Drawing enhances cross-modal memory plasticity in the human brain: a case study in a totally blind adult

Adults' spatial scaling of tactile maps: Insights from studying sighted, early and late blind individuals

The current study investigated spatial scaling of tactile maps among blind adults and blindfolded sighted controls. We were specifically interested in identifying spatial scaling strategies as well as effects of different scaling directions (up versus down) on participants' performance. To this aim, we asked late blind participants (with visual memory, Experiment 1) and early blind participants (without visual memory, Experiment 2) as well as sighted blindfolded controls to encode a map including a target and to place a response disc at the same spot on an empty, constant-sized referent space. Maps had five different sizes resulting in five scaling factors (1:3, 1:2, 1:1, 2:1, 3:1), allowing to investigate different scaling directions (up and down) in a single, comprehensive design. Accuracy and speed of learning about the target location as well as responding served as dependent variables. We hypothesized that participants who can use visual mental representations (i.e., late blind and blindfolded sighted participants) may adopt mental transformation scaling strategies. However, our results did not support this hypothesis. At the same time, we predicted the usage of relative distance scaling strategies in early blind participants, which was supported by our findings. Moreover, our results suggested that tactile maps can be scaled as accurately and even faster by blind participants than by sighted participants. Furthermore, irrespective of the visual status, participants of each visual status group gravitated their responses towards the center of the space. Overall, it seems that a lack of visual imagery does not impair early blind adults' spatial scaling ability but causes them to use a different strategy than sighted and late blind individuals.

Creative therapy in health and disease: Inner vision

Can we better understand the unique mechanisms of de novo abilities in light of our current knowledge of the psychological and neuroscientific literature on creativity? This review outlines the state-of-the-art in the neuroscience of creativity and points out crucial aspects that still demand further exploration, such as brain plasticity. The progressive development of current neuroscience research on creativity presents a multitude of prospects and potentials for furnishing efficacious therapy in the context of health and illness. Therefore, we discuss directions for future studies, identifying a focus on pinpointing the neglected beneficial practices for creative therapy. We emphasize the neglected neuroscience perspective of creativity on health and disease and how creative therapy could offer limitless possibilities to improve our well-being and give hope to patients with neurodegenerative diseases to compensate for their brain injuries and cognitive impairments by expressing their hidden creativity.

Drawing as a tool for investigating the nature of imagery representations of blind people: The case of the canonical size phenomenon

Several studies have shown that blind people, including those with congenital blindness, can use raised-line drawings, both for "reading" tactile graphics and for drawing unassisted. However, research on drawings produced by blind people has mainly been qualitative. The current experimental study was designed to investigate the under-researched issue of the size of drawings created by people with blindness. Participants (N = 59) varied in their visual status. Adventitiously blind people had previous visual experience and might use visual representations (e.g., when visualising objects in imagery/working memory). Congenitally blind people did not have any visual experience. The participant's task was to draw from memory common objects that vary in size in the real world. The findings revealed that both groups of participants produced larger drawings of objects that have larger actual sizes. This means that the size of familiar objects is a property of blind people's mental representations, regardless of their visual status. Our research also sheds light on the nature of the phenomenon of canonical size. Since we have found the canonical size effect in a group of people who are blind from birth, the assumption of the visual nature of this phenomenon - caused by the ocular-centric biases present in studies on drawing performance - should be revised.

Mental Imagery in Dreams of Congenitally Blind People

It is unclear to what extent the absence of vision affects the sensory sensitivity for oneiric construction. Similarly, the presence of visual imagery in the mentation of dreams of congenitally blind people has been largely disputed. We investigate the presence and nature of oneiric visuo-spatial impressions by analysing 180 dreams of seven congenitally blind people identified from the online database DreamBank. A higher presence of auditory, haptic, olfactory, and gustatory sensation in dreams of congenitally blind people was demonstrated, when compared to normally sighted individuals. Nonetheless, oneiric visual imagery in reports of congenitally blind subjects was also noted, in opposition to some previous studies, and raising questions about the possible underlying neuro-mechanisms.

