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Charles Bonnet syndrome (CBS) is a condition characterised by visual hallucinations of varying complexity on a background of vision loss. CBS research has gained popularity only in recent decades, despite evidence dating back to 1760. Knowledge of CBS among both the patient and professional populations unfortunately remains poor, and little is known of its underlying pathophysiology. CBS parallels two other better-known conditions that occur as a result of sensory loss: phantom limb syndrome (PLS) (aberrant sensation of the presence of a missing limb) and tinnitus (aberrant sensation of sound). As 'phantom' conditions, CBS, PLS and tinnitus share sensory loss as a precipitating factor, and, as subjective perceptual phenomena, face similar challenges to investigations. Thus far, these conditions have been studied separately from each other. This review aims to bridge the conceptual gap between CBS, PLS and tinnitus and seek common lessons between them. It considers the current knowledge base of CBS and explores the extent to which an understanding of PLS and tinnitus could provide valuable insights into the pathology of CBS (including the roles of cortical reorganisation, emotional and cognitive factors), and towards identifying effective potential management for CBS. [ABSTRACT FROM AUTHOR]

This research is considered necessary because it is in line with the current digital era where many of the students certainly take advantage of the digital media around them. With a sufficient understanding of digital media literacy, it is hoped that it will help them in choosing and evaluating information wisely, thereby reducing the risk of exposure to inaccurate or dangerous information because it is seen from the rapidly increasing digital development. This study aims to find out the extent of students' digital media literacy and also the various learning styles of students and the analysis of students' digital media literacy according to their respective learning styles (visual, auditory and kinesthetic). The method used descriptive qualitative research with 48 respondents. The data collection technique uses questionnaires (multiple choice digital media literacy questionnaire and learning style questionnaire to determine the types of students' learning styles including visual, auditory, kinesthetic, and mixed) and analysis using the help of SPSS version 25. The results of this study show that the learning style that has a higher understanding of digital media literacy than other learning styles is the auditory learning style with an average of 19.80, the second is the visual learning style with an average of 19.75, the third is the mixed learning style with an average of 19.57, and the last is the kinesthetic learning style with an average of 19.17.

Some research has shown that older adults benefit more from multisensory information than do young adults. However, more recent evidence has shown that the multisensory age benefit varies considerably across tasks. In the current study, older (65 – 80) and young (18 – 30) adults (N = 191) completed a speeded perceptual discrimination task either online or face-to-face to assess task response speed. We examined whether presenting stimuli in multiple sensory modalities (audio-visual) instead of one (audio-only or visual-only) benefits older adults more than young adults. Across all three experiments, a consistent speeding of response was found in the multisensory condition compared to the unisensory conditions for both young and older adults. Furthermore, race model analysis showed a significant multisensory benefit across a broad temporal interval. Critically, there were no significant differences between young and older adults. Taken together, these findings provide strong evidence in favour of a multisensory benefit that does not differ across age groups, contrasting with prior research. • Multisensory information is responded to faster than unisensory information. • Both young and older adults benefit similarly from multisensory information. • An age-specific multisensory benefit was not replicated from prior research. [ABSTRACT FROM AUTHOR]

The ability to judge the temporal alignment of visual and auditory information is a prerequisite for multisensory integration and segregation. However, each temporal measurement is subject to error. Thus, when judging whether a visual and auditory stimulus were presented simultaneously, observers must rely on a subjective decision boundary to distinguish between measurement error and truly misaligned audiovisual signals. Here, we tested whether these decision boundaries are relaxed with increasing temporal sensory uncertainty, i.e., whether participants make the same type of adjustment an ideal observer would make. Participants judged the simultaneity of audiovisual stimulus pairs with varying temporal offset, while being immersed in different virtual environments. To obtain estimates of participants' temporal sensory uncertainty and simultaneity criteria in each environment, an independent-channels model was fitted to their simultaneity judgments. In two experiments, participants' simultaneity decision boundaries were predicted by their temporal uncertainty, which varied unsystematically with the environment. Hence, observers used a flexibly updated estimate of their own audiovisual temporal uncertainty to establish subjective criteria of simultaneity. This finding implies that, under typical circumstances, audiovisual simultaneity windows reflect an observer's cross-modal temporal uncertainty. [ABSTRACT FROM AUTHOR]

Objective: The purpose of this study is to investigate if there is a physiological stress response to the visual and auditory characteristics of waterscapes. Background: Biophilic research suggests that the presence of water can reduce stress, reduce blood pressure, and increase circulation. However, water has largely been omitted from healthcare design due to concerns of cost, maintenance, waterborne pathogens, and contamination. Existing research has not yet provided a design methodology to incorporate the healing effects of water without the potential diseases, contamination, and maintenance issues associated with physical water. Given the current technological capabilities, the isolation of the auditory and visual sensory stimuli has potential to re-introduce the healing benefits of water into healthcare design. Methods: Participants were either exposed to a slow-moving or fast-moving waterscape for 20 minutes. Pre- and post-anxiety were measured using the State Trait Anxiety Scale in an online Qualtrics survey (118 participants) and through a salivary cortisol biomarker (in which 26 participants also partook). Results: The overall results demonstrate that the utilization of digital blue space was effective in reducing stress. There was no significant difference between the lake or waterfall environment in both salivary cortisol and state-trait anxiety measures. However, it is suggested that the slow and fast-moving waterscapes may be beneficial in different settings. Conclusion: Design recommendations are made regarding potential biophilic design in healthcare facilities. The utilization of sensory waterscapes can also provide a cost affordable, non-pharmacological, alternative for anxiety mitigation for patients and staff undergoing high-stress situations. [ABSTRACT FROM AUTHOR]

