Multisensory Approach Research Articles

A5164 - A Multisensory Approach to Monitor Bariatric Patient’s Postsurgical Behavior and Lessen Weight Recidivism

A5164 - A Multisensory Approach to Monitor Bariatric Patient’s Postsurgical Behavior and Lessen Weight Recidivism

Learning English Language with Technology: Case Study of a Primary School in Kota Belud, Sabah

Teaching English Language in rural primary schools using Information and Communications Technology (ICT) has often been seen as a challenge for language teachers. In an attempt to better understand the difficulties faced, a yearlong study was conducted to investigate how 40 voluntary student teachers of a public university in Sabah use ICT and the multisensory approach to teach English. The study employs The Learner Centric Ecology of Resources Framework (Luckin) as a guide to observe knowledge scaffolding of students learning. Focus group interviews were employed to elicit qualitative data with some selected student teachers who participated in the selected primary schools in Kota Belud, Sabah. The results show that the majority of the student teachers were motivated to teach English using the multisensory approach because it helped them to connect English with the outside world via visual aids (multimedia). The student teachers’ reflective journals also indicated that they were able to align the ICT materials with the proficiency levels of the students, create interactive teaching and learning materials, and use ICT to improve class control. All the actions taken by the student teachers prove that they are frequently updating each other in teaching akin to the Luckin framework. If this method of learning is practised by more schools, it would make language learning more interesting.

Dynamic and static sensory methods to study the role of aroma on taste and texture: A multisensory approach to apple perception

To date very little research has been done on sensory interaction taking into account the temporal component. The objectives of this work were to better understand the influence of aroma perception on taste and texture perception in a real food matrix such as the apple, considering sensory perception both as a static and dynamic process. Another objective was to evaluate the suitability of Temporal Dominance of Sensations (TDS) for studying sensory interaction.A set of 9 apple samples, made up of apple discs modified with two distinct aromas (3-methylbutyl acetate and (E)-3-hexen-1-ol) and/or two tastants (fructose and dl-malic acid), was used for the experiment. Samples were analysed by Descriptive Analysis (DA) and TDS performed by two different panels. Samples were also analysed using instrumental measurement of texture, sugar and volatile content.Aroma addition modified perception of the apple in both a static and dynamic way. Some texture-aroma and taste-aroma interaction were highlighted. TDS showed that both aromas made perception of hardness and juiciness less dominant. In some cases, banana aroma modified sweet taste perception and when used without tastants, it tended to anticipate sweetness perception in time. DA evidenced different results: both aromas decreased crunchiness or flouriness intensities when used alone or with fructose respectively. They increased juiciness intensity when combined with malic acid.TDS confirmed well-known relations between taste and smell and showed its appropriateness for studying sensory interaction. Its combination with DA gathered complementary points of view enriching the analysis and revealing unexpected or time-related interaction, a new perspective for understanding the phenomena linked to perception.

Power in Silence: Captions, Deafness, and the Final Girl

Power in Silence: Captions, Deafness, and the Final Girl

Morphology and hydro-sensory role of superficial neuromasts in schooling behaviour of yellow-eyed mullet (Aldrichetta forsteri).

The lateral line system is a mechanosensory organ found in all fish species and located on the skin or in subdermal canals. The basic functional units are superficial and canal neuromasts, which are involved in hydrodynamic sensing and cohesion in schooling fish. Yellow-eyed mullet (Aldrichetta forsteri) are an obligate schooling species found commonly in shallow coastal areas of New Zealand and Australia. Schooling is a fundamental part of their behavioural repertoire, yet little is known about the structure or functionality of the lateral line in this species. We used scanning electron microscopy to characterise the morphology of trunk superficial neuromasts. We then took a multi-sensory approach and conducted behavioural experiments comparing school structure in groups of fish with and without fully functioning lateral lines, under photopic and scotopic conditions. A highly developed hydro-sensing system exists on the trunk of yellow-eyed mullet consisting of superficial neuromasts containing hundreds of hair cells aligned, with respect to their most sensitive axis, in a rostrocaudal direction. Without functioning superficial neuromasts, schooling behaviour was disrupted under both photopic and scotopic conditions and the ability to detect stationary objects decreased. Results highlight the importance of this component of the lateral line system to schooling behaviour.