Audio drawing and working memory in blindness: design, development and validation of a multi-sensory system

Working memory (WM) plays a crucial role in helping individuals perform everyday activities and interact with the external environment. However, despite valuable insights into visual memory mechanisms, the multi-sensory aspects of WM have not been thoroughly investigated, especially in congenitally blind individuals, primarily due to a lack of proper technologies. This work presents an audio-haptic system to study the generation and recall of multi-sensory spatial representations in visually impaired and sighted individuals. Precisely, we developed an audio-tactile tablet composed of a set of spatialized speakers covered by tactile sensors and tri-modal stimulations units providing acoustic, visual, and haptic feedback. Furthermore, we integrated these two systems among each other. Interestingly, visually impaired and sighted adults could easily interact with these devices. Technologies like the ones we developed might be suitable in experimental and clinical settings to study the influence of the different sensory modalities on high-level cognitive skills and the impact of early visual deprivation on such abilities for rehabilitative intervention since the first period of life.

Cortical Visual Impairment in Childhood: 'Blindsight' and the Sprague Effect Revisited

The paper discusses and provides support for diverse processes of brain plasticity in visual function after damage in infancy and childhood in comparison with injury that occurs in the adult brain. We provide support and description of neuroplastic mechanisms in childhood that do not seemingly exist in the same way in the adult brain. Examples include the ability to foster the development of thalamocortical connectivities that can circumvent the lesion and reach their cortical destination in the occipital cortex as the developing brain is more efficient in building new connections. Supporting this claim is the fact that in those with central visual field defects we can note that the extrastriatal visual connectivities are greater when a lesion occurs earlier in life as opposed to in the neurologically mature adult. The result is a significantly more optimized system of visual and spatial exploration within the ‘blind’ field of view. The discussion is provided within the context of “blindsight” and the “Sprague Effect”.

Role of Arts Therapy in Patients with Breast and Gynecological Cancers: A Systematic Review and Meta-Analysis

Background: Women with breast and gynecological cancers often experience adverse symptoms such as anxiety, depression, pain, and fatigue. Objective: The purpose of this meta-analysis was to clarify the role of arts therapy (based on music, painting, and dance) in quality of life and reported symptoms among women with breast and gynecological cancers. Methods: Articles on arts therapy were retrieved from relevant electronic databases through to May 2020. The outcomes (quality of life and symptoms such as anxiety, depression, pain, and fatigue) were estimated according to standard or validated scales that assessed psychological status and activities of daily living. The effect sizes for arts therapy were combined to show the standardized mean difference (SMD) and corresponding confidence interval (CI), and a random-effects model was used for computation. Results: In total, 19 randomized controlled studies were included in this meta-analysis. The pooled SMDs for arts therapy were statistically significant for quality of life (0.58; 95% CI: 0.02-1.13; p = 0.04), anxiety (-1.10; 95% CI: -1.88 to -0.32), depression (-0.71; 95% CI: -1.19 to -0.23), pain (-1.01; 95% CI; -1.97 to -0.08), and fatigue (-0.59; 95% CI: -1.18 to -0.00). However, the summary SMDs for arts therapy was not significant for sleep disturbance, anger, vigor, tension, confusion, and stress. Conclusion: This meta-analysis shows that arts therapy has favorable effects on improving quality of life and depression among patients with breast and gynecological cancers. Arts therapy also has positive effects on improving anxiety, pain, and fatigue symptoms among patients with breast cancer. Further studies are required to confirm the effect of arts therapy on anxiety, pain, and fatigue in patients with gynecological cancer.

Identification of Textured Tactile Pictures in Visually Impaired and Blindfolded Sighted Children

A high level of variability in the capacity of visually impaired children to accurately identify tactile images is reported in the literature, with on average rather low percentages of correct naming responses. However, most of these studies used raised-line drawings as stimuli to be explored and named. The present experiment investigated whether blind children of 3 to 8 years of age would demonstrate a satisfactory ability to name the elements making up tactile images when tested in an experimental setting similar to their natural reading conditions. Textured tactile images taken from genuine illustrated tactile books for young children were used, and the participants received information about the title of the book or listened the text that accompanied each picture before exploration, as it would occur in a natural reading setting. The results showed that their naming scores were indeed higher than previously reported at equivalent ages and did not differ from those of age-matched sighted children. These scores were positively impacted by haptic practice in blind children and correlated with the use of some specific exploratory procedures. The blind children benefited from information provided before exploration, as did their sighted counterparts. However, only in the former did the condition in which full information was provided influence the way the children organized their exploration. The haptic identification scores increased with age regardless of visual status, with the exploration times decreasing in the blind children, while the reverse trend was observed in the sighted children. These results are discussed at the light of the image-mediation model of haptics, suggesting that during the age period considered in the present experiment, blind children would progressively learn to process haptic information directly, thus leading to a decrease of exploration times, while sighted children would learn to translate haptic information into a visual image used to retrieve semantic information, involving an increase of their exploration times.

