Teaching through urban sensorium: urban spatiality as a smart learning environment

This paper qualitatively analyses the implication of urban sensorium as a pedagogic mode in the teaching of Urban Studies. Underpinned by the frames of smart learning environments, the paper reiterates experiencing urban ontologies as spatial learning environments. By drawing from a range of transdisciplinary and experiential modes of learning, this paper maps how an undergraduate course on Bangalore city in India served learners to critically engage with and experience spatial urban ontologies both digitally, and in real-world experiences of learning, furthering learner autonomy and reflection. The methodological prisms of this paper are autoethnography and critical reflection. It is organised around enabling learners recognize the experiential, embodied urban spaces through the urban sensorium via real-life engagements with urban spaces, and creation of digital portfolios that map this learning. Findings from the learners’ knowledge of sensory learning, the city’s intersectional aspects, and the student’s embodied and emplaced self in built environments and digital spaces are analysed via cognitive and affective-reflection levels; the course instructor's reflection is analysed via a process-reflection level. These reflections hold implications for the pedagogy of urban studies in undergraduate classrooms by foregrounding spatiality and urban sensorium as significant critical and affective pedagogic tools. The paper has also accommodated critical engagement with an external faculty member as a co-author, in order to manage any bias or researcher subjectivity in the design.

Approach Direction Prior to Landing Explains Patterns of Colour Learning in Bees

Gaze direction is closely coupled with body movement in insects and other animals. If movement patterns interfere with the acquisition of visual information, insects can actively adjust them to seek relevant cues. Alternatively, where multiple visual cues are available, an insect’s movements may influence how it perceives a scene. We show that the way a foraging bumblebee approaches a floral pattern could determine what it learns about the pattern. When trained to vertical bicoloured patterns, bumblebees consistently approached from below centre in order to land in the centre of the target where the reward was located. In subsequent tests, the bees preferred the colour of the lower half of the pattern that they predominantly faced during the approach and landing sequence. A predicted change of learning outcomes occurred when the contrast line was moved up or down off-centre: learned preferences again reflected relative frontal exposure to each colour during the approach, independent of the overall ratio of colours. This mechanism may underpin learning strategies in both simple and complex visual discriminations, highlighting that morphology and action patterns determines how animals solve sensory learning tasks. The deterministic effect of movement on visual learning may have substantially influenced the evolution of floral signals, particularly where plants depend on fine-scaled movements of pollinators on flowers.

Norephinephrine in the avian auditory cortex enhances developmental song learning

Sensory learning during critical periods in development has lasting effects on behavior. Neuromodulators like dopamine and norepinephrine (NE) have been implicated in various forms of sensory learning, but little is known about their contribution to sensory learning during critical periods. Songbirds like the zebra finch communicate with each other using vocal signals (e.g., songs) that are learned during a critical period in development, and the first crucial step in song learning is memorizing the sound of an adult conspecific's (tutor's) song. Here we analyzed the extent to which NE modulates the auditory learning of a tutor's song and the fidelity of song imitation. Specifically, we paired infusions of NE or vehicle into the caudomedial nidopallium (NCM) with brief epochs of song tutoring. We analyzed the effect of NE in juvenile zebra finches that had or had not previously been exposed to song. Regardless of previous exposure to song, juveniles that received NE infusions into NCM during song tutoring produced songs that were more acoustically similar to the tutor song and that incorporated more elements of the tutor song than juveniles with control infusions. These data support the notion that NE can regulate the formation of sensory memories that shape the development of vocal behaviors that are used throughout an organism's life.

A Nursery-Based Cooking Skills Programme with Parents and Children Reduced Food Fussiness and Increased Willingness to Try Vegetables: A Quasi-Experimental Study

Children’s fussy eating is associated with a reduced vegetable intake. This quasi-experimental study evaluated “Big Chef Little Chef” (BCLC), a nursery-based cooking skills programme aimed at reducing food fussiness and increasing willingness to try green vegetables by incorporating repeated exposure and sensory learning. Parent and child (3–5 years) dyads attended BCLC for four/1.5 h weekly sessions. A comparison group was recruited after BCLC completion and attended a single education session at week 1. A questionnaire measured food fussiness at week 1 and week 4. At week 4, all children were offered six green vegetables (raw and cooked) and an average score (1 = did not try; 2 = tried it/ate some; 3 = ate it all) was calculated for willingness to try vegetables. In total, 121 dyads (intervention: n = 64; comparison: n = 57) participated. The food fussiness score (1 min–5 max) in the intervention group decreased significantly from 3.0 to 2.6 (p < 0.01) between time points, while there was no change in the comparison group (3.1 (week 1) and 3.0 (week 4)). The intervention group was more willing to try green vegetables with significantly higher (p < 0.001) median scores for raw and cooked vegetables (2.5 for both) compared with the comparison group (2.0 and 1.7, respectively). The BCLC reduced food fussiness and increased willingness to try green vegetables.

Learning in the eyes: specific changes in gaze patterns track explicit and implicit visual learning

What is the link between eye movements and sensory learning? Although some theories have argued for a permanent and automatic interaction between what we know and where we look, which continuously modulates human information- gathering behavior during both implicit and explicit learning, there exist surprisingly little evidence supporting such an ongoing interaction. We used a pure form of implicit learning called visual statistical learning and manipulated the explicitness of the task to explore how learning and eye movements interact. During both implicit exploration and explicit visual learning of unknown composite visual scenes, eye movement patterns systematically changed in accordance with the underlying statistical structure of the scenes. Moreover, the degree of change was directly correlated with the amount of knowledge the observers acquired. Our results provide the first evidence for an ongoing and specific interaction between hitherto accumulated knowledge and eye movements during both implicit and explicit learning.

Becoming a better parent: mice learn sounds that improve a stereotyped maternal behavior

While mothering is often instinctive and stereotyped in species-specific ways, evolution can favor genetically “open” behavior programs that allow experience to shape infant care. Among experience-dependent maternal behavioral mechanisms, sensory learning about infants has been hard to isolate from motivational changes arising from sensitization with infants. We developed a paradigm where sensory learning of an infant-associated cue improves a stereotypical maternal behavior in female mice. Mice instinctively employed a spatial memory-based strategy when engaged repetitively in a pup search and retrieval task. However, by playing a sound from a T-maze arm to signal where a pup will be delivered for retrieval, mice learned within 7 days and retained for at least 2 weeks the ability to use this specific cue to guide a more efficient search strategy. The motivation to retrieve pups also increased, but that alone did not sufficiently explain the shift in search strategy. Bilaterally silencing auditory cortical activity significantly impaired the new strategy without changing the motivation to retrieve pups. Finally, motherhood as compared to infant-care experience alone accelerated how quickly the new sensory-based strategy was acquired, suggesting a role for the maternal hormonal state. By rigorously establishing that newly formed sensory associations can improve the performance of a natural maternal behavior, this work facilitates future studies into the neurochemical and circuit mechanisms that mediate novel sensory learning in the maternal context, as well as more learning-based mechanisms of parental behavior in rodents.