Leptin is a hormone produced by the small intestines and adipose tissue that promotes feelings of satiety. Leptin receptors (LepRs) are highly expressed in the hypothalamus, enabling central neural control of hunger. Interestingly, LepRs are also expressed in several other regions of the body and brain, notably in the cerebral cortex and hippocampus. These brain regions mediate higher-order sensory, motor, cognitive, and memory functions, which can be profoundly altered during periods of hunger and satiety. However, LepR expression in these regions has not been fully characterized on a cell-type-specific basis, which is necessary to begin assessing their potential functional impact. Consequently, we examined LepR expression on neurons and glia in the forebrain using a LepR-Cre transgenic mouse model. LepR-positive cells were identified using a 'floxed' viral cell-filling approach and co-labeling immunohistochemically for cell-type-specific markers, i.e., NeuN, VGlut2, GAD67, parvalbumin, somatostatin, 5-HT3R, WFA, S100β, and GFAP. In the cortex, LepR-positive cells were localized to lower layers (primarily layer 6) and exhibited non-pyramidal cellular morphologies. The majority of cortical LepR-positive cells were neurons, while the remainder were identified primarily as astrocytes or other glial cells. The majority of cortical LepR-positive neurons co-expressed parvalbumin, while none expressed somatostatin or 5-HT3R. In contrast, all hippocampal LepR-positive cells were neuronal, with none co-expressing GFAP. These data suggest that leptin can potentially influence neural processing in forebrain regions associated with sensation and limbic-related functions. [ABSTRACT FROM AUTHOR]

Complex behavior and task execution require fast changes of local activity and functional connectivity in cortical networks at multiple scales. The roles that changes of power and connectivity play during these processes are still not well understood. Here, we study how fluctuations of functional cortical coupling across different brain areas determine performance in an audiovisual, lateralized detection task in the ferret. We hypothesized that dynamic variations in the network’s state determine the animals’ performance. We evaluated these by quantifying changes of local power and of phase coupling across visual, auditory and parietal regions. While power for hit and miss trials showed significant differences only during stimulus and response onset, phase coupling already differed before stimulus onset. An analysis of principal components in coupling at the single-trial level during this period allowed us to reveal the subnetworks that most strongly determined performance. Whereas higher global phase coupling of visual and auditory regions to parietal cortex was predictive of task performance, a second component revealed a reduction in coupling between subnetworks of different sensory modalities, probably to allow a better detection of the unimodal signals. Furthermore, we observed that long-range coupling became more predominant during the task period compared to the pre-stimulus baseline. Taken together, our results show that fluctuations in the network state, as reflected in large-scale coupling, are key determinants of the animals’ behavior.

This study is concerned with the learning style of primary learners in San Manuel, District, Pangasinan Division II for SY 2023 – 2024. The study surveyed learning styles of primary learners. Primary learners preferred visual learning styles, with a smaller percentage preferring logical learning. The study found no significant difference in learning styles on academic performance across various variables. A moderate positive correlation was found between age and learning styles, but weak negative correlations were found between sex, civil status, and educational attainment. Understanding and catering to learning styles might be more crucial for students in certain divisions and national backgrounds. Visual learners can significantly improve their academic performance by incorporating visual elements into lessons. Teachers can help them grasp complex concepts, improve memory retention, and increase engagement with the material. Recognizing and accommodating the needs of visual learners is crucial for creating effective and engaging learning environments. This report emphasizes the importance of catering to diverse learning styles to promote a more inclusive and effective learning environment for all primary learners. It is also recommended that support teachers' to professional development through workshops, seminars, and conferences, and offer scholarships, grants, or financial assistance for advanced degrees or specialized training. Incorporate visual aids and techniques like mind-mapping in education, especially for subjects where visual learning is effective. Focus on diverse teaching methods to create a more engaging and productive learning environment for all students. The Visual (Spatial) Learning Style is recommended for public school teachers to improve academic performance. Further research may explore the impact of learners' learning styles on their academic performance. [ABSTRACT FROM AUTHOR]

Reacting and responding to an external stimulus is an important component of human performance, and they inform us about a participant's neurophysiological capabilities. Our purpose in this study was to determine whether reaction times (REACT), response times (RT), and countermovement jump (CMJ) performance differ when responding to an auditory (AUD) versus visual (VIS) stimulus. Participants were 17 college-aged volunteers (6 females and 11 males; M age = 23.0, SD = 3.4 years; M height = 174.57, SD = 10.37 cm; M body mass = 73.37, SD = 13.48 kg). Participants performed CMJs on force plates immediately upon receiving an AUD or a VIS stimulus. The AUD stimulus was a beep noise, while the VIS stimulus was a light on a screen in front of the participants. We determined REACT for the tibialis anterior (TA), medial gastrocnemius (GM), vastus lateralis (VL), and biceps femoris (BF) muscles to be the amount of time between stimulus onset and the initiation of the muscle's electromyographic (EMG) signal. We determined RT to be the amount of time between stimulus onset and the beginning of the participant's force production. We assessed CMJ performance via ground reaction forces during the unweighting, braking, and propulsive phases of the jump. We quantified EMG amplitude and frequency during each CMJ phase. We found RT to be faster to the AUD versus the VIS stimulus (p =.007). VL and BF muscles had faster REACT than TA and GM muscles (p ≤.007). The AUD stimulus was associated with faster CMJ unweighting phase metrics (p ≤.005). Thus, individuals may react and respond faster to an AUD versus VIS stimulus, with limited improvements in their subsequent physical performance. [ABSTRACT FROM AUTHOR]

