[Le port du masque affecte l'identification des expressions faciales émotionnelles, surtout chez les personnes âgées]. / Wearing face masks makes identifying emotional facial expressions harder, especially for older adults.

Younger adults have difficulties identifying emotional facial expressions from faces covered by face masks. It is important to evaluate how face mask wearing might specifically impact older people, because they have lower emotion identification performance than younger adults, even without face masks. We compared performance of 62 young and 38 older adults in an online task of emotional facial expression identification using masked or unmasked pictures of faces with fear, happiness, anger, surprise, and neutral expression, from different viewpoints. Face masks affected performance in both age groups, but more so in older adults, specifically for negative emotions (anger, fear), in favour of the saliency hypothesis as an explanation for the positive advantage. Additionally, face masks more affected emotion recognition on profile than on three-quarter or full-face views. Our results encourage using clearer and full-face expressions when dealing with older people while wearing face masks.

Human Exteroception during Object Handling with an Upper Limb Exoskeleton.

Upper limb exoskeletons may confer significant mechanical advantages across a range of tasks. The potential consequences of the exoskeleton upon the user's sensorimotor capacities however, remain poorly understood. The purpose of this study was to examine how the physical coupling of the user's arm to an upper limb exoskeleton influenced the perception of handheld objects. In the experimental protocol, participants were required to estimate the length of a series of bars held in their dominant right hand, in the absence of visual feedback. Their performance in conditions with an exoskeleton fixed to the forearm and upper arm was compared to conditions without the upper limb exoskeleton. Experiment 1 was designed to verify the effects of attaching an exoskeleton to the upper limb, with object handling limited to rotations of the wrist only. Experiment 2 was designed to verify the effects of the structure, and its mass, with combined movements of the wrist, elbow, and shoulder. Statistical analysis indicated that movements performed with the exoskeleton did not significantly affect perception of the handheld object in experiment 1 (BF01 = 2.3) or experiment 2 (BF01 = 4.3). These findings suggest that while the integration of an exoskeleton complexifies the architecture of the upper limb effector, this does not necessarily impede transmission of the mechanical information required for human exteroception.

Training-induced plasticity enables visualizing sounds with a visual-to-auditory conversion device.

Sensory substitution devices aim at restoring visual functions by converting visual information into auditory or tactile stimuli. Although these devices show promise in the range of behavioral abilities they allow, the processes underlying their use remain underspecified. In particular, while an initial debate focused on the visual versus auditory or tactile nature of sensory substitution, since over a decade, the idea that it reflects a mixture of both has emerged. In order to investigate behaviorally the extent to which visual and auditory processes are involved, participants completed a Stroop-like crossmodal interference paradigm before and after being trained with a conversion device which translates visual images into sounds. In addition, participants' auditory abilities and their phenomenologies were measured. Our study revealed that, after training, when asked to identify sounds, processes shared with vision were involved, as participants' performance in sound identification was influenced by the simultaneously presented visual distractors. In addition, participants' performance during training and their associated phenomenology depended on their auditory abilities, revealing that processing finds its roots in the input sensory modality. Our results pave the way for improving the design and learning of these devices by taking into account inter-individual differences in auditory and visual perceptual strategies.

Vision shapes tactile spatial perspective taking.

Information from the environment can be perceived according to ego-centered or decentered spatial perspectives. Different spatial perspectives can be adopted when perceiving not only visual but also auditory or tactile information. Because vision may be dominant in setting up spatial information processing, visual loss might affect perspective taking in other sensory modalities. The present study investigated the influence of vision on the perspective that is adopted naturally and the influence of visual experience on the ability to switch between perspectives in the tactile domain. Participants with varying degrees of visual experience (early blind, late blind, blindfolded-sighted, and sighted) completed a tactile recognition task of ambiguous letter stimuli ("b," "d," "p," and "q") presented on the body, for which 3 perspectives can be adopted (trunk centered, head centered, and decentered). The participants were first free to adopt any perspective they wanted before either the same or a different perspective was imposed. The results showed that both a temporary and a permanent lack of vision promote spontaneous adoption of ego-centered spatial coordinates, anchored to the head. Moreover, more decentered coordinates were adopted by the blindfolded-sighted compared with the early and late blind, suggesting that blindness reduces the adoption of decentered perspectives. Finally, the early blind exhibited a greater cost of switching perspectives compared with the sighted, suggesting that early visual experience is important for flexible perspective taking. Overall, our study reveals that vision shapes both the naturally adopted perspective and the flexibility to change perspective. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

AI-based mobile application to fight antibiotic resistance.

Antimicrobial resistance is a major global health threat and its development is promoted by antibiotic misuse. While disk diffusion antibiotic susceptibility testing (AST, also called antibiogram) is broadly used to test for antibiotic resistance in bacterial infections, it faces strong criticism because of inter-operator variability and the complexity of interpretative reading. Automatic reading systems address these issues, but are not always adapted or available to resource-limited settings. We present an artificial intelligence (AI)-based, offline smartphone application for antibiogram analysis. The application captures images with the phone's camera, and the user is guided throughout the analysis on the same device by a user-friendly graphical interface. An embedded expert system validates the coherence of the antibiogram data and provides interpreted results. The fully automatic measurement procedure of our application's reading system achieves an overall agreement of 90% on susceptibility categorization against a hospital-standard automatic system and 98% against manual measurement (gold standard), with reduced inter-operator variability. The application's performance showed that the automatic reading of antibiotic resistance testing is entirely feasible on a smartphone. Moreover our application is suited for resource-limited settings, and therefore has the potential to significantly increase patients' access to AST worldwide.