Haptic information for reliable displays

Humans have several senses, all of which are usually used to navigate through life. Technical systems are much simpler, often engaging only one sense. Literature suggests that this might be the reason for some of the problems encountered with human–system interaction. In modern railways, operators almost exclusively interact with technical systems. Information is provided on displays; operators act on what they see. In some safety-critical situations, it is crucial that the displayed information is indeed showing the state of the outside situation and that the operator can rely on it. Failures of the system must be exposed. In two methods, the authors have researched how acoustic (i.e. transmitted via hearing) and haptic (i.e. transmitted via touch) signals can be used in combination with visual information to help people to identify errors of displayed items. After an overview of today’s research into the use of haptic displays and the basic ideas of transmission of multisensory information, the concept for using a multisensory approach in railway operator workstations has been explained. Then the two methods are described. The first one is a computer game style application in which erroneous symbols need to be identified. In the second method, a simple workstation layout is given in which participants need to identify signals which show an erroneous red aspect. In both cases, the participants are aided in their task by receiving information about the symbols and signals via haptic, acoustic or combined haptic and acoustic feedback. Regarding the error detection rates, a significant difference between the three versions of feedback modes was not determined in any method. However, in the second method (workstation), participants were faster when provided with haptic feedback. Also, the participants rated haptic and haptic–acoustic feedback subjectively better than acoustic feedback alone. The methods have shown that the idea of using a variation of feedback modes to reveal mistakes on a display does work. The results are a first step to develop systems which make it possible for the operator to detect inaccuracies in the information displayed without complex electronic systems but with a modern, multisensory approach.

A Comparison of the Effectiveness of Neurofeedback (NFB) Training Method and Fernald’s Multisensory Approach on Dictation Performance among Students Suffering from Dictation Disorder (Dysgraphia)

Introduction: Dysgraphia (disorder in dictation, disorder of written expression) is considered as one of common disorders among students, where there are different methods on how to cope with and treat it. The present study aimed to compare the effectiveness of Neurofeedback (NFB) Training Method and Fernald’s multi-sensory approach on students’ dictation disorder in Rafsanjan city in 2015.Methods: Twenty six students (age 7-11 years), suffering from dysgraphia, were selected using convenience sampling method from those who referred to Rafsanjan’s Javaneh Consultation Center and randomly divided into two groups, neurofeedback and Fernald. Initially, we conducted a dictation test (pretest) and Raven′s Progressive Matrices. The students that their dictations score were 50/100 or lower enrolled to study. In the NFB group, we applied 15 sessions of neurofeedback training in areas C3 and C4 to strengthen the SMR waves, whereas the second group received 15 sessions of training using Fernald’s multi-sensory approach. Then, both groups were participated in a dictation test at the end of their training processes. Finally, data analyzed by using independent and paired t-test and Cohen′s effect size.Results: The mean score of dictation in NFB and Fernald groups were 34.2 ± 3.87 and 32.9 ± 4.66 respectively. The difference was not significance (P = 0.043). The mean scores of dictation in posttest in NFB and Fernald groups were higher than pretest. The difference was significance (P < 0.001). However, neurofeedback method showed a much more significant influence in mitigating this disorder as compared to Fernald approach.Conclusions: The results of our study indicated that each of both Fernald and neurofeedback training methods can be used to improve dictation performance among students suffered from dictation disorder, where depending upon students’ circumstances and parents’ choice, the process of selecting an appropriate method out of these methods can be proceeded.

Investigating the effects of odours integration in reading and learning experiences

Books are the tools used for reading novel and stories, but also for educational purposes. Conventional books have undergone a radical transformation in recent years due to the use of new technologies. However, the technological devices used for reading e-books today are still poorly exploited, while they can represent a fundamental tool to make the reading experience more immersive by using a complete multisensory approach. In this perspective, one sense that represents an important element of human perception is the sense of smell. Consequently, authors make the hypothesis that the introduction of odours during reading sessions could increase the user experience and the learning performances. In order to demonstrate these hypotheses, the authors have defined and carried out several experimental testing sessions. The analysis of the collected data proved that the introduction of odours does not disturb the reader during reading activities but, on the contrary, it can make the experience more immersive. Similarly, odours do not disturb the studying activities, but they can instead increase the level of concentration and the learning performances of people.

