion organization of hMT+/V5 does not depend on visual experience, but that congenital blindness alters the response properties of occipitotemporal networks supporting spatial hearing in the sighted.SIGNIFICANCE STATEMENT Spatial hearing helps living organisms navigate their environment. This is certainly even more true in people born blind. How does blindness affect the brain network supporting auditory motion and sound source location? Our results show that the presence of motion direction and sound position information was higher in hMT+/V5 and lower in human planum temporale in blind relative to sighted people; and that this functional reorganization is accompanied by microstructural (but not macrostructural) alterations in their connections. These findings suggest that blindness alters cross-modal responses between connected areas that share the same computational goals.The project was funded in part by a European Research Council starting grant MADVIS (Project 337573) awarded to O.C., the Belgian Excellence of Science (EOS) program (Project 30991544) awarded to O.C., a Flagship ERA-NET grant SoundSight (FRS-FNRS PINT-MULTI R.8008.19) awarded to O.C., and by the European Union Horizon 2020 research and innovation program under the Marie Skłodowska-Curie Grant Agreement No. 701250 awarded to V.O. Computational resources have been provided by the supercomputing facilities of the Université catholique de Louvain (CISM/UCL) and the Consortium des Équipements de Calcul Intensif en Fédération Wallonie Bruxelles (CÉCI) funded by the Fond de la Recherche Scientifique de Belgique (F.R.S.-FNRS) under convention 2.5020.11 and by the Walloon Region. A.G.-A. is supported by the Wallonie Bruxelles International Excellence Fellowship and the FSR Incoming PostDoc Fellowship by Université Catholique de Louvain. O.C. is a research associate, C.B. is postdoctoral researcher, and M.R. is a research fellow at the Fond National de la Recherche Scientifique de Belgique (FRS-FNRS)

Molyneux’s question and neuroscience of vision

In his renowned letter to John Locke, the Irish scientist William Molyneux poses the question that has borne his name ever since. Molyneux was interested to know whether a man who was born blind, and who thus learnt to distinguish and name a sphere and a cube by touch only, would be able to distinguish and name these objects only by looking at them once he acquired sight. Molyneux’s question raises several pivotal issues, in variety of fields, ranging from philosophy and epistemology to psychology. Molyneux’s question raises the issue of whether sensory experience is inherently specific to each sensory modality or instead supramodal. According to the empiricist theory of knowledge, although the functioning of one sense can be improved and accelerated by the observations of another, the senses maintain a specificity of their own. As for other newly sighted individuals, the change from condition of independence and autonomy to that of uncertainty and inadequacy eventually resulted in depressive disorder.</p

Assessing audiotactile interactions: Spatiotemporal factors and role of visual experience

This thesis investigated the crossmodal interactions occurring between hearing and touch. Chapters 1 to 6 present the background to this topic and an introduction to the underlying mechanisms of crossmodal perception. Chapter 1 provides a historical overview on the pioneering studies in this issue, whereas in the successive ones the main behavioural evidence on is described. Specific aspects are presented across the chapters, with Chapter 2 presenting the studies using detection/discrimination tasks, intensity tasks, or investigating texture perception or crossmodal sensory illusions and pseudosynaesthetic correspondences. In the subsequent chapters, more specific aspects are taken into consideration, such as the temporal (Chapter 3) and the spatial (Chapter 4) constraints characterizing audiotactile interactions. In Chapter 5, special attention is given to the neural substrates of the audiotactile sensory interplay, in both humans and monkeys. Since there is considerable evidence showing that visual deprivation influences how touch and hearing interact, Chapter 6 will be devoted to explore this topic in more detail. The following chapters present the experimental studies designed to empirically investigate different aspects of audiotactile interactions. Chapter 7 contains experimental studies examining the potential existence of a sensory dominance between hearing and touch, by investigating different portions of the peripersonal space and/or spatial arrangement of the stimuli. Chapter 8 is focused on evaluate the capability of humans in matching the frequency pattern of auditory, tactile and crossmodal stimuli. The spatial factors affecting audiotactile interactions will be explored in Chapter 9, by evaluating how the perception of apparent motion in one modality is biased by the presentation of apparent moving stream in the other modality. The investigation of crossmodal compatibility effects is the topic of Chapter 10. Since visual deprivation has been proved to influence how touch and hearing interact, the last chapter (Chapter 11) will be devoted to compare either spatial or temporal perception, as well as the construction of frames of reference for tactile processing - in relation with auditory stimulation- in blind and sighted individuals

Molyneux's Question: A Window on Crossmodal Interplay in Blindness

In 1688, the Irish scientist William Molyneux sent a letter to the philosopher John Locke in which he asked whether a man who had been born blind and whose experience of the world was based on senses other than vision, would be able to distinguish and name a globe and a cube by sight alone, once he had been enabled to see. This issue immediately raised considerable interest amongst philosophers, who, for centuries, have continued to speculate about how this issue might be resolved. More recently, the possibility of corrective surgery for people born with congenital cataracts, has offered a valuable opportunity to explore this topic experimentally. A discussion of how Molyneux’s question has been addressed over the centuries, allows us to investigate a number of intellectual challenges, involving a variety of fields, ranging from philosophy, psychology and the cognitive sciences, to neuroscience. For instance, Molyenux’s question raises the question of whether sensory experience is specific to each sensory modality, or rather supramodal, and if a transfer of knowledge across modalities can be established. Molyneux’s question is also relevant to the discussion of whether, how and to what extent a concept of space can be developed by blind people. More generally, it concerns the idea of how conceptual knowledge is acquired and processed when vision is lacking. The present paper aims to provide an overview of all the issues raised by Molyenux’s question