Temporal property of single-cell activity in response to motion-defined shapes in monkey dorsal and ventral cortical areas

Serial dependencies between form orientation and motion direction are asymmetric

Much work has been done to uncover the mechanisms underlying form and motion information integration. However, no study examined the symmetry of the integration of form and motion across the temporal domain (i.e., serial dependence). In Experiment 1, we presented form and motion displays sequentially. In the form displays, dot pairs were oriented toward one screen position, indicating the form orientation; in the motion displays, dots moved radially outward. Their motion trajectories were oriented toward one screen position, indicating the motion direction. In each trial, participants reported their perceived form orientation after the form display or their perceived motion direction after the motion display. We found that the current trial's perceived motion direction was biased toward the previous trial's form orientation and vice versa, indicating serial dependencies between form orientation and motion direction. In Experiment 2, we changed the form and motion displays' reliability by varying the two displays' dot densities. The results showed that the serial dependence of form orientation on motion direction perception decreased only with increasing the current motion display's reliability; neither the reliability of the previous motion display nor that of the current form display significantly affected the serial dependence of motion direction on form orientation perception. Hence, serial dependencies between form orientation and motion direction were asymmetric. Our across-temporal integrations between form and motion, together with the simultaneous integration of form and motion revealed in the previous studies, depict a comprehensive mechanism underlying the integration of the two pieces of information.

Visual Neuropsychology in Development: Anatomo-Functional Brain Mechanisms of Action/Perception Binding in Health and Disease

Vision is the main entrance for environmental input to the human brain. Even if vision is our most used sensory modality, its importance is not limited to environmental exploration. Rather it has strong links to motor competences, further extending to cognitive and social aspects of human life. These multifaceted relationships are particularly important in developmental age and become dramatically evident in presence of complex deficits originating from visual aberrancies. The present review summarizes the available neuropsychological evidence on the development of visual competences, with a particular focus on the associated visuo-motor integration skills in health and disease. With the aim of supporting future research and interventional settings, the goal of the present review is to constitute a solid base to help the translation of neuropsychological hypotheses into straightforward empirical investigations and rehabilitation/training protocols. This approach will further increase the impact, ameliorate the acceptance, and ease the use and implementation of lab-derived intervention protocols in real-life situations.

Education and visual neuroscience: A mini-review

Neuroscience, especially visual neuroscience, is a burgeoning field that has greatly shaped the format and efficacy of education. Moreover, findings from visual neuroscience are an ongoing source of great progress in pedagogy. In this mini-review, I review existing evidence and areas of active research to describe the fundamental questions and general applications for visual neuroscience as it applies to education. First, I categorize the research questions and future directions for the role of visual neuroscience in education. Second, I juxtapose opposing views on the roles of neuroscience in education and reveal the "neuromyths" propagated under the guise of educational neuroscience. Third, I summarize the policies and practices applied in different countries and for different age ranges. Fourth, I address and discuss the merits of visual neuroscience in art education and of visual perception theories (e.g., those concerned with perceptual organization with respect to space and time) in reading education. I consider how vision-deprived students could benefit from current knowledge of brain plasticity and visual rehabilitation methods involving compensation from other sensory systems. I also consider the potential educational value of instructional methods based on statistical learning in the visual domain. Finally, I outline the accepted translational framework for applying findings from educational neuroscience to pedagogical theory.

Neuronal correlates of motion-defined shape perception in primate dorsal and ventral streams

Human and non-human primates can readily perceive the shape of objects using visual motion. Classically, shape, and motion are considered to be separately processed via ventral and dorsal cortical pathways, respectively. However, many lines of anatomical and physiological evidence have indicated that these two pathways are likely to be interconnected at some stage. For motion-defined shape perception, these two pathways should interact with each other because the ventral pathway must utilize motion, which the dorsal pathway processes, to extract shape signal. However, it is unknown how interactions between cortical pathways are involved in neural mechanisms underlying motion-defined shape perception. We review evidence from psychophysical, lesion, neuroimaging and physiological research on motion-defined shape perception and then discuss the effects of behavioral demands on neural activity in ventral and dorsal cortical areas. Further, we discuss functions of two candidate sets of levels: early and higher-order cortical areas. The extrastriate area V4 and middle temporal (MT) area, which are reciprocally connected, at the early level are plausible areas for extracting the shape and/or constituent parts of shape from motion cues because neural dynamics are different from those during luminance-defined shape perception. On the other hand, among other higher-order visual areas, the anterior superior temporal sulcus likely contributes to the processing of cue-invariant shape recognition rather than cue-dependent shape processing. We suggest that sharing information about motion and shape between the early visual areas in the dorsal and ventral pathways is dependent on visual cues and behavioral requirements, indicating the interplay between the pathways.