The Impact of Multisensory Approach on Phonemic Awareness Skills Among the Indigenous Preschoolers in Pulau Carey, Malaysia

The Impact of Multisensory Approach on Phonemic Awareness Skills Among the Indigenous Preschoolers in Pulau Carey, Malaysia

A Comparison of the Effectiveness of Neurofeedback (NFB) Training Method and Fernald’s Multisensory Approach on Dictation Performance among Students Suffering from Dictation Disorder (Dysgraphia)

A Comparison of the Effectiveness of Neurofeedback (NFB) Training Method and Fernald’s Multisensory Approach on Dictation Performance among Students Suffering from Dictation Disorder (Dysgraphia)

The Effectiveness of a Multi Sensory Approach in Improving Reading CVC Words among Mild Intellectual Disabled Students in State of Kuwait

The Effectiveness of a Multi Sensory Approach in Improving Reading CVC Words among Mild Intellectual Disabled Students in State of Kuwait

The Multi-sensory landscape as an inspiration in the creation of a tourism product

Stimulated by growing competition in the tourism market, the offer available needs to be continuously enhanced, and as a result those doing the development reach out for increasingly sophisticated measures. An important element in this context is the popular multi-sensory perception of landscape which guarantees that the tourism product created will be interesting and unique. This helps to provide more interesting experiences and achieve greater involvement, which undoubtedly allows greater satisfaction to be drawn from participation in tourism activities. The purpose of this article is to demonstrate tha the multi-sensory approach to landscape may be applied in the creation process of the tourism product, and this proposition will be supported with examples corresponding to particular landscape stimuli. The author intends to show that contemporary tourism offers benefit from the phenomenon of the multi-sensory landscape more and more frequently.

HAGUE, Ian. Comics and the senses: a multisensory approach to comics and graphic novels. New York: Routledge, 2014. 214p.

HAGUE, Ian. Comics and the senses: a multisensory approach to comics and graphic novels. New York: Routledge, 2014. 214p.

Supporting Spiritual Engagement for People Living with Dementia

The article lays out the results from an extensive literature review exploring the spiritual and religious lives of people living with dementia. The ways in which informal spiritual practices such as prayer, praise and worship can enhance people’s spiritual lives are outlined. Alongside formal spiritual practices the article highlights that more generically spiritual things such as finding meaning, forgiveness, acceptance, reminiscence and value are crucial dimensions of the spiritual lives of people living with dementia. It concludes by noting the importance of using a multi-sensory approach which enables individuals to connect with their spirituality in more concrete, tangible ways.

Visual and audio emotion processing training for outpatients with schizophrenia: an integrated multisensory approach

ABSTRACTDeficits in emotion processing (EP) represent a target of rehabilitation in schizophrenia, as they have been related to poor personal and social functioning. To date neither the relationship between these deficits and the generalised cognitive impairment, nor the involvement of specific mechanisms of perception (visual or auditory) are fully comprehended. We developed two treatments targeting EP, through visual or auditory channels, with the aim of disentangling possible differences and/or interactions between the two modalities in schizophrenia-related impairments, also taking into account the role of cognition and social functioning. Thirty five outpatients with schizophrenia were assessed for neurocognition, social functioning and EP (visual and auditory channel) and participated in either visual or auditory EP training or in an active control group. Results showed a significant improvement in EP through the specific channel trained for both groups, with an extended effect also on vocal stimuli for the visual training group. Positive correlations were found between working memory, social functioning and EP. Our findings help to shed light on the possible different involvement of perceptual channels in schizophrenia, as well as supporting previous evidence that emotion recognition may be inter-related but does not overlap with neurocognition and can be specifically trained.

Developing Teachers’ Capacity for Teaching Pupils’ Initial Reading Skills: Research Report

The research stemmed from literature that revealed that most pupils in the public primary schools in Nigeria cannot read and write. Some researchers attributed this to poor foundation in teaching initial reading due to teachers’ lack of skills in teaching initial reading and their use of ineffective methods. Based on this, the researchers decided to build the capacity of 40 teachers of Primary 2 classes on the use of the multisensory approach in teaching initial reading which lasted for three weeks. Before the training commenced, a pre-test was administered on the pupils taught by these teachers and eight weeks after the treatment(training) a post-test was administered on the pupils to determine the effects of the treatment. The results of the pre-test and post-test were analysed using t-test and Analysis of Variance (ANOVA). The t-test results showed a significant difference between the pre- and post-test scores of the pupils and this difference was attributed to the treatment given to the teachers t- calculated value of 24.6 and t-value of 1.984 at 0.05 level of significance with degree of freedom 98. Also the t-test t-test comparison of the mean scores of male and female pupils shows that male students performed better on IRMAT than their female counterpart t-calculated 10.80 at 0.05 level of significance and degree of freedom 98. In addition, when ANOVA was used the result shows that the treatment given to the teachers had a significant impact on the pupils, F-cal =426.29 and f- crit =6.90 (F1, 98 =6.90, P = 0.05). Based on this result, some recommendations were made among which are, the need to retrain all teachers in the lower basic education level, on the use of the multi-sensory approach in teaching initial reading and the use of Jolly phonics technique in teaching initial reading. Key words : Developing, Teachers’ Capacity, Teaching, Initial Reading, Multisensory Approach

Student life - A multisensory approach.

