Audiovisual integration in noise by children and adults

The aim of this study was to investigate the development of multisensory facilitation in primary school-age children under conditions of auditory noise. Motor reaction times and accuracy were recorded from 8-year-olds, 10-year-olds, and adults during auditory, visual, and audiovisual detection tasks. Auditory signal-to-noise ratios (SNRs) of 30-, 22-, 12-, and 9-dB across the different age groups were compared. Multisensory facilitation was greater in adults than in children, although performance for all age groups was affected by the presence of background noise. It is posited that changes in multisensory facilitation with increased auditory noise may be due to changes in attention bias.     

Health Research in Complex Emergencies: A Humanitarian Imperative

Health researchers, research trainees, and ethics reviewers should be prepared for the special application of research ethics within complex humanitarian emergencies. This paper argues that as a precursor to published ethical guidelines for conducting research in complex emergencies, researchers and research ethics committees should observe the following primary ethical considerations: (1) the research is not at the expense of humanitarian action; (2) the research is justified in that it is needs-driven and relevant to the affected populations; and (3) the research does not compromise the humanitarian principles of neutrality, impartiality and independence. These primary considerations are in harmony with the humanitarian goals of saving lives, alleviating suffering, and témoignage. Furthermore, there is an important role for research in supporting humanitarian action, and the extreme vulnerability of research participants in complex emergencies demands intense research ethics scrutiny. It is important to discern which ethical considerations are essential, and which are merely desirable, as excessive research ethics requirements may impede life-saving research.     

Mental rotation of possible and impossible four-cornered toruses

Possible and impossible four-cornered toruses were used as stimuli in a mental rotation paradigm. Rotation rates varied with number of “net changes in depth,” a variable that closely corresponds with ratings of impossibility, rather than with formal distinctions between the possible and the impossible. Rotation rates were also affected by perimeter shapes but not in accord with perimeter complexity as defined by number of vertices. Experiment 2 attempted to separate net changes in depth from figure symmetry and found symmetry to be the more reliable predictor of rotation rates, suggesting that symmetry may underlie the influence of net changes of depth.     

Curriculum Making as the Enactment of Dwelling in Places

This article uses an account of dwelling to interrogate the concept of curriculum making. Tim Ingold??s use of dwelling to understand culture is productive here because of his implicit and explicit interest in intergenerational learning. His account of dwelling rests on a foundational ontological claim??that mental construction and representation are not the basis upon which we live in the world??which is very challenging for the kinds of curriculum making with which many educators are now familiar. It undermines assumptions of propositional knowledge and of the use of mental schemas to communicate and share. At the level of critique, then, dwelling destabilizes contemporary ideas of curriculum as textual, pre-specified content for transmission or pre-defined objectives or standardized activity. The positive claims of dwelling are equally challenging, for these are that the world is a domain of relational entanglement in which an organism can be no more than a point of growth for an emergent ??environment??, and meaning only inheres in these relations. The paper articulates how differentiation (of learner, salient meanings, knowledge, skill and place) are possible in such an ontology, and how curriculum making can be understood from this perspective as being the remaking of relationships between these.     

Susceptibility to the flash-beep illusion is increased in children compared to adults

Audio-visual integration was studied in children aged 8-17 (N = 30) and adults (N = 22) using the 'flash-beep illusion' paradigm, where the presentation of two beeps causes a single flash to be perceived as two flashes (fission illusion), and a single beep causes two flashes to be perceived as one flash (fusion illusion). Children reported significantly more fission illusions than adults, indicating that auditory and visual information was integrated more often, and less selectively, than in adults. Within either group, illusion reports did not correlate with either age or motor coordination measures. The current results show that the form of multisensory integration indexed by the illusion is slow to mature in normally developing children.     

The role of attentional breadth in perceptual change detection

Previous research has shown that changes to scenes are often surprisingly hard to detect. The research reported here investigated the relationship between individual differences in attention and change detection. We did this by assessing participantś breadth of attention in a functional field of view task (FFOV) and relating this measure to the speed with which individuals detected changes in scenes. We also examined how the salience, meaningfulness, and eccentricity of the scene changes affected perceptual change performance. In order to broaden the range of individual differences in attentional breadth, both young and old adults participated in the study. A strong negative relationship was obtained between attentional breadth and the latency with which perceptual changes were detected; observers with broader attentional windows detected changes faster. Salience and eccentricity had large effects on change detection, but meaning aided the performance of young adults only and only when changes also had low salience.     

Decreasing Child Distress During Needle Sticks and Maintaining Treatment Gains Over Time

This study examined the effectiveness of an intervention for reducing behavioral distress in children during needle sticks. Participants were eight children and their parents. The children received injections or venipunctures for hematological or oncological disease. The distress management intervention included instruction for children to engage in a distraction activity during needle sticks and parent training in coaching their children. The intervention was adapted to clinic and home treatment settings. Results indicated that five children exhibited significantly less distress after treatment when compared with baseline sessions, that treatment gains were maintained at follow-up for three of them, and that child distress was significantly and negatively related to use of the experimental distractor. Implications for clinical practice are discussed.     

The relationship between multisensory integration and IQ in children

It is well accepted that multisensory integration has a facilitative effect on perceptual and motor processes, evolutionarily enhancing the chance of survival of many species, including humans. Yet, there is limited understanding of the relationship between multisensory processes, environmental noise, and children's cognitive abilities. Thus, this study investigated the relationship between multisensory integration, auditory background noise, and the general intellectual abilities of school-age children (N = 88, mean age = 9 years, 7 months) using a simple audiovisual detection paradigm. We provide evidence that children with enhanced multisensory integration in quiet and noisy conditions are likely to score above average on the Full-Scale IQ of the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV). Conversely, approximately 45% of tested children, with relatively low verbal and nonverbal intellectual abilities, showed reduced multisensory integration in either quiet or noise. Interestingly, approximately 20% of children showed improved multisensory integration abilities in the presence of auditory background noise. The findings of the present study suggest that stable and consistent multisensory integration in quiet and noisy environments is associated with the development of optimal general intellectual abilities. Further theoretical implications are discussed.