This research determines the student's learning strategies based on their learning styles. This research applied qualitative study. The subject of this research is the students of English literature class A in Universitas Negeri Makassar, who were selected through a purposive sampling technique. Thirty-five students were chosen as the subjects of this study. The data were obtained through questionnaires and interviews and then analyzed based on producers of data analysis identification, classification, and descriptive analysis. The result showed that i) there are some learning styles that students have, such as visual, auditory, and kinesthetic (VAK) learning styles; and ii) students' learning strategies based on their learning style where subjects engaged in several learning activities or methodologies. Two types of learning techniques were primarily considered: individual and group strategies. The individual strategies were marked by all of the activities the subjects had done, and the group strategies described the learning actions employed by the subjects to comprehend the knowledge or the lesson by engaging friends who could help them. [ABSTRACT FROM AUTHOR]

This research addresses the sensory image of the martyr in contemporary Basrah poetry. The sensory image has long been a significant focus in literary studies due to its role in shaping the contours of poetic texts. It is evident that the poetic image is the essence of poetry, as it is the tool through which the poet expresses his ideas, creating a framework that reflects his psychological state. Moreover, the sensory image serves as an artistic method for delving into the depths of the poetic text. The research primarily highlights the sensory image according to the various human senses, categorizing it into visual, auditory, olfactory, tactile, and gustatory images. These sensory images are elucidated through the presentation of examples from contemporary Basrah poetry, aiming to trace how the poet's imagination crafts sensory images that convey the creative experience. [ABSTRACT FROM AUTHOR]

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In the teaching-learning processes of chemistry, in the first year of a university degree, difficulties can be observed that are associated with the complexity of chemical language and the different levels of representation necessary for its approach. Therefore, these processes should have a strong synergy between the way students learn and the way teachers teach. The present study investigated two aspects of the teaching-learning process of chemistry in health science courses at USAM. The first was to identify the predominant learning style of students according to Bandler and Grinder's Neuro-Linguistic Programming Model (VAK model: visual-auditory-kinesthetic), and the second was to identify, from the students' perspective, whether the teachers' strategies were related to any of the aforementioned learning styles. As a result, it was found that in this group of students, there are diverse learning styles, and it was also verified that chemistry teachers apply a variety of strategies, many of which are closely related to one of the learning styles described by the VAK method. Furthermore, through the contrast of the 2-test, it was confirmed that there is a direct relationship between the students' learning style and the pedagogical strategies that the teachers apply. In other words, in any process of pedagogical planning, in the subject of chemistry, it is recommended that the teacher has a clear idea of the various predominant learning styles in their group of students. This allows for the generation of a quality educational process that achieves meaningful learning. [ABSTRACT FROM AUTHOR]

The number of runners and the incidence of running-related injuries (RRIs) are on the rise. Real-time biofeedback gait retraining offers a promising approach to RRIs prevention. However, due to the diversity in study designs and reported outcomes, there remains uncertainty regarding the efficacy of different forms of feedback on running gait biomechanics. Three databases: MEDLINE, PUBMED, and SPORTDiscus were searched to identify relevant studies published up to March 2024, yielding 4646 articles for review. The quality of the included studies was assessed using the Downs and Black Quality checklist. Primary outcomes, including Peak Tibial Acceleration (PTA), Vertical Average Loading Rate (VALR), and Vertical Instantaneous Loading Rate (VILR), were analysed through meta-analysis. 24 studies met the inclusion criteria and were analysed in this review.17 used visual biofeedback (VB) while 14 chose auditory biofeedback (AB). The meta-analysis revealed a reduction in loading variables both immediately following the intervention and after extended training, with both visual and auditory feedback. Notably, the decrease in loading variables was more pronounced post-training and VB proved to be more effective than AB. Real-time biofeedback interventions are effective in lowering loading variables associated with RRIs. The impact is more substantial with sustained training, and VB outperforms AB in terms of effectiveness. [ABSTRACT FROM AUTHOR]

Multi-exceptional children often have deficits in auditory, visual, or sensory processing. As few psychologists have training in modalities, these deficits may be misdiagnosed as AD/HD, Nonverbal Learning Disorder, Autism, Dyslexia, or a host of personality disorders. This article describes the symptoms of these processing deficits and offers suggestions for therapeutic interventions. Conundrums in diagnosing the complex profiles of multi-exceptional children are addressed. Qualitative assessment is recommended as an alternative or adjunct to traditional assessment. The Checklist for Recognizing Twice Exceptional Children is included to help parents, teachers, and graduate students gain awareness of the many manifestations of multi-exceptionality. The author's experience as a clinician specializing in multi-exceptional children serves as the basis for the article. [ABSTRACT FROM AUTHOR]

Although women and men rate their subjective arousal similarly in response to "female-centric" erotic videos, women rate their subjective arousal lower than men in response to "male-centric" videos, which often end with the male's ejaculation. This study asked whether ratings of subjective sexual arousal and desire using the Sexual Arousal and Desire Inventory (SADI) would be altered if this ending was present or absent, and whether including or excluding the accompanying soundtrack would influence the magnitude and direction of the responses. A total of 119 cis-gendered heterosexual undergraduates (59 women and 60 men) viewed an 11-min sexually explicit heterosexual video that ended with a 15-s ejaculation scene. Two versions of the video were created, one with the ejaculatory ending (E+) and one without (E−). Participants were assigned randomly to view one of the two versions with (S+) or without (S−) the accompanying soundtrack, after which they completed the state version of the SADI. Women and men found both sequences without sound less arousing on the Evaluative, Motivational, and Physiological subscales of the SADI relative to the S+ sequences. However, on the Negative/Aversive subscale, women found the E + S- sequence more negative than did men, whereas this difference was not found with sound. Thus, women and men were sensitive to the auditory content of sexually explicit videos, and scenes of sexual intercourse ending with explicit ejaculation increased the Evaluative and Motivational properties of subjective sexual arousal and desire. However, this occurred in women only when the auditory cues signaled a clear and gratifying sexual interaction. [ABSTRACT FROM AUTHOR]