As a registered nurse, you will be expected to assess each individual and provide holistic patient care. As simple as this sounds, it isn't always easy, and you will quickly learn that no two patients are the same.

Parent perceptions of music therapy in an on-campus clinic for children with Autism Spectrum Disorder

Although researchers have investigated parent perceptions of family-based group music therapy sessions for children with Autism Spectrum Disorder (ASD), no researcher has examined parent perceptions of individual music therapy sessions for children with ASD in a university-based clinic. The purpose of this study was to understand parent perceptions of individual music therapy sessions in an on-campus university clinic for children with ASD. Research questions included: (a) How do parents of children with ASD perceive music therapy in an on-campus clinic? (b) How might parents differentiate music therapy from other treatments their child may be receiving? Four mothers of children with ASD receiving music therapy participated separately in semi-structured interviews. Using an inductive approach to thematic analysis, the authors identified and established code categories and themes during repeated readings of the data. Parents perceived music therapy to be a meaningful treatment for their children with ASD and five themes emerged: 1) music therapy is a unique and enjoyable multisensory approach that engages and motivates their children and distinguishes itself from other therapies 2) working with music therapy students is beneficial for children with ASD as it provides a change of routine and fosters flexibility; 3) the collaborative approach benefits all aspects of treatment and promotes rapport and alliance; 4) gains and progress resultant of music therapy generalize to other settings; 5) parents independently implement techniques used in music therapy in other settings. Implications for clinical practice and suggestions for future research are provided.

Spiritual intelligence

This article will share the intellectual journey E. Paul Torrance and I traveled in 2001, in which we explored psychology, science and ancient wisdom and traditions, including Native American and indigenous traditions, to establish a foundation for spiritual intelligence. This section will be followed by ways to develop and nurture spiritual intelligence in the classroom, focusing on service learning with student examples; a section on seven ways to develop or raise spiritual intelligence; a section examining efforts initiated and developed in business to develop spiritual intelligence; and servant leadership that incorporates much of what E. Paul Torrance and I called spiritual intelligence: The capacity to use a multi-sensory approach, including intuition, meditation and visualization, to tap inner knowledge to solve problems of a global nature.

A multi-sensory methodological approach for science learning

This paper presents both a learning environment aimed at science education and the results obtained at the end of its experimentation carried out in a secondary school. The edutainment environment has been designed to explain the physical theory of superstrings, and it was mainly based on the construction of artifacts and on the manipulation of digital media. In order to both intrigue students and make interesting and appealing this complex subject of physics we have tried to stimulate and engage students in a multi-sensory way through different approaches. It was outlined a path made by different steps to deal with the scientific issues addressed that would actively encourage a real translation of knowledge into skills and both different styles and ways of learning. Superstring theory was first presented through traditional approaches and, later, through the construction of metaphoric representations made by artifacts created by the students. The experimentation, conducted on a group of 20 students, allowed to evaluate the effectiveness of the environment. Un approccio multisensoriale per l’apprendimento delle scienze Questo articolo presenta un ambiente di apprendimento rivolto alla didattica delle scienze e i risultati ottenuti al termine della sua sperimentazione compiuta presso un istituto scolastico d’istruzione secondaria di primo grado. L’ambiente di edutainment e stato progettato per realizzare la divulgazione della teoria fisica delle superstringhe, ed e stato prevalentemente basato sulla costruzione di manufatti e sulla manipolazione di media digitali. Si e cercato di stimolare e coinvolgere gli alunni mediante approcci diversi e in maniera multisensoriale con l’obiettivo di incuriosirli rendendo interessante e accattivante questo complesso argomento della fisica. E stato delineato un percorso per gradi alle problematiche scientifiche affrontate che potesse attivamente stimolare sia i vari stili e modi di apprendimento, sia una reale trasposizione delle conoscenze in competenze. La teoria delle superstringhe e stata presentata prima attraverso approcci tradizionali e, in seguito, attraverso la costruzione di rappresentazioni metaforiche costituite da manufatti realizzati dagli studenti. La sperimentazione, condotta su un gruppo di 20 studenti, ha consentito il rilievo dell’efficacia di tale ambiente.