Somatosensory Loss Influences the Adoption of Self-Centered Versus Decentered Perspectives.

The body and the self are commonly experienced as forming a unity. Experiencing the external world as distinct from the self and the body strongly relies on adopting a single self-centered perspective which results in integrating multisensory sensations into one egocentric body-centered reference frame. Body posture and somatosensory representations have been reported to influence perception and specifically the reference frame relative to which multisensory sensations are coded. In the study reported here, we investigated the role of somatosensory and visual information in adopting self-centered and decentered spatial perspectives. Two deafferented patients who have neither tactile nor proprioceptive perception below the head and a group of age-matched control participants performed a graphesthesia task, consisting of the recognition of ambiguous letters (b, d, p, and q) drawn tactilely on head surfaces. To answer which letter was drawn, the participants can adopt either a self-centered perspective or a decentered one (i.e., centered on a body part or on an external location). The participants' responses can be used, in turn, to infer the way the left-right and top-bottom letters' axes are assigned with respect to the left-right and top-bottom axes of their body. In order to evaluate the influence of body posture, the ambiguous letters were drawn on the participants' forehead, left, and right surfaces of the head, with the head aligned or rotated in yaw relative to the trunk. In order to evaluate the role of external information, the participants completed the task with their eyes open in one session and closed in another one. The results obtained in control participants revealed that their preferred perspective varied with body posture but not with vision. Different results were obtained with the deafferented patients who overall do not show any significant effect of their body posture on their preferred perspective. This result suggests that the orientation of their self is not influenced by their physical body. There was an effect of vision for only one of the two patients. The deafferented patients rely on strategies that are more prone to interindividual differences, which highlights the crucial role of somatosensory information in adopting self-centered spatial perspectives.

Tactile recognition of visual stimuli: Specificity versus generalization of perceptual learning.

Sensory substitution devices aim at assisting a deficient sensory modality by means of another sensory modality. For instance, to perceive with visual-to-tactile devices, users learn to recognize visual stimuli through their tactile conversion. A crucial characteristic of learning lies in the ability to generalize, that is, the ability to extend the acquired perceptual abilities to both new stimuli and new perceptual conditions. The study reported here investigated the perceptual learning of tactile alphanumerical stimuli. The learning protocol consisted in alternating a repeated list of symbols with lists of new symbols. A first experiment revealed that, when each list consisted of 4 stimuli, recognition performance improved over time only for the repeated list. This result suggests that learning a small set of stimuli involves stimulus-specific learning strategies, preventing generalization. A second experiment revealed that increasing to six the set of learned stimuli results in higher generalization abilities. This result can be explained by greater difficulties in using stimulus-specific strategies in this case, thereby favouring the use of generalization strategies. Feature variability also appeared to be important to achieve generalization. Thus, as in visual perceptual learning, the involvement of stimulus-specific versus general strategies depends on task difficulty and feature variability. A third experiment highlighted that tactile perceptual learning generalizes to changes in orientation. These results are discussed in terms of brain plasticity as they influence the design of learning methods for using sensory substitution devices, with the aim to compensate visual impairments.

A unity of the self or a multiplicity of locations? How the graphesthesia task sheds light on the role of spatial perspectives in bodily self-consciousness.

Integrating multisensory stimuli from a self-centred perspective is crucial for the unity of the self. On the other hand, understanding external space and communicating spatial knowledge with others necessitate the adoption of decentred perspectives. How do we juggle these two requirements? In this article, we review those studies that have used the graphesthesia task in order to investigate the perspectives that people adopt when interpreting ambiguous tactile symbols (e.g., b, d, p, and q). With such ambiguous symbols, self-centred and decentred perspectives conflict with one another. The results reviewed here reveal that the perspectives adopted vary significantly with spatial, personal, and interpersonal factors. Such findings suggest that the self can adopt a multiplicity of spatial locations. However, the unity of the self can partly be explained by the predominance of a head-centred perspective. On the other hand, perspective-taking abilities contribute to the distinction between self and others, reinforcing self-consciousness.

The Graphesthesia Paradigm: Drawing Letters on the Body to Investigate the Embodied Nature of Perspective-Taking.

In this study, we investigated whether adopting a head-centered perspective on the body is an embodied process by means of the graphesthesia task. This task consists of interpreting ambiguous tactile symbols from different spatial perspectives. The results revealed that symbols were more easily recognized when the mental rotation of the head toward the stimulated surface corresponded to physically possible, as opposed to impossible, body movements. Performance also decreased with increasing the amount of body movements that would be necessary to physically rotate the head. These results are in line with an embodied view of spatial perspective-taking, and, more generally, they highlight the important role the body plays in perception.

Individual Differences in Sensory Substitution.

Sensory substitution devices were developed in the context of perceptual rehabilitation and they aim at compensating one or several functions of a deficient sensory modality by converting stimuli that are normally accessed through this deficient sensory modality into stimuli accessible by another sensory modality. For instance, they can convert visual information into sounds or tactile stimuli. In this article, we review those studies that investigated the individual differences at the behavioural, neural, and phenomenological levels when using a sensory substitution device. We highlight how taking into account individual differences has consequences for the optimization and learning of sensory substitution devices. We also discuss the extent to which these studies allow a better understanding of the experience with sensory substitution devices, and in particular how the resulting experience is not akin to a single sensory modality. Rather, it should be conceived as a multisensory experience, involving both perceptual and cognitive processes, and emerging on each user's pre-existing sensory and cognitive capacities.