Learning face perception without vision: Rebound learning effect and hemispheric differences in congenital vs late-onset blindness

To address the longstanding questions of whether the blind-from-birth have an innate face-schema, what plasticity mechanisms underlie non-visual face learning, and whether there are interhemispheric face processing differences in face processing in the blind, we used a unique non-visual drawing-based training in congenitally blind (CB), late-blind (LB) and blindfolded-sighted (BF) groups of adults. This Cognitive-Kinesthetic Drawing approach previously developed by Likova (e.g., 2010, 2012, 2013) enabled us to rapidly train and study training-driven neuroplasticity in both the blind and sighted groups. The five-day two-hour training taught participants to haptically explore, recognize, memorize raised-line images, and draw them free-hand from memory, in detail, including the fine facial characteristics of the face stimuli. Such drawings represent an externalization of the formed memory. Functional MRI was run before and after the training. Tactile-face perception activated the occipito-temporal cortex in all groups. However, the training led to a strong, predominantly left-hemispheric reorganization in the two blind groups, in contrast to right-hemispheric in blindfolded-sighted, i.e., the post-training response-change was stronger in the left hemisphere in the blind, but in the right in the blindfolded. This is the first study to discover interhemispheric differences in non-visual face processing. Remarkably, for face perception this learning-based change was positive in the CB and BF groups, but negative in the LB-group. Both the lateralization and inversed-sign learning effects were specific to face perception, but absent for the control nonface categories of small objects and houses. The unexpected inversed-sign training effect in CB vs LB suggests different stages of brain plasticity in the ventral pathway specific to the face category. Importantly, the fact that only after a very few days of our training, the totally-blind-from-birth CB manifested a very good (haptic) face perception, and even developed strong empathy to the explored faces, implies a preexisting face schema that can be "unmasked" and "tuned up" by a proper learning procedure. The Likova Cognitive-Kinesthetic Training is a powerful tool for driving brain plasticity, and providing deeper insights into non-visual learning, including emergence of perceptual categories. A rebound learning model and a neuro-Bayesian economy principle are proposed to explain the multidimensional learning effects. The results provide new insights into the Nature-vs-Nurture interplay in rapid brain plasticity and neurorehabilitation.

The severity of the visual impairment and practice matter for drawing ability in children

BACKGROUND AND AIMS

Astonishing drawing capacities have been reported in children with early visual impairments. However, most of the evidence relies on single case studies. Hitherto, no study has systematically jointly investigated, in these children, the role of (1) the severity of the visual handicap, (2) age and (3) practice in drawing. The study aimed at revealing the specificities of the drawing in children deprived from vision, as compared to children with less severe visual handicap and to sighted children performing under haptic or usual visual control.

METHOD

148 children aged 6-14 years had to produce 12 drawings of familiar objects. 38 had a severe visual impairment, 41 suffered from low vision, and 69 were sighted children performing either under visual condition or blindfolded under haptic control.

RESULTS

Recognizability and other characteristics of the drawings were highly dependent on the child's degree of vision and level of drawing practice, and progressed with chronological age more clearly in the sighted children or those with low vision than in those deprived of vision.

CONCLUSION

The study confirmed that all groups showed significant drawing ability, even the group totally deprived of visual experience. Furthermore, the specificities of the drawings produced by visually-impaired children appeared clearly related to their practice and the severity of their visual impairment. This should incite parents and professionals to encourage these children to practice drawing as early as possible.

Transfer of Learning in People Who Are Blind: Enhancement of Spatial-Cognitive Abilities Through Drawing

Introduction

This study assessed whether basic spatial-cognitive abilities can be enhanced in people who are blind through transfer of learning from drawing training.

