{"id":2263,"date":"2020-04-01T10:22:44","date_gmt":"2020-04-01T15:22:44","guid":{"rendered":"https:\/\/web.education.wisc.edu\/edneurolab\/?page_id=2263"},"modified":"2025-03-25T21:24:08","modified_gmt":"2025-03-26T02:24:08","slug":"multisenosory-integration-msi","status":"publish","type":"page","link":"https:\/\/web.education.wisc.edu\/edneurolab\/?page_id=2263","title":{"rendered":"Multisensory Integration (MSI) + Synesthesia"},"content":{"rendered":"<h2><span style=\"text-decoration: underline\">Background<\/span><\/h2>\n<p>Synesthesia and multi-sensory integration both deal with aspects of perception and our senses. Our lab was interested in how these two topics influence our ability to learn\/succeed in educational environments (like school), and how they interact with other cognitive functions, like working memory.<\/p>\n<p><span style=\"text-decoration: underline\">Perception\u00a0<\/span>is our ability to recognize that we are experiencing something through our senses<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"\" src=\"https:\/\/prod-corporate-fe-assets.s3.amazonaws.com\/hubspot\/brand%20perception.jpg\" alt=\"10 Ways To Understand and Shift Your Brand Perception in 2018 | Attest\" width=\"259\" height=\"223\" \/><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"text-decoration: underline\">Multi-sensory Integration (MSI)<\/span> is how our brains perceive and combine information received from different senses (like touch, sound, vision) to produce a neural response (and eventually a behavioral one)<\/p>\n<p><span style=\"text-decoration: underline\">Synesthesia<\/span> is a condition where the activation of one sense or cognitive pathway also activates another, unrelated sense at the same time. An example of Synesthesia is hearing music and simultaneously sensing the sound as swirls or patterns of color.<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"\" src=\"https:\/\/ars.els-cdn.com\/content\/image\/1-s2.0-S0028393215301275-gr1.jpg\" alt=\"The multisensory function of the human primary visual cortex - ScienceDirect\" width=\"237\" height=\"200\" \/><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"text-decoration: underline\">Working Memory:<\/span> Memories we have for topics or information we are currently working with. It also allows us to combine bits of information together. Our working memory can only hold limited amounts of information for a short period of time. Some examples of activities that we use working memory for are: Remembering what someone said to us a couple minutes ago, solving a math problem, taking notes, or remembering a phone number as you get ready to write it down.<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"\" src=\"https:\/\/media4.s-nbcnews.com\/j\/newscms\/2018_24\/2462811\/180612-memory-ideas-tricks-devices-ac-451p_d28ab24565f569bce0e8d5a1b052eab2.fit-760w.jpg\" alt=\"How to improve your memory, according to neuroscience\" width=\"292\" height=\"194\" \/><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"text-decoration: underline\">Questions of Interest<\/span><\/p>\n<p><em>Do multi-sensory stimuli provide a benefit to working memory processing?<\/em><\/p>\n<ul>\n<li><em>How is this influenced by audio and visual modalities?<\/em>\n<ul>\n<li><em>How does the spatial positioning of the audio and visual stimuli affect MSI and working memory?<\/em><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h2><span style=\"text-decoration: underline\">Past Projects<\/span><\/h2>\n<h3><span style=\"text-decoration: underline\">Multi-Sensory Integration (MSI)<\/span><\/h3>\n<p>Our team studied how multi-sensory integration affects working memory with behavioral experiments. Multi-sensory integration was found to enhance perception, and especially for congruent stimuli. We examined the audiovisual integration effect by manipulated the spatial locations and duration time of simple and complex stimuli, including visual and auditory modalities. Furthermore, we tested how this integration of information from different modalities influence working memory capacity with existing paradigms. In future steps, we will focus on how multisensory information of numbers affect numerical learning in children.<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"\" src=\"https:\/\/thescienceofearlylearning.com\/wp-content\/uploads\/2017\/07\/Brain-Areas.jpg\" alt=\"Multisensory Learning \u2013 Science of Early Learning\" width=\"259\" height=\"215\" \/><\/p>\n<h2><span style=\"text-decoration: underline\">Selected Publications<\/span><\/h2>\n<p><strong>Electronic versions are provided as a professional courtesy to ensure timely dissemination of academic work for individual, noncommercial purposes. Copyright and all rights therein reside with the respective copyright holders, as stated within each paper. These files may not be reposted without permission.