Approximately 15% to 20% of Americans struggle with learning disabilities. The National Institutes of Health reported that 60% to 80% of those with learning disabilities have problems with reading and language skills (as cited in International Dyslexia Association, 2000). Dyslexia is a specific learning disability and according to Moats (2008), it is more common than any other kind of learning disability. Dyslexia varies in degrees of severity. About 4% of those diagnosed with dyslexia are severely dyslexic. This includes some 375,000 school children (Dyslexia Action, 2006). Although dyslexia certainly causes difficulties for children, many of them are bright and capable. Dyslexia also seems to be associated with many strengths and talents. Dyslexic children tend to be very creative thinkers, highly imaginative, and excellent in art, music, or drama (Marshall, 2004). Unfortunately, unless a person is dyslexic it is difficult for anyone, including educators, to understand the struggles and hard work that encompass the day-to-day activities of a dyslexic person's life. The causes of dyslexia still remain a mystery and, therefore, educators and researchers may disagree on the best way to help the dyslexic student learn. Additionally, public educational institutions have been uninformed, ill equipped, and consequently ineffective in dealing with the educational needs of the dyslexic child. The purpose of this study was to examine a school specializing in teaching children with dyslexia for the purpose of determining what methods and practices are being used that are conducive to developing the creative potential of the dyslexic child. The findings revealed that the methods and practices used at the Jemicy School are conducive to developing the creative potential of dyslexic children. The study confirmed that using multisensory and experiential education does foster students' creativity. The school's unique environment along with the effective teaching methods used could and should be incorporated into other school systems. The exemplary education provided by the Jemicy School makes the school a viable benchmark for other schools to follow. The Jemicy School might be a model for educators to follow for helping dyslexic children learn in order to reach their fullest potential.

The aim of this paper was to investigate what principles and approaches can be utilized when helping dyslexic students to improve their reading skills in the English classroom. The structure of this study is narrative research synthesis which means that the paper is based on articles written by others. The results indicate that there are several approaches to make use of, such as the Orton-Gillingham approach, Phonics and Whole language. Many experts support the principle of multisensory structured learning regarding the teaching of dyslexic students. This means that students use all their senses at the same time: visual, auditory and kinaesthetic. In order to further help students improve reading skills, the teacher can create a safe and calm classroom environment to reduce stress.

The perception of self-motion draws on inputs from the visual, vestibular and proprioceptive systems. Decades of behavioural research has shed light on constructs such as multisensory weighting, heading perception, and sensory thresholds, that are involved in self-motion perception. Despite the abundance of knowledge generated by behavioural studies, there is a clear lack of research exploring the neural processes associated with full-body, multisensory self-motion perception in humans. Much of what is known about the neural correlates of self-motion perception comes from either the animal literature, or from human neuroimaging studies only administering visual self-motion stimuli. The goal of this thesis was to bridge the gap between understanding the behavioural correlates of full-body self-motion perception, and the underlying neural processes of the human brain. We used a high-fidelity motion simulator to manipulate the interaction of the visual and vestibular systems to gain insights into cognitive processes related to self-motion perception. The present line of research demonstrated that theta, alpha and beta oscillations are the underlying electrophysiological oscillations associated with self-motion perception. Specifically, the three empirical chapters combine to contribute two main findings to our understanding of self-motion perception. First, the beta band is an index of visual-vestibular weighting. We demonstrated that beta event-related synchronization power is associated with visual weighting bias, and beta event-related desynchronization power is associated with vestibular weighting bias. Second, the theta band is associated with direction processing, regardless of whether direction information is provided through the visual or vestibular system. This research is the first of its kind and has opened the door for future research to further develop our understanding of biomarkers related to self-motion perception. / Dissertation / Doctor of Philosophy (PhD) / As we move through the environment, either by walking, or operating a vehicle, our senses collect many different kinds of information that allow us to perceive factors such as, how fast we are moving, which direction we are headed in, or how other objects are moving around us. Many of our senses take in very different information, for example, the vestibular system processes information about our head movements, while our visual system processes information about incoming light waves. Despite how different all of this self-motion information can be, we still manage to have one smooth perception of our bodies moving through the environment. This smooth perception of self-motion is due to our senses sharing information with one another, which is called multisensory integration. Two of the most important senses for collecting information about self-motion are the visual and vestibular systems. To this point, very little is known about the biological processes in the brain while the visual and vestibular systems integrate information about self-motion. Understanding this process is limited because until recently, we have not had the technology or the methodology to adequately record the brain while physically moving people in a virtual environment. Our team developed a ground-breaking set of methodologies to solve this issue, and discovered key insights into brainwave patterns that take place in order for us to perceive ourselves in motion. There were two critical insights from our line of research. First, we identified a specific brainwave frequency (beta oscillations) that indexes integration between the visual and vestibular systems. Second, we demonstrated another brainwave frequency (theta oscillation) that is associated with perceiving which direction we are headed in, regardless of which sense this direction information is coming from. Our research lays the foundation for our understanding of biological processes of self-motion perception and can be applied to diagnosing vestibular disorders or improving pilot simulator training.