Methods

Near-body spatial-cognitive performance was assessed through the Cognitive Test for the Blind (CTB), which assesses a wide range of basic spatial-cognitive skills. The CTB was administered to 21 participants who are blind in two behavioral testing sessions separated by five days. For participants in the "trained" group, these intervening days were occupied by the Cognitive-Kinesthetic Drawing Training method, during which participants learned how to draw freehand from memory. The "control" participants were not trained.

Results

The results showed significantly increased overall CTB performance in the trained but not in the control group, indicating that the drawing training effectively enhanced spatial-cognitive abilities. A three to six month follow-up session with a subset of trained participants suggested that these training-induced spatial-cognitive improvements might persist over time, at least for some tasks.

Discussion

These findings demonstrate that learning to draw from memory without vision over just five sessions can lead to enhancement of basic spatial-cognitive abilities beyond the drawing task. This study is the first to examine the transfer of learning of cognitive ability in blind individuals.

Implications for practitioners

This study sheds light on the Cognitive-Kinesthetic Drawing Training as an effective wide-range rehabilitation technique that could be used to enhance basic spatial-cognitive abilities in those who are blind.

Haptic aesthetics in the blind: A behavioral and fMRI investigation

Understanding perception and aesthetic appeal of arts and environmental objects, what is appreciated, liked, or preferred, and why, is of prime importance for improving the functional capacity of the blind and visually impaired and the ergonomic design for their environment, which however so far, has been examined only in sighted individuals. This paper provides a general overview of the first experimental study of tactile aesthetics as a function of visual experience and level of visual deprivation, using both behavioral and brain imaging techniques. We investigated how blind people perceive 3D tactile objects, how they characterize them, and whether the tactile perception, and tactile shape preference (liking or disliking) and tactile aesthetic appreciation (judging tactile qualities of an object, such as pleasantness, comfortableness etc.) of 3D tactile objects can be affected by the level of visual experience. The study employed innovative behavioral measures, such as new forms of aesthetic preference-appreciation and perceptual discrimination questionnaires, in combination with advanced functional Magnetic Resonance Imaging (fMRI) techniques, and compared congenitally blind, late-onset blind and blindfolded (sighted) participants. Behavioral results demonstrated that both blind and blindfolded-sighted participants assessed curved or rounded 3D tactile objects as significantly more pleasing than sharp 3D tactile objects, and symmetric 3D tactile objects as significantly more pleasing than asymmetric 3D tactile objects. However, as compared to the sighted, blind people showed better skills in tactile discrimination as demonstrated by accuracy and speed of discrimination. Functional MRI results demonstrated that there was a large overlap and characteristic differences in the aesthetic appreciation brain networks in the blind and the sighted. As demonstrated both populations commonly recruited the somatosensory and motor areas of the brain, but with stronger activations in the blind as compared to the sighted. Secondly, sighted people recruited more frontal regions whereas blind people, in particular, the congenitally blind, paradoxically recruited more 'visual' areas of the brain. These differences were more pronounced between the sighted and the congenitally blind rather than between the sighted and the late-onset blind, indicating the key influence of the onset time of visual deprivation. Understanding of the underlying brain mechanisms should have a wide range of important implications for a generalized cross-sensory theory and practice in the rapidly evolving field of neuroaesthetics, as well as for 'cutting-edge' rehabilitation technologies for the blind and the visually impaired.

Memory-guided drawing training increases Granger causal influences from the perirhinal cortex to V1 in the blind