The findings of observations at a school, specifically the learning preferences of the pupils in class X PPLG B at SMK N Surakarta, served as the impetus for this investigation. The goal of this study is to examine how students' learning styles in class X PPLG B at SMK N Surakarta are described in terms of the Bobby DePorter hypothesis. A qualitative methodology is employed with a descriptive-analytical method for the investigation. Ten pupils from class X PPLG B and two PPLG field teachers participated in this study. The approach of purposive sampling was employed in the selection of participants. Data for the study was gathered via interviews and observation. Ten participants—students enrolled in a basic computer assembly course at one of Surakarta's public vocational schools—were directly observed during the observation. When the students were working on their computer assembly subject practicum, the observation procedure lasted for around four hours of class time. Two participants were interviewed face-to-face, namely instructors of the core subject of the program of expertise at one of Surakarta's public vocational schools. The interview procedure with the teacher was conducted for roughly 20 minutes with 6 questions about the learning styles of pupils in class X PPLG B at SMK N Surakarta. There is a wide range of learning styles in class X PPLG B, including auditory, kinesthetic, and visual learning styles, according to the findings of the interview with the teacher. This is also evident in the observational data, which shows that each student uses a particular learning style based on their unique set of traits.

Motivation is crucial in guiding student behavior and engagement during the learning process. Therefore, it is essential to improve motivation by implementing a customized learning model that addresses individual needs and learning styles. This study aims to investigate the influence of the visual, auditory, and kinesthetic (VAK) learning model on students' motivation and academic achievement at Salafiyah Madrasah Ibtidaiyah, Cirebon City. A one-group pretest-posttest research design was used. Data were collected through questionnaires and tests. The data were analyzed using descriptive statistics, N-gains, t-tests, and simple linear regression. The results indicate that 59.76% of the students agreed or strongly agreed with the implementation of the VAK model, while 17.51% disagreed or strongly disagreed, and 22.70% were undecided. The implementation of the VAK model significantly improved learners' motivation and engagement in the educational process, as evidenced by a mean score of 79% on the questionnaire. Post-test results showed a significant increase in student learning outcomes, with an average score of 79.1 in the post-test compared to 60.7 in the pre-test. The coefficient of determination test results demonstrated a 47.5% increase, while the average N-gain value revealed a medium-level improvement of 0.4351. These findings provide useful insights for educators and researchers seeking to increase student motivation and achievement by designing VAK models that provide effective and engaging learning experiences.

This study was conducted in the third grade of MI Muhammadiyah 1 Ujungpangkah to determine students' learning styles and how they affect the learning process. The research methods used were observation, interviews with grade 3 teachers, and a learning style questionnaire filled out by 15 students. The analysis revealed that the visual learning style was dominant at 53%, followed by kinesthetic at 13% and auditory at 33%. This highlights the importance of providing diverse learning materials that cater to students' preferred learning styles. The learning process should encourage active participation and inclusivity to explore student's potential.

The frontoparietal attention network plays a pivotal role during working memory (WM) maintenance, especially under high-load conditions. Nevertheless, there is ongoing debate regarding whether this network relies on supramodal or modality-specific neural signatures. In this study, we used multi-voxel pattern analysis (MVPA) to evaluate the neural representation of visual versus auditory information during WM maintenance. During fMRI scanning, participants maintained small or large spatial configurations (low- or high-load trials) of either colour shades or sound pitches in WM for later retrieval. Participants were less accurate in retrieving high- vs. low-load trials, demonstrating an effective manipulation of WM load, irrespective of the sensory modality. The frontoparietal regions involved in maintaining high- vs. low-load spatial maps in either sensory modality were highlighted using a conjunction analysis. Widespread activity was found across the dorsal frontoparietal network, peaking on the frontal eye fields and the superior parietal lobule, bilaterally. Within these regions, MVPAs were performed to quantify the pattern of distinctness of visual vs. auditory neural codes during WM maintenance. These analyses failed to reveal distinguishable patterns in the dorsal frontoparietal regions, thus providing support for a common, supramodal neural code associated with the retention of either visual or auditory spatial configurations. [ABSTRACT FROM AUTHOR]

Background: Stroke is one of the most widespread reasons for acquired adult disability. Recent experimental studies have reported the beneficial influence of Wii Fit-based feedback on improving overall balance and gait for stroke survivors. Methods: We conducted a systematic review of the literature using the following keywords to retrieve the data: feedback, biofeedback, stroke, visual, auditory, tactile, virtual reality, videogame rehabilitation, Nintendo Wii stroke, videogame stroke, exergame stroke, Nintendo Wii rehabilitation, balance, and gait. A review and meta-analysis of RCTs regarding Wii Fit-based rehabilitation accompanied by conventional therapy effects on Berg Balance Scale (BBS), Timed Up and Go (TUG), functional reach test, and gait (speed) in stroke survivors was conducted. Objective: To determine the impacts of Wii Fit-based feedback combined with traditional therapy on balance and gait in stroke survivors. Results: 22 studies were included. The meta-analysis results revealed statistically significant improvements in functional ambulation measured using TUG (p < 0.0001), balance measured using BBS (p = 0.0001), and functional reach test (p = 0.01), but not in gait speed (p = 0.32) following Wii Fit-based feedback. Regarding the types of feedback, significant differences were found in BBS scores when mixed visual and auditory feedback was used. Conclusion: Wii Fit-based feedback has desired effects on improving balance in stroke patients, making it a suitable adjunct to physical therapy. [ABSTRACT FROM AUTHOR]

