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Modulated stimuli demonstrate asymmetric interactions between hearing and vision.

ABSTRACT: The nature of interactions between the senses is a topic of intense interest in neuroscience, but an unresolved question is how sensory information from hearing and vision are combined when the two senses interact. A problem for testing auditory-visual interactions is devising stimuli and tasks that are equivalent in both modalities. Here we report a novel paradigm in which we first equated the discriminability of the stimuli in each modality, then tested how a distractor in the other modality affected performance. Participants discriminated pairs of amplitude-modulated tones or size-modulated visual objects in the form of a cuboid shape, alone or when a similarly modulated distractor stimulus of the other modality occurred with one of the pair. Discrimination of sound modulation depth was affected by a modulated cuboid only when their modulation rates were the same. In contrast, discrimination of cuboid modulation depth was little affected by an equivalently modulated sound. Our results suggest that what observers perceive when auditory and visual signals interact is not simply determined by the discriminability of the individual sensory inputs, but also by factors that increase the perceptual binding of these inputs, such as temporal synchrony.

SUBMITTER: Vuong QC

PROVIDER: S-EPMC6527605 | biostudies-literature | 2019 May

REPOSITORIES: biostudies-literature

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Modulated stimuli demonstrate asymmetric interactions between hearing and vision.

Vuong Quoc C QC Laing Mark M Prabhu Anjana A Tung Hei Iong HI Rees Adrian A

Scientific reports 20190520 1

The nature of interactions between the senses is a topic of intense interest in neuroscience, but an unresolved question is how sensory information from hearing and vision are combined when the two senses interact. A problem for testing auditory-visual interactions is devising stimuli and tasks that are equivalent in both modalities. Here we report a novel paradigm in which we first equated the discriminability of the stimuli in each modality, then tested how a distractor in the other modality a ...[more]

PMID: 31110202

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Project description:Sound localization is essential to perceive the surrounding world and to interact with objects. This ability can be learned across time, and multisensory and motor cues play a crucial role in the learning process. A recent study demonstrated that when training localization skills, reaching to the sound source to determine its position reduced localization errors faster and to a greater extent as compared to just naming sources' positions, despite the fact that in both tasks, participants received the same feedback about the correct position of sound sources in case of wrong response. However, it remains to establish which features have made reaching to sound more effective as compared to naming. In the present study, we introduced a further condition in which the hand is the effector providing the response, but without it reaching toward the space occupied by the target source: the pointing condition. We tested three groups of participants (naming, pointing, and reaching groups) each while performing a sound localization task in normal and altered listening situations (i.e. mild-moderate unilateral hearing loss) simulated through auditory virtual reality technology. The experiment comprised four blocks: during the first and the last block, participants were tested in normal listening condition, while during the second and the third in altered listening condition. We measured their performance, their subjective judgments (e.g. effort), and their head-related behavior (through kinematic tracking). First, people's performance decreased when exposed to asymmetrical mild-moderate hearing impairment, more specifically on the ipsilateral side and for the pointing group. Second, we documented that all groups decreased their localization errors across altered listening blocks, but the extent of this reduction was higher for reaching and pointing as compared to the naming group. Crucially, the reaching group leads to a greater error reduction for the side where the listening alteration was applied. Furthermore, we documented that, across blocks, reaching and pointing groups increased the implementation of head motor behavior during the task (i.e., they increased approaching head movements toward the space of the sound) more than naming. Third, while performance in the unaltered blocks (first and last) was comparable, only the reaching group continued to exhibit a head behavior similar to those developed during the altered blocks (second and third), corroborating the previous observed relationship between the reaching to sounds task and head movements. In conclusion, this study further demonstrated the effectiveness of reaching to sounds as compared to pointing and naming in the learning processes. This effect could be related both to the process of implementing goal-directed motor actions and to the role of reaching actions in fostering the implementation of head-related motor strategies.

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Modulated stimuli demonstrate asymmetric interactions between hearing and vision.

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Modulated stimuli demonstrate asymmetric interactions between hearing and vision.

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