The perirhinal cortex (PRC) is a medial temporal lobe structure that has been implicated in not only visual memory in the sighted, but also tactile memory in the blind (Cacciamani & Likova, 2016). It has been proposed that, in the blind, the PRC may contribute to modulation of tactile memory responses that emerge in low-level "visual" area V1 as a result of training-induced cortical reorganization (Likova, 2012, 2015). While some studies in the sighted have indicated that the PRC is indeed structurally and functionally connected to the visual cortex (Clavagnier, Falchier, & Kennedy, 2004; Peterson, Cacciamani, Barense, & Scalf, 2012), the PRC's direct modulation of V1 is unknown-particularly in those who lack the visual input that typically stimulates this region. In the present study, we tested Likova's PRC modulation hypothesis; specifically, we used fMRI to assess the PRC's Granger causal influence on V1 activation in the blind during a tactile memory task. To do so, we trained congenital and acquired blind participants on a unique memory-guided drawing technique previously shown to result in V1 reorganization towards tactile memory representations (Likova, 2012). The tasks (20s each) included: tactile exploration of raised line drawings of faces and objects, tactile memory retrieval via drawing, and a scribble motor/memory control. FMRI before and after a week of the Cognitive-Kinesthetic training on these tasks revealed a significant increase in PRC-to-V1 Granger causality from pre- to post-training during the memory drawing task, but not during the motor/memory control. This increase in causal connectivity indicates that the training strengthened the top-down modulation of visual cortex from the PRC. This is the first study to demonstrate enhanced directed functional connectivity from the PRC to the visual cortex in the blind, implicating the PRC as a potential source of the reorganization towards tactile representations that occurs in V1 in the blind brain (Likova, 2012).

Visual cortex and auditory cortex activation in early binocularly blind macaques: A BOLD-fMRI study using auditory stimuli

Cross-modal plasticity within the visual and auditory cortices of early binocularly blind macaques is not well studied. In this study, four healthy neonatal macaques were assigned to group A (control group) or group B (binocularly blind group). Sixteen months later, blood oxygenation level-dependent functional imaging (BOLD-fMRI) was conducted to examine the activation in the visual and auditory cortices of each macaque while being tested using pure tones as auditory stimuli. The changes in the BOLD response in the visual and auditory cortices of all macaques were compared with immunofluorescence staining findings. Compared with group A, greater BOLD activity was observed in the bilateral visual cortices of group B, and this effect was particularly obvious in the right visual cortex. In addition, more activated volumes were found in the bilateral auditory cortices of group B than of group A, especially in the right auditory cortex. These findings were consistent with the fact that there were more c-Fos-positive cells in the bilateral visual and auditory cortices of group B compared with group A (p < 0.05). In conclusion, the bilateral visual cortices of binocularly blind macaques can be reorganized to process auditory stimuli after visual deprivation, and this effect is more obvious in the right than the left visual cortex. These results indicate the establishment of cross-modal plasticity within the visual and auditory cortices.

Addressing long-standing controversies in conceptual knowledge representation in the temporal pole: A cross-modal paradigm

Conceptual knowledge allows us to comprehend the multisensory stimulation impinging on our senses. Its representation in the anterior temporal lobe is a subject of considerable debate, with the "enigmatic" temporal pole (TP) being at the center of that debate. The controversial models of the organization of knowledge representation in TP range from unilateral to fully unified bilateral representational systems. To address the multitude of mutually exclusive options, we developed a novel cross-modal approach in a multifactorial brain imaging study of the blind, manipulating the modality (verbal vs pictorial) of both the reception source (reading text/verbal vs images/pictorial) and the expression (writing text/verbal vs drawing/pictorial) of conceptual knowledge. Furthermore, we also varied the level of familiarity. This study is the first to investigate the functional organization of (amodal) conceptual knowledge in TP in the blind, as well as, the first study of drawing based on the conceptual knowledge from memory of sentences delivered through Braille reading. Through this paradigm, we were able to functionally identify two novel subdivisions of the temporal pole - the TPa, at the apex, and the TPdm - dorso-medially. Their response characteristics revealed a complex interplay of non-visual specializations within the temporal pole, with a diversity of excitatory/inhibitory inversions as a function of hemisphere, task-domain and familiarity, which motivate an expanded neurocognitive analysis of conceptual knowledge. The interplay of inter-hemispheric specializations found here accounts for the variety of seemingly conflicting models in previous research for conceptual knowledge representation, reconciling them through the set of factors we have investigated: the two main knowledge domains (verbal and pictorial/sensory-motor) and the two main knowledge processing modes (receptive and expressive), including the level of familiarity as a modifier. Furthermore, the interplay of these factors allowed us to also reveal for the first time a system of complementary symmetries, asymmetries and unexpected anti-symmetries in the TP organization. Thus, taken together these results constitute a unifying explanation of the conflicting models in previous research on conceptual knowledge representation.