Background: In attention-deficit/hyperactivity disorder (ADHD), poor inhibitory control is one of the main characteristics, with oculomotor inhibition impairments being considered a potential biomarker of the disorder. While auditory white noise has demonstrated the ability to enhance working memory in this group, visual white noise is still unexplored and so are the effects of both types of white noise stimulation on oculomotor inhibition. Objective: This crossover study aims to explore the impact of auditory and visual white noise on oculomotor inhibition in children with ADHD and typically developing (TD) children. The study will investigate the impact of different noise levels (25% and 50% visual, 78 dB auditory), and performance will be evaluated both with and without noise stimulation. We hypothesize that exposure to white noise will improve performance in children with ADHD and impair the performance for TD children. Methods: Memory-guided saccades and prolonged fixations, known for their sensitivity in detecting oculomotor disinhibition in ADHD, will be used to assess performance. Children diagnosed with ADHD, withdrawing from medication for 24 hours, and TD children without psychiatric disorders were recruited for the study. Results: Data collection was initiated in October 2023 and ended in February 2024. A total of 97 participants were enrolled, and the first results are expected between September and November 2024. Conclusions: This study will examine whether cross-modal sensory stimulation can enhance executive function, specifically eye movement control, in children with ADHD. In addition, the study will explore potential differences between auditory and visual noise effects in both groups. Our goal is to identify implications for understanding how noise can be used to improve cognitive performance. Trial Registration: ClinicalTrials.gov NCT06057441; https://clinicaltrials.gov/study/NCT06057441 International Registered Report Identifier (IRRID): DERR1-10.2196/56388 [ABSTRACT FROM AUTHOR]

One's ability to maintain their center of mass within their base of support (i.e., balance) is believed to be the result of multisensory integration. Much of the research in this literature has focused on integration of visual, vestibular, and proprioceptive cues. However, several recent studies have found evidence that auditory cues can impact balance control metrics. In the present study, we sought to better characterize the impact of auditory cues on narrow stance balance task performance with different combinations of visual stimuli (virtual and real world) and support surfaces (firm and compliant). In line with past results, we found that reducing the reliability of proprioceptive cues and visual cues yielded consistent increases in center-of-pressure (CoP) sway metrics, indicating more imbalance. Masking ambient auditory cues with broadband noise led to less consistent findings; however, when effects were observed they were substantially smaller for auditory cues than for proprioceptive and visual cues — and in the opposite direction (i.e., masking ambient auditory cues with broadband noise reduced sway in some situations). Additionally, trials that used virtual and real-world visual stimuli did not differ unless participants were standing on a surface that disrupted proprioceptive cues; disruption of proprioception led to increased CoP sway metrics in the virtual visual condition. This is the first manuscript to report the effect size of different perturbations in this context, and the first to study the impact of acoustically complex environments on balance in comparison to visual and proprioceptive contributions. Future research is needed to better characterize the impact of different acoustic environments on balance. [ABSTRACT FROM AUTHOR]

Vection is typically defined as the embodied illusion of self-motion in the absence of real physical movement through space. Vection can occur in real-life situations (e.g., 'train illusion') and in virtual environments and simulators. The vast majority of vection research focuses on vection caused by visual stimulation. Even though visually induced vection is arguably the most compelling type of vection, the role of nonvisual sensory inputs, such as auditory, biomechanical, tactile, and vestibular cues, have recently gained more attention. Non-visual cues can play an important role in inducing vection in two ways. First, nonvisual cues can affect the occurrence and strength of vection when added to corresponding visual information. Second, nonvisual cues can also elicit vection in the absence of visual information, for instance when observers are blindfolded or tested in darkness. The present paper provides a narrative review of the literature on multimodal contributions to vection. We will discuss both the theoretical and applied relevance of multisensory processing as related to the experience of vection and provide design considerations on how to enhance vection in various contexts. [ABSTRACT FROM AUTHOR]

IntroductionExcessive work stress on office workers will affect people's health and work efficiency, and organizational stress management is becoming more and more critical. Current studies focus on the management of individual stress. The collective nature of stress and coping needs further exploration.MethodsThis paper proposes the PopStress system, which converts the negative stress of an office group into the energy of a popcorn machine. When the organizational stress accumulates to the threshold, the popcorn machine will start making popcorn and attract office workers to take a break and eat. Through multisensory stimuli such as visual, audio, and olfaction, the system encourages natural and entertaining social stress-relieving behaviors within the office.ResultsTwenty-four office workers were recruited and divided into six groups for the user study. The results showed that PopStress enables users to understand the collective stress status, and successfully relieved the individual's physiological and psychological stress. This work provides insights into organizational stress management, health product design, and social design.