<\/strong><\/p>\n<p>Toomarian, E.Y.<em>, <\/em>Gosavi, R.S., Hubbard, E.M. (2019).\u00a0<a title=\"Implicit versus explicit interference effects in a number-color synesthete\" href=\"https:\/\/web.education.wisc.edu\/edneurolab\/wp-content\/uploads\/sites\/58\/2012\/09\/Berteletti_Cortex09.pdf\">Implicit versus explicit interference effects in a number-color synesthete<\/a>. <em>Consciousness and Cognition<\/em>. 75: 102806 doi:10.1016\/j.concog.2019.102806<\/p>\n<p>Gosavi, R.S. &amp; Hubbard, E.M. (2019). A colorful advantage in iconic memory. <em>Cognition<\/em>, 187:32-37 doi: 10.1016\/j.cognition.2019.02.009<\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignright\" src=\"https:\/\/images-na.ssl-images-amazon.com\/images\/I\/81Yn8VlUw7L.jpg\" alt=\"The Oxford Handbook of Synesthesia (Oxford Library of Psychology ...\" width=\"136\" height=\"196\" \/><\/p>\n<p>Simner, J. &amp; Hubbard, E.M. (Eds; 2013 and 2018). <em><a title=\"The Oxford Handbook of Synesthesia\" href=\"http:\/\/ukcatalogue.oup.com\/product\/9780199603329.do\">The Oxford Handbook of Synesthesia<\/a><\/em>. Oxford, UK: Oxford University Press<em>.<\/em> Hardcover version (2013): ISBN 978\u20130-19-960332-9. Reissue as paperback (2018): ISBN 978\u20130\u201319\u2013883627\u20138<em>.<\/em><\/p>\n<p>Simner, J., Carmichael, D.A., Hubbard, E.M., Morris, Z. &amp; Lawrie, S.M. (2015). <a title=\"Rates of white matter hyperintensities compatible with the radiological profile of multiple sclerosis within self-referred synesthete populations\" href=\"https:\/\/web.education.wisc.edu\/edneurolab\/wp-content\/uploads\/sites\/58\/2014\/03\/Simner_Neurocase14.pdf\">Rates of white matter hyperintensities compatible with the radiological profile of multiple sclerosis within self-referred synesthete populations.<\/a>\u00a021(3):322-330. doi:10.1080\/13554794.2014.892625<\/p>\n<p>Hubbard, E.M. (2007). <a title=\"Neurophysiology of synesthesia\" href=\"https:\/\/web.education.wisc.edu\/edneurolab\/wp-content\/uploads\/sites\/58\/2012\/09\/Hubbard_CurrPsychRep07.pdf\">Neurophysiology of synesthesia<\/a>. <em>Current Psychiatry Reports. <\/em>9(3): 193\u2013199.<\/p>\n<p>Hubbard, E.M. &amp; Ramachandran, V.S. (2005). <a title=\"Neurocognitive mechanisms of synesthesia\" href=\"https:\/\/web.education.wisc.edu\/edneurolab\/wp-content\/uploads\/sites\/58\/2012\/09\/Hubbard_NeuronReview05.pdf\">Neurocognitive mechanisms of synesthesia<\/a>. <em>Neuron, <\/em>48(3): 509\u2013520.<\/p>\n<p>&nbsp;<\/p>\n<p>See <a href=\"https:\/\/web.education.wisc.edu\/edneurolab\/?page_id=19\">Our Publications<\/a> for a chronological list of all of our published articles.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Background Synesthesia and multi-sensory integration both deal with aspects of perception and our senses. Our lab was interested in how these two topics influence our ability to learn\/succeed in educational environments (like school), and how they interact with other cognitive functions, like working memory. Perception\u00a0is our ability to recognize that we are experiencing something through [&hellip;]<\/p>\n","protected":false},"author":220,"featured_media":0,"parent":3320,"menu_order":2,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":"","_links_to":"","_links_to_target":""},"class_list":["post-2263","page","type-page","status-publish","hentry"],"jetpack_likes_enabled":true,"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/web.education.wisc.edu\/edneurolab\/index.php?rest_route=\/wp\/v2\/pages\/2263","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/web.education.wisc.edu\/edneurolab\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/web.education.wisc.edu\/edneurolab\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/web.education.wisc.edu\/edneurolab\/index.php?rest_route=\/wp\/v2\/users\/220"}],"replies":[{"embeddable":true,"href":"https:\/\/web.education.wisc.edu\/edneurolab\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=2263"}],"version-history":[{"count":0,"href":"https:\/\/web.education.wisc.edu\/edneurolab\/index.php?rest_route=\/wp\/v2\/pages\/2263\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/web.education.wisc.edu\/edneurolab\/index.php?rest_route=\/wp\/v2\/pages\/3320"}],"wp:attachment":[{"href":"https:\/\/web.education.wisc.edu\/edneurolab\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=2263"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}