Tactile Object Familiarity in the Blind Brain Reveals the Supramodal Perceptual-Mnemonic Nature of the Perirhinal Cortex

This study is the first to investigate the neural underpinnings of tactile object familiarity in the blind during both perception and memory. In the sighted, the perirhinal cortex (PRC) has been implicated in the assessment of visual object familiarity-a crucial everyday task-as evidenced by reduced activation when an object becomes familiar. Here, to examine the PRC's role in tactile object familiarity in the absence of vision, we trained blind participants on a unique memory-guided drawing technique and measured brain activity while they perceptually explored raised-line drawings, drew them from tactile memory, and scribbled (control). Functional magnetic resonance imaging (fMRI) before and after a week of training revealed a significant decrease in PRC activation from pre- to post-training (i.e., from unfamiliar to familiar) during perceptual exploration as well as memory-guided drawing, but not scribbling. This familiarity-based reduction is the first evidence that the PRC represents tactile object familiarity in the blind. Furthermore, the finding of this effect during both tactile perception and tactile memory provides the critical link in establishing the PRC as a structure whose representations are supramodal for both perception and memory.

The Cortical Network for Braille Writing in the Blind

Fundamental forms of high-order cognition, such as reading and writing, are usually studied in the context of one modality - vision. People without sight, however, use the kinesthetic-based Braille writing, and haptic-based Braille reading. We asked whether the cognitive and motor control mechanisms underlying writing and reading are modality-specific or supramodal. While a number of previous functional Magnetic Resonance Imaging (fMRI) studies have investigated the brain network for Braille reading in the blind, such studies on Braille writing are lacking. Consequently, no comparative network analysis of Braille writing vs. reading exists. Here, we report the first study of Braille writing, and a comparison of the brain organization for Braille writing vs Braille reading. FMRI was conducted in a Siemens 3T Trio scanner. Our custom MRI-compatible drawing/writing lectern was further modified to provide for Braille reading and writing. Each of five paragraphs of novel Braille text describing objects, faces and navigation sequences was read, then reproduced twice by Braille writing from memory, then read a second time. During Braille reading, the haptic-sensing of the Braille letters strongly activated not only the early visual area V1 and V2, but some highly specialized areas, such as the classical visual grapheme area and the Exner motor grapheme area. Braille-writing-from-memory, engaged a significantly more extensive network in dorsal motor, somatosensory/kinesthetic, dorsal parietal and prefrontal cortex. However, in contrast to the largely extended V1 activation in drawing-from-memory in the blind after training (Likova, 2012), Braille writing from memory generated focal activation restricted to the most foveal part of V1, presumably reflecting topographically the focal demands of such a "pin-pricking" task.

Temporal evolution of brain reorganization under cross-modal training: Insights into the functional architecture of encoding and retrieval networks

This study is based on the recent discovery of massive and well-structured cross-modal memory activation generated in the primary visual cortex (V1) of totally blind people as a result of novel training in drawing without any vision (Likova, 2012). This unexpected functional reorganization of primary visual cortex was obtained after undergoing only a week of training by the novel Cognitive-Kinesthetic Method, and was consistent across pilot groups of different categories of visual deprivation: congenitally blind, late-onset blind and blindfolded (Likova, 2014). These findings led us to implicate V1 as the implementation of the theoretical visuo-spatial 'sketchpad' for working memory in the human brain. Since neither the source nor the subsequent 'recipient' of this non-visual memory information in V1 is known, these results raise a number of important questions about the underlying functional organization of the respective encoding and retrieval networks in the brain. To address these questions, an individual totally blind from birth was given a week of Cognitive-Kinesthetic training, accompanied by functional magnetic resonance imaging (fMRI) both before and just after training, and again after a two-month consolidation period. The results revealed a remarkable temporal sequence of training-based response reorganization in both the hippocampal complex and the temporal-lobe object processing hierarchy over the prolonged consolidation period. In particular, a pattern of profound learning-based transformations in the hippocampus was strongly reflected in V1, with the retrieval function showing massive growth as result of the Cognitive-Kinesthetic memory training and consolidation, while the initially strong hippocampal response during tactile exploration and encoding became non-existent. Furthermore, after training, an alternating patch structure in the form of a cascade of discrete ventral regions underwent radical transformations to reach complete functional specialization in terms of either encoding or retrieval as a function of the stage of learning. Moreover, several distinct patterns of learning-evolution within the patches as a function of their anatomical location, implying a complex reorganization of the object processing sub-networks through the learning period. These first findings of complex patterns of training-based encoding/retrieval reorganization thus have broad implications for a newly emerging view of the perception/memory interactions and their reorganization through the learning process. Note that the temporal evolution of these forms of extended functional reorganization could not be uncovered with conventional assessment paradigms used in the traditional approaches to functional mapping, which may therefore have to be revisited. Moreover, as the present results are obtained in learning under life-long blindness, they imply amodal operations, transcending the usual tight association with visual processing. The present approach of memory drawing training in blindness, has the dual-advantage of being both non-visual and causal intervention, which makes it a promising 'scalpel' to disentangle interactions among diverse cognitive functions.