Background and Aim: Numerous studies have investigated the effect of binaural beat stimulation on visual attention. In this study, we aim to investigate the effect of binaural beats on both auditory and visual sustained attention of young people with normal hearing. Methods: Thirty normal-hearing people with mean age of 27.77±6.85 years were divided into two groups of Sham-Binaural beat (SB, n=15) and Binaural beat-Sham (BS, n=15). The participants in each group performed the Integrated Visual and Auditory-2 Continuous Performance Test (IVA-2 CPT) twice on different days. The SB group performed the IVA-2 CPT first under sham condition and then in the presence of binaural beats. In the BS group, the order was reversed in terms of stimuli presentation. The binaural beat stimulus was an audio file that induced beats at a frequency of 16 Hz by presenting 400 and 416 Hz stimuli to the right and left ears, respectively. The sham stimulus was a pure tone of 400 HZ. A mixed analysis of variance (ANOVA) was used to compare the means. Results: The results showed the significant effect of binaural beat stimulation on auditory sustained attention (p<0.001). However, its effect on visual sustained attention was not significant (p=0.061). Conclusion: Stimulation with binaural beats of 16 Hz may improve the auditory sustained attention in young people with normal hearing. It cannot improve their visual sustained attention. [ABSTRACT FROM AUTHOR]

Alpha rhythmic activity is often suggested to exert an inhibitory influence on information processing. However, relatively little is known about how reported alpha-related effects are influenced by a potential confounding element of the neural signal, power-law scaling. In the current study, we systematically examine the effect of accounting for 1/f activity on the relation between prestimulus alpha power and human behavior during both auditory and visual detection (N 5 27; 19 female, 6 male, 2 nonbinary). The results suggest that, at least in the scalp-recorded EEG signal, the difference in alpha power often reported before visual hits versus misses is probably best thought of as a combination of narrowband alpha and broadband shifts. That is, changes in broadband parameters (exponent and offset of 1/f-like activity) also appear to be strong predictors of the subsequent awareness of visual stimuli. Neither changes in posterior alpha power nor changes in 1/f-like activity reliably predicted detection of auditory stimuli. These results appear consistent with suggestions that broadband changes in the scalp-recorded EEG signal may account for a portion of prior results linking alpha band dynamics to visuospatial attention and behavior, and suggest that systematic re-examination of existing data may be warranted. [ABSTRACT FROM AUTHOR]

Background: Attention deficit and hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by core symptoms of inattention, and/or impulsivity and hyperactivity. In order to understand the basis for this multifaceted disorder, the investigation of sensory processing aberrancies recently reaches more interest. For example, during the processing of auditory stimuli comparable low sensory thresholds account for symptoms like higher distractibility and auditory hypersensitivity in patients with ADHD. It has further been shown that deficiencies not only exist on an intramodal, but also on a multimodal level. There is evidence that the visual cortex shows more activation during a focused auditory task in adults with ADHD than in healthy controls. This crossmodal activation is interpreted as the reallocation of more attentional resources to the visual domain as well as deficient sensory inhibition. In this study, we used, for the first time, electroencephalography to identify a potential abnormal regulated crossmodal activation in adult ADHD. Methods: 15 adult subjects with clinically diagnosed ADHD and 14 healthy controls comparable in age and gender were included. ERP components P50, P100, N100, P200 and N200 were measured during the performance of a unimodal auditory and visual discrimination task in a block design. Sensory profiles and ADHD symptoms were assessed with inattention as well as childhood ADHD scores. For evaluating intramodal and crossmodal activations, we chose four EEG channels for statistical analysis and group-wise comparison. Results: At the occipital channel O2 that reflects possible crossmodal activations, a significantly enhanced P200 amplitude was measured in the patient group. At the intramodal channels, a significantly enhanced N200 amplitude was observed in the control group. Statistical analysis of behavioral data showed poorer performance of subjects with ADHD as well as higher discrimination thresholds. Further, the correlation of the assessed sensory profiles with the EEG parameters revealed a negative correlation between the P200 component and sensation seeking behavior. Conclusion: Our findings show increased auditory crossmodal activity that might reflect an altered stimulus processing resource allocation in ADHD. This might induce consequences for later, higher order attentional deployment. Further, the enhanced P200 amplitude might reflect more sensory registration and therefore deficient inhibition mechanisms in adults with ADHD. [ABSTRACT FROM AUTHOR]

Introduction: Cerebral palsy (CP) is a group of disorders involving movement, posture, and motor function with the uniqueness of being an outcome of a static insult and ever-changing clinical course. Early identification and rehabilitation of associated morbidities are the keys to comprehensive management. Materials and Methods: This was a prospective observational study conducted in a tertiary care teaching hospital in western India, from January 2016 to June 2017, to determine the prevalence of ocular and hearing morbidity in children with CP. All children presenting with developmental delay and diagnosed as a case of CP were serially recruited in the study. Data were collected by using a predesigned pro forma. Results: The study included 80 children with CP. Male-to-female sex ratio of 2.08:1 was observed. The prevalence of visual morbidity was 67.5%, with the most common morbidity being squint followed by refractive error and nystagmus. Auditory morbidity was present in 22.5% of cases with the predominant type being sensorineural hearing loss. Conclusions: This study emphasizes the importance of prompt identification of auditory and visual morbidities in these children, as early intervention is the key to management and is vital for optimal speech, vision, developmental, and neurocognitive outcomes in these cases.

Mathematical literacy helps an individual recognize the role or use of mathematics in everyday life. One of the factors supporting mathematical literacy is the learning style of the student. This study aimed to describe the mathematical literacy of students in the context of SMP Negeri 1 Palopo based on their answers to PISA test questions by observing their learning styles. The subjects in this study were three eighth graders each representing visual, auditory, and kinesthetic learning styles. The data instruments used were a learning style questionnaire, a mathematical literacy test based on the 2012 PISA test draft, and an interview guide. The results of the learning style questionnaire were analyzed by referring to the indicators of the three learning styles under study, while the results of the PISA test were analyzed by referring to the indicators for each PISA level. The results of this study indicated that the visual student and the auditory student had mathematical literacy at level 3 as shown by their ability to connect and reflect things involved in interpretation and basic reasoning, while the kinesthetic student had mathematical literacy at level 4 as shown by their ability to build and communicate explanations and argumentation based on interpretations, arguments, and actions. Based on the research results, it is suggested that students be accustomed to working on PISA-like problems to improve their mathematical literacy.

