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Multisensory and spatial processes in sensory substitution| old_uid | 14176 |
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| title | Multisensory and spatial processes in sensory substitution |
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| start_date | 2017/06/20 |
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| schedule | 14h30-15h30 |
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| online | no |
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| summary | Sensory substitution devices aim at compensating sensory deficits by converting stimuli coming from a deficient sensory modality (e.g., vision) into stimuli accessible through another modality (e.g., touch or audition). A major question concerning visual-to-tactile and visual-to-auditory devices is whether or not their use involves visual processes. Two opposite theories have been put forward. According to the deference theory (e.g., Noë, 2004; O’Regan, 2011), perception with these devices becomes visual. On the other hand, according to the dominance theory (e.g., Block, 2003), perception remains in the substituting modality (audition or touch). An alternative view (e.g., Deroy & Auvray, 2012) proposed to consider sensory substitution as being vertically integrated and involving both perceptual and cognitive processes. According to this view, using a substitution device is a multisensory experience, involving not onlyvisual, but also auditory or tactile processes. In this framework, individual differences do have an influence on the extent to which the different sensory modalities influence the experience with the devices (Arnold et al, in press). I will detail those individual differences in multisensory and spatial processes that are involved when using both visual-to-auditory and visual-to-tactile devices, which turn out to depend on individual perceptual abilities and on visual experience. Finally, I will highlight the implications of these individual differences for the understanding of brain plasticity in perceptual tasks and for the design of learning protocols for sensory substitution devices. |
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| responsibles | Petit, Piolino |
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