A Cross-Modal Perspective on the Relationships between Imagery and Working Memory

Mapping the distinctions and interrelationships between imagery and working memory (WM) remains challenging. Although each of these major cognitive constructs is defined and treated in various ways across studies, most accept that both imagery and WM involve a form of internal representation available to our awareness. In WM, there is a further emphasis on goal-oriented, active maintenance, and use of this conscious representation to guide voluntary action. Multicomponent WM models incorporate representational buffers, such as the visuo-spatial sketchpad, plus central executive functions. If there is a visuo-spatial "sketchpad" for WM, does imagery involve the same representational buffer? Alternatively, does WM employ an imagery-specific representational mechanism to occupy our awareness? Or do both constructs utilize a more generic "projection screen" of an amodal nature? To address these issues, in a cross-modal fMRI study, I introduce a novel Drawing-Based Memory Paradigm, and conceptualize drawing as a complex behavior that is readily adaptable from the visual to non-visual modalities (such as the tactile modality), which opens intriguing possibilities for investigating cross-modal learning and plasticity. Blindfolded participants were trained through our Cognitive-Kinesthetic Method (Likova, 2010a, 2012) to draw complex objects guided purely by the memory of felt tactile images. If this WM task had been mediated by transfer of the felt spatial configuration to the visual imagery mechanism, the response-profile in visual cortex would be predicted to have the "top-down" signature of propagation of the imagery signal downward through the visual hierarchy. Remarkably, the pattern of cross-modal occipital activation generated by the non-visual memory drawing was essentially the inverse of this typical imagery signature. The sole visual hierarchy activation was isolated to the primary visual area (V1), and accompanied by deactivation of the entire extrastriate cortex, thus 'cutting-off' any signal propagation from/to V1 through the visual hierarchy. The implications of these findings for the debate on the interrelationships between the core cognitive constructs of WM and imagery and the nature of internal representations are evaluated.

The role of the visual arts in the enhancing the learning process

With all the wealth of scientific activities, there remains a certain stigma associated with careers in science, as a result of the inevitable concentration on narrow specializations that are inaccessible to general understanding. Enhancement of the process of scientific learning remains a challenge, particularly in the school setting. While direct explanation seems the best approach to expedite learning any specific subject, it is well known that the ability to deeply absorb facts and concepts is greatly enhanced by placing them in a broader context of relevance to the issues of everyday life and to the larger goals of improvement of the quality of life and advancement to a more evolved society as a whole. If the sciences can be associated with areas of artistic endeavor, they may be viewed as more accessible and favorable topics of study. There is consequently an urgent need for research in the relationship between learning and experience in the arts because both art education and scientific literacy remain at an inadequate level even in economically advanced countries. The focus of this review is the concept that inspiration is an integral aspect of the artistic experience, both for the artist and for the viewer of the artwork. As an integrative response, inspiration involves not only higher cortical circuitry but its integration with the deep brain structures such as limbic system and medial frontal structures, which are understood to mediate the experience of emotions, motivational rewards, and the appreciation of the esthetic values of the impinging stimuli. In this sense, inspiration can turn almost any occupation in life into an avocation, a source of satisfaction in achieving life goals. Conversely, when inspiration is lacking, the motivation to learn, adapt, and prosper is impeded. Thus, inspiration may be viewed as a potent aspect of human experience in linking art and science.