This article explores the importance of understanding individual learning styles in the context of English language instruction for students. It argues that tailoring instructional methods and materials, to match the learning preferences of each student can enhance their overall learning experience and lead to better outcomes. The article reviews different learning styles and presents strategies for identifying them through assessment tools. It then discusses specific techniques and activities that can be used to target each learning style, including visual, auditory, kinesthetic, and tactile approaches. The article concludes by emphasizing the importance of flexibility and creativity in instructional design to meet the diverse needs of students. [ABSTRACT FROM AUTHOR]

The Supporting and Enhancing NICU Sensory Experiences (SENSE) program promotes consistent, age-appropriate, responsive, and evidence-based positive sensory exposures for preterm infants each day of NICU hospitalization to optimize infant and parent outcomes. The initial development included an integrative review, stakeholder input (NICU parents and healthcare professionals), and feasibility focus groups. To keep the program updated and evidence-based, a review of the recent evidence and engagement with an advisory team will occur every 5 years to inform changes to the SENSE program. Prior to the launch of the 2nd edition of the SENSE program in 2022, information from a new integrative review of 57 articles, clinician feedback, and a survey identifying the barriers and facilitators to the SENSE program's implementation in a real-world context were combined to inform initial changes. Subsequently, 27 stakeholders (neonatologists, nurse practitioners, clinical nurse specialists, bedside nurses, occupational therapists, physical therapists, speech-language pathologists, and parents) carefully considered the suggested changes, and refinements were made until near consensus was achieved. While the 2nd edition is largely the same as the original SENSE program, the refinements include the following: more inclusive language, clarification on recommended minimum doses, adaptations to allow for variability in how hospitals achieve different levels of light, the addition of visual tracking in the visual domain, and the addition of position changes in the kinesthetic domain. [ABSTRACT FROM AUTHOR]

Identification of neurophysiological abnormalities associated with schizophrenia that predate and predict psychosis onset may improve clinical prediction in the psychosis risk syndrome (PRS) and help elucidate the pathogenesis of schizophrenia. Amplitude reduction of the P300 event-related potential component reflects attention-mediated processing deficits and is among the most replicated biological findings in schizophrenia, making it a candidate biomarker of psychosis risk. The relative extent to which deficits in P300 amplitudes elicited by auditory and visual oddball stimuli precede psychosis onset during the PRS and predict transition to psychosis, however, remains unclear. Forty-three individuals meeting PRS criteria, 19 schizophrenia patients, and 43 healthy control (HC) participants completed baseline electroencephalography recording during separate auditory and visual oddball tasks. Two subcomponents of P300 were measured: P3b, elicited by infrequent target stimuli, and P3a, elicited by infrequent nontarget novel stimuli. Auditory and visual target P3b and novel P3a amplitudes were reduced in PRS and schizophrenia participants relative to HC participants. In addition, baseline auditory and visual target P3b, but not novel P3a, amplitudes were reduced in 15 PRS participants who later converted to psychosis, relative to 18 PRS non-converters who were followed for at least 22 months. Furthermore, target P3b amplitudes predicted time to psychosis onset among PRS participants. These results suggest that P300 amplitude deficits across auditory and visual modalities emerge early in the schizophrenia illness course and precede onset of full psychosis. Moreover, target P3b may represent an important neurophysiological vulnerability marker of the imminence of risk for psychosis.

BackgroundAttention deficit and hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by core symptoms of inattention, and/or impulsivity and hyperactivity. In order to understand the basis for this multifaceted disorder, the investigation of sensory processing aberrancies recently reaches more interest. For example, during the processing of auditory stimuli comparable low sensory thresholds account for symptoms like higher distractibility and auditory hypersensitivity in patients with ADHD. It has further been shown that deficiencies not only exist on an intramodal, but also on a multimodal level. There is evidence that the visual cortex shows more activation during a focused auditory task in adults with ADHD than in healthy controls. This crossmodal activation is interpreted as the reallocation of more attentional resources to the visual domain as well as deficient sensory inhibition. In this study, we used, for the first time, electroencephalography to identify a potential abnormal regulated crossmodal activation in adult ADHD.Methods15 adult subjects with clinically diagnosed ADHD and 14 healthy controls comparable in age and gender were included. ERP components P50, P100, N100, P200 and N200 were measured during the performance of a unimodal auditory and visual discrimination task in a block design. Sensory profiles and ADHD symptoms were assessed with inattention as well as childhood ADHD scores. For evaluating intramodal and crossmodal activations, we chose four EEG channels for statistical analysis and group-wise comparison.ResultsAt the occipital channel O2 that reflects possible crossmodal activations, a significantly enhanced P200 amplitude was measured in the patient group. At the intramodal channels, a significantly enhanced N200 amplitude was observed in the control group. Statistical analysis of behavioral data showed poorer performance of subjects with ADHD as well as higher discrimination thresholds. Further, the correlation of the assessed sensory profiles with the EEG parameters revealed a negative correlation between the P200 component and sensation seeking behavior.ConclusionOur findings show increased auditory crossmodal activity that might reflect an altered stimulus processing resource allocation in ADHD. This might induce consequences for later, higher order attentional deployment. Further, the enhanced P200 amplitude might reflect more sensory registration and therefore deficient inhibition mechanisms in adults with ADHD.

