"Let Me Hear Your Handwriting!" Evaluating the Movement Fluency from Its Sonification.

The quality of handwriting is evaluated from the visual inspection of its legibility and not from the movement that generates the trace. Although handwriting is achieved in silence, adding sounds to handwriting movement might help towards its perception, provided that these sounds are meaningful. This study evaluated the ability to judge handwriting quality from the auditory perception of the underlying sonified movement, without seeing the written trace. In a first experiment, samples of a word written by children with dysgraphia, proficient children writers, and proficient adult writers were collected with a graphic tablet. Then, the pen velocity, the fluency, and the axial pen pressure were sonified in order to create forty-five audio files. In a second experiment, these files were presented to 48 adult listeners who had to mark the underlying unseen handwriting. In order to evaluate the relevance of the sonification strategy, two experimental conditions were compared. In a first 'implicit' condition, the listeners made their judgment without any knowledge of the mapping between the sounds and the handwriting variables. In a second 'explicit' condition, they knew what the sonified variables corresponded to and the evaluation criteria. Results showed that, under the implicit condition, two thirds of the listeners marked the three groups of writers differently. In the explicit condition, all listeners marked the dysgraphic handwriting lower than that of the two other groups. In a third experiment, the scores given from the auditory evaluation were compared to the scores given by 16 other adults from the visual evaluation of the trace. Results revealed that auditory evaluation was more relevant than the visual evaluation for evaluating a dysgraphic handwriting. Handwriting sonification might therefore be a relevant tool allowing a therapist to complete the visual assessment of the written trace by an auditory control of the handwriting movement quality.

The effect of real-time auditory feedback on learning new characters.

The present study investigated the effect of handwriting sonification on graphomotor learning. Thirty-two adults, distributed in two groups, learned four new characters with their non-dominant hand. The experimental design included a pre-test, a training session, and two post-tests, one just after the training sessions and another 24h later. Two characters were learned with and two without real-time auditory feedback (FB). The first group first learned the two non-sonified characters and then the two sonified characters whereas the reverse order was adopted for the second group. Results revealed that auditory FB improved the speed and fluency of handwriting movements but reduced, in the short-term only, the spatial accuracy of the trace. Transforming kinematic variables into sounds allows the writer to perceive his/her movement in addition to the written trace and this might facilitate handwriting learning. However, there were no differential effects of auditory FB, neither long-term nor short-term for the subjects who first learned the characters with auditory FB. We hypothesize that the positive effect on the handwriting kinematics was transferred to characters learned without FB. This transfer effect of the auditory FB is discussed in light of the Theory of Event Coding.

Lifts and stops in proficient and dysgraphic handwriting.

In this study, the handwriting performances of dysgraphic children were compared to those of proficient children and adults. The task consisted in writing a single word at normal and fast speeds. A distinction was made between two kinds of pauses, which are often confounded: pen lifts, when the pen is above the paper, and pen stops, when it is immobile on the paper. The number and duration of lifts and stops were analyzed, together with the mean velocity. No difference in the number of lifts was observed between the three groups of writers, but the lift durations were shorter for adults. While dysgraphic children were able to write as fast as proficient children, their stops were more numerous and longer than those of proficient children who, themselves, made more stops than adults. A distinction was made between short, normal, and long, abnormal, stops. The results of this study suggest that pen stops are more appropriate than pen lifts in differentiating the handwriting fluency of dysgraphic and proficient children.

Signal-to-noise velocity peaks difference: a new method for evaluating the handwriting movement fluency in children with dysgraphia.

This study evaluated handwriting movement dysfluency related to dysgraphia. A new variable, the Signal-to-Noise velocity peaks difference (SNvpd), was proposed to describe abnormal velocity fluctuations in cursive handwriting. This variable was compared to two variables most frequently used variables for assessing handwriting fluency. This comparison was carried out for three different groups, children with dysgraphia, proficient children, and adults, all of whom wrote the same single word. The adults were taken as the reference. Results revealed that, of the three variables studied, the SNvpd proved most efficient in discriminating children with dysgraphia, and that furthermore, it had the significant advantage of facilitating the localization of dysfluency peaks within a word. Our results also showed that the movement dysfluency of children with dysgraphia was specific to certain letters. In light of these results, we discuss the methodological and theoretical relevance of this new variable to the analysis of handwriting movement with the aim of characterizing dysgraphia.

Functional interaction between the associative parietal cortex and hippocampal place cell firing in the rat.

The hippocampus and associative parietal cortex (APC) both contribute to spatial memory but the nature of their functional interaction remains unknown. To address this issue, we investigated the effects of APC lesions on hippocampal place cell firing in freely moving rats. Place cells were recorded from APC-lesioned and control rats as they performed a pellet-chasing task in a circular arena containing three object cues. During successive recording sessions, cue manipulations including object rotation in the absence of the rat and object removal in the presence of the rat were made to examine the control exerted by the objects or by non-visual intramaze cues on place field location, respectively. Object rotations resulted in equivalent field rotation for all cells in control rats. In contrast, a fraction of place fields in APC-lesioned rats did not rotate but remained stable relative to the room. Object removal produced different effects in APC-lesioned and control rats. In control rats, most place fields remained stable relative to the previous object rotation session, indicating that they were anchored to olfactory and/or idiothetic cues. In APC-lesioned rats, a majority of place fields shifted back to their initial, standard location, thus suggesting that they relied on uncontrolled background cues to maintain place field stability. These results provide strong evidence that the hippocampus and the APC cooperate in the formation of spatial memory and suggest that the APC is involved in elaboration of a hippocampal map based on proximal landmarks.

Place cells, neocortex and spatial navigation: a short review.

Hippocampal place cells are characterized by location-specific firing, that is each cell fires in a restricted region of the environment explored by the rat. In this review, we briefly examine the sensory information used by place cells to anchor their firing fields in space and show that, among the various sensory cues that can influence place cell activity, visual and motion-related cues are the most relevant. We then explore the contribution of several cortical areas to the generation of the place cell signal with an emphasis on the role of the visual cortex and parietal cortex. Finally, we address the functional significance of place cell activity and demonstrate the existence of a clear relationship between place cell positional activity and spatial navigation performance. We conclude that place cells, together with head direction cells, provide information useful for spatially guided movements, and thus provide a unique model of how spatial information is encoded in the brain.

Properties of place cell firing after damage to the visual cortex.

Hippocampal place cells were recorded while rats with lesions of the striate visual cortex foraged for food pellets in a cylindrical arena. Compared to control rats, rats with striate damage had place cells whose firing was less well organized in space, according to a measurement of spatial coherence. More importantly, the spatial location of firing fields in rats with striate lesions was poorly controlled by three-dimensional objects, unlike the fields of either normal sighted rats or early blind rats. These findings suggest a possible contribution of the striate visual cortex to the selection of cues used for anchoring place cell firing fields in space.