In the first two panels, it can be seen that visual training on horizontal (target)/vertical (pedestal) grating patches (black columns) led to significant TOJ improvements in post-training tests on obliquely tilted (orthogonally oriented target/pedestal) grating patches (panel 1) and on horizontal/vertical grating patches at another retinal location (panel 2).
Despite neither the condition nor the treatment matching his own situation, Mr Zobrist decided to try tDCS in combination with a visual training app on his tablet computer.
The transfer of learning from one task to another depends on some degree of overlap in neural processing pathways as well as on the complexity of the visual training tasks involved.
Intensive visual training, based on lateral interactions, was applied for a period of 9 months.
In summary, we found that in a young adult with a number of significantly underdeveloped visual functions relative to adult typical vision, visual training based on a perceptual learning procedure was effective in significantly improving trained and untrained basic visual functions.
The same underlying SOA sequence was used for both the auditory and visual trains on any given trial, i.e., either both were predictable or both were unpredictable (with the specific unpredictable sequence on a given trial in the latter case being used either in a synchronous or asynchronous manner between the two modalities).
Here we introduced target monitoring tasks that had to be performed concurrently on the auditory and visual trains of stimuli, allowing us to determine if audiovisual synchrony affected target detection in either modality, and whether there was any relation of this to the fMRI effects.
Compared to a visually trained (V) group, the audio-visually trained (AV) group showed faster learning on visual trials across the ten training sessions, suggesting that multisensory training promotes more effective encoding of information and/or better retention of learning than unisensory training.
Globally, the results show the impact of the audio-visual training about voicing on performances of reading-disabled children.
According to Shams and Seitz multisensory facilitation of unisensory learning occurs, based on the observation that the learning advantage of auditory-visual training over visual-alone training was substantial (Shams and Seitz 2008).