Temporal regularities are ubiquitous in our environment. The theory of entrainment posits that the brain can utilize these regularities by synchronizing neural activity with external events, thereby, aligning moments of high neural excitability with expected upcoming stimuli and facilitating perception. Despite numerous accounts reporting entrainment of behavioural and electrophysiological measures, evidence regarding this phenomenon remains mixed, with several recent studies having failed to provide confirmatory evidence. Notably, it is currently unclear whether and for how long the effects of entrainment can persist beyond their initiating stimulus, and whether they remain restricted to the stimulated sensory modality or can cross over to other modalities. Here, we set out to answer these questions by presenting participants with either visual or auditory rhythmic sensory stimulation, followed by a visual or auditory target at six possible time points, either in-phase or out-of-phase relative to the initial stimulus train. Unexpectedly, but in line with several recent studies, we observed no evidence for cyclic fluctuations in performance, despite our design being highly similar to those used in previous demonstrations of sensory entrainment. However, our data revealed a temporally less specific attentional effect, via cross-modally facilitated performance following auditory compared with visual rhythmic stimulation. In addition to a potentially higher salience of auditory rhythms, this could indicate an effect on oscillatory 3-Hz amplitude, resulting in facilitated cognitive control and attention. In summary, our study further challenges the generality of periodic behavioural modulation associated with sensory entrainment, while demonstrating a modality-independent attention effect following auditory rhythmic stimulation. [ABSTRACT FROM AUTHOR]

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This study aimed to determine the role of resource conflict in dual-task (DT) effects on gait and concurrent tasks in children and adolescents. Gait was evaluated with and without concurrent tasks (visual-manual, visual-vocal and auditory-vocal). The roles of condition (single vs dual) and type of concurrent task in DT effect were tested by Repeated Measured of ANOVA. Relative changes from single to DT conditions were compared using One-Way ANOVA. There were significant reductions in gait speed, cadence, and stride length, and increases in double support time, step time and variability in step time, and no change in variability in stride length, step width, and concurrent task performance from single to DT conditions. DT effects on gait parameters and concurrent tasks were comparable across DT conditions. [ABSTRACT FROM AUTHOR]

• People with PTSD and psychosis report hallucinations across a range of sensory modalities. • Auditory and visual experiences were reported by over half of the sample. • The greater the number of hallucinations reported was associated with higher levels of trauma. • The content of the trauma experienced was often reflected in the content of the hallucination. Auditory hallucinations are common in people with histories of adversity, possibly indicating a causal relationship. However, hallucinations occur in multiple sensory modalities and the relationship between trauma and hallucinations in other sensory domains is less explored. We examined the occurrence of hallucinatory experiences in different sensory modalities in people with psychosis who also met criteria for Post-Traumatic Stress Disorder (n = 67). Particular attention was paid to the number of modalities reported and whether the experiences were linked to the person's adversity. This linkage was explored in two ways. First, it was predicted that those people reporting more trauma experiences and symptoms of PTSD would report a greater number of hallucination modalities. Second, we examined if there was content or thematic linkage between the trauma and the hallucinatory experiences. There were high levels of reported auditory (89.6 %), visual (58.2 %) and tactile (46.3 %) hallucinations. Hallucinations in two or more modalities were the norm (71.6 % of the participants). The number of hallucination modalities was moderately associated with a greater number of past traumas and PTSD symptoms. There was a high degree of content and thematic linkage between the trauma and the hallucinations. The linkage between trauma and auditory hallucinations extends to other sensory domains. [ABSTRACT FROM AUTHOR]

Theoretical and computational models such as transfer-appropriate processing (TAP) and global matching models have emphasized the encoding-retrieval interaction of memory representations in generating false memories, but relevant neural mechanisms are still poorly understood. By manipulating the sensory modalities (visual and auditory) at different processing stages (learning and test) in the Deese-Roediger-McDermott task, we found that the auditory-learning visual-test (AV) group produced more false memories (59%) than the other three groups (42∼44%) [i.e., visual learning visual test (VV), auditory learning auditory test (AA), and visual learning auditory test (VA)]. Functional imaging results showed that the AV group's proneness to false memories was associated with (i) reduced representational match between the tested item and all studied items in the visual cortex, (ii) weakened prefrontal monitoring process due to the reliance on frontal memory signal for both targets and lures, and (iii) enhanced neural similarity for semantically related words in the temporal pole as a result of auditory learning. These results are consistent with the predictions based on the TAP and global matching models and highlight the complex interactions of representations during encoding and retrieval in distributed brain regions that contribute to false memories.

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. [ABSTRACT FROM AUTHOR]

Despite proving its usefulness for over a century, the concept of developmental dyslexia (DD) is currently in severe disarray because of the recent introduction of the phonological theory of its causation. Since mastering the phonological principle is essential for all reading, failure to do so cannot be used to distinguish DD from the many other causes of such failure. To overcome this problem, many new psychological, signal detection, and neurological theories have been introduced recently. All these new theories converge on the idea that DD is fundamentally caused by impaired signalling of the timing of the visual and auditory cues that are essential for reading. These are provided by large 'magnocellular' neurones which respond rapidly to sensory transients. The evidence for this conclusion is overwhelming. Especially convincing are intervention studies that have shown that improving magnocellular function improves dyslexic children's reading, together with cohort studies that have demonstrated that the magnocellular timing deficit is present in infants who later become dyslexic, long before they begin learning to read. The converse of the magnocellular deficit in dyslexics may be that they gain parvocellular abundance. This may often impart the exceptional 'holistic' talents that have been ascribed to them and that society needs to nurture. [ABSTRACT FROM AUTHOR]