In the pursuit of planning for inclusive public space, this thesis addresses feelings of unsafety as a hindering aspect of equal access. The aim of this thesis is to explore the role of embodied knowledge within urban planning for understanding feelings of safety in public space. Due to the complexity of socio-spatial relations, I suggest a feminist approach to knowledge creation. The study is based on semi-structured interviews including a visual elicitation with urban planners in Sweden (n=16). My findings show that planners’ conceptualisations of safety relate to an overall focus on social sustainability and a problematic relationship between safety and crime prevention. While multiple methods are being used to understand feelings of safety, such as site audits and citizen dialogues, embodied methods are not (actively) used. There is therefore a need to recognise our bodies as helpful tools for understanding feelings of safety. Furthermore, who we are affects the way we perceive our surroundings as well as our feelings. Thus, urban planning practitioners need to (continue to) be reflexive about their positionalities, as well as to include experiences and perspectives of peoples’ situated, embodied knowledge to create inclusive public space for all.

The purpose of this study was to gain an in-depth understanding of student, parent and educator perceptions of the effectiveness of the Barton Reading Spelling System. Two research questions were addressed in the study: (a) what are the students’, parents’, and educators’ perceptions of BRSS? and (b) what issues influence the effectiveness of the BRSS? Findings for the first research question included (a) positive effect on spelling, (b) positive effect on decoding and print vocabulary, (c) positive effect on reading fluency, (d) positive effect on writing fluency, (e) positive effect on students’ confidence, (f) positive effect on students’ motivations to read and write, (g) positive influence on reading comprehension if comprehension problems due to decoding deficits, and (h) no effect on oral vocabulary. Findings for the second research question included (a) the methodology, layout and training of the BRSS had a positive influence; (b) tutors’ level of experience, consistency of tutoring, level of instruction, communication with others, value in the program, and relationship with the tutee had an influence; (c) student characteristics of ADHD had a negative influence; and (d) lack of tutor support, education to teachers and parents and application of skills outside of BRSS tutoring had a negative influence. Implications of the study included (a) effectiveness of the BRSS with remediating decoding issues and reading comprehension issues directly related to decoding problems; (b) need for more teacher education on remediating basic reading problems; (c) the careful selection and support of tutors for the BRSS; (d) need for communication and collaboration among all teachers, tutors, and parents of students on BRSS; and (e) need for additional studies on the BRSS in larger samples sizes and in different settings.

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In this thesis the usage of smell as a medium enhancing synesthetic perception is discussed. Common cross-sensory connections and their relevance for interaction design are examined. The research is based on discoveries made in psychology, cognitive science and philosophy. Smell usage in a cross-modal context is believed to enhance engagement and enrichen the interactive experience. In several experiments a correlation between the perception of color shape and smell could be detected. An approach to include synesthetic mappings in interaction design is introduced, analyzed and discussed. Finally, the cross-modal interactive art installation “The Color of Smell” is presented.

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Yes / Online retailers are increasingly using augmented reality (AR) and virtual reality (VR) technologies to solve mental and physical intangibility issues in a product evaluation. Moreover, the technologies are easily available and accessible to consumers via their smartphones. The authors conducted three experiments to examine consumer responses to technology interfaces (AR/VR and mobile apps) for hedonic and utilitarian products. The results show that AR is easier to use (vs. app), and users find AR more responsive when buying a hedonic (vs. utilitarian) product. Touch interface users are likely to have a more satisfying experience and greater recommendation intentions, as compared to AR, for buying utilitarian products. In contrast, a multisensory environment (AR) results in a better user experience for purchasing a hedonic product. Moreover, multisensory technologies lead to higher visual appeal, emotional appeal, and purchase intentions. The research contributes to the literature on computer-mediated interactions in a multisensory environment and proposes actionable recommendations to online marketers.