Research-based product development decisions and evidence-led technological inventions are at the core of our work here at Iris. We cooperate with a team of educational experts and health specialists, sharing their insights, knowledge, and experiences in a variety of professional fields. Following the latest technology innovations on a global scale, we adjust our work accordingly. In the more subtle world of mental health, we rely on our global network of advisors, psychologists, psychiatrists, researchers, academics, and mental health practitioners to ensure that our products effectively respond to their users’ needs and achieve the best possible results.
Here you will find academic articles and papers on various schools of thoughts regarding the science-based philosophy behind our unique Sensory Box. This research provides the exact sections of the technological breakthrough achieved with the Sensory Box. Here impacts and effects of lights, sounds, music, videos, and cognitive games on various conditions and typical cognitive development are analyzed and explained. Do you have an article or research paper that you would like to share with us? Would you like to collaborate with us on research? Send us an email with subject line Research. We would love to hear from you.
Can colour result in improved memory abilities? The present paper highlights the relationship between colours, attention, and memory performance. The significance of colour in different settings is presented first, followed by a description on the nature of human memory. The role of attention and emotional arousal on memory performance is discussed next. The review of several studies on colours and memory are meant to explain some empirical works done in the area and related issues that arise from such studies.
Memories are color-coded! Use the right code and the memory surfaces. To make the connection to the repressed conflict-material, the practitioner has to determine the exact correct color. Blue – activates the parasympathetic nervous system. Calms – amazing for hyperactive children. Red – activates sympathetic nervous system. Blue-Green – heals post-traumatic tissue-injuries. Yellow – anti-depressive. Yellow/Green – liver detox. Magenta – brings deeply held conflicts and emotions to the surface
In art therapy, color is often associated with a person’s emotions. Color may also influence a person’s mental or physical state. For example, studies have shown that some people looking at the color red resulted in an increased heart rate, which then led to additional adrenaline being pumped into the bloodstream. You can learn more about how color therapy works and how light and color might affect us.
Color is a part of the electromagnetic spectrum. It is an energy having wavelength and frequency. Color affects the mood in adults and more so in children. Color psychology and its impact on a child’s learning abilities and behavior is a much researched subject.
It is important to understand that there is a great difference between colour psychology and colour symbolism. Historically, what is often described as colour psychology is actually colour symbolism - the conscious associations that we are conditioned to make. <...> Colour is energy and the fact that it has a physical effect on us has been proved time and again in experiments - most notably when blind people were asked to identify colours with their fingertips and were all able to do so easily. The shorter the wavelength, the stronger the underlying physical effect
This paper will focus on Attention Restoration Theory (ART). ART was developed by the research team of Rachel Kaplan and Steven Kaplan (1989), who proposed that nature can provide a restorative environment. Here, restoration refers to a positive change in psychological processes and relief from mental fatigue (S. Kaplan & Talbot, 1983; Kaplan & Kaplan, 1989). This theory asserts that functioning in our daily lives requires directed attention, meaning that substantial effort is required to ignore distractions and focus on the task at hand. Sustained directed attention leads to cognitive depletion and mental fatigue (Kaplan & Kaplan, 1989).
The purpose of the present study was to induce psychological stress and compare effects of different sound conditions on the rate of physiological recovery. The sound conditions were chosen so that a pleasant natural sound environment was compared with three less pleasant urban sound environments dominated by noise. To study effects of sound pressure level on physiological recovery, the urban sound conditions had higher, equal, or lower average sound pressure levels than the nature sound.
Playing natural sounds such as flowing water in offices could boosts worker moods and improve cognitive abilities in addition to providing speech privacy, according to a new study from researchers at Rensselaer Polytechnic Institute. They will present the results of their experiment at the 169th Meeting of the Acoustical Society of America, held May 18-22, 2015 in Pittsburgh.
The results demonstrate a potential mechanistic link between nature, the sounds of nature, and stress recovery, and suggest the potential importance of virtual reality as a tool in this research field.
Mind-wandering and alterations to default mode network connectivity when listening to naturalistic versus artificial sounds
The research team showed that music engages the areas of the brain involved with paying attention, making predictions and updating the event in memory. Peak brain activity occurred during a short period of silence between musical movements - when seemingly nothing was happening.
Brain imaging studies have revealed that processing music involves a variety of brain structures. Daniel Levitin looks to cognitive neuroscience to help explain why music is so important to us. According to Levitin, “the story of your brain on music is the story of an exquisite orchestration of brain regions, involving both the oldest and newest parts of the human brain (2).” Levitin recounts his own brain imaging research on the subject of emotional responses to music, involving musicians who reported that they experienced intense emotions that they described as “thrills and chills” while listening to stirring passages of music.
The Music, Mind and Brain group was started by Lauren Stewart and Daniel Müllensiefen in 2009. Since then, we have been awarded funding from the Economic and Social Research Council, the Leverhulme Trust and from industry (including Linn, Jo Jo Jingles, Spotify, Nestle Purina, Adam&EveDDB, and the BBC) to work on projects addressing the cognitive, computational and neuroscientific bases of musical understanding and behavior. We are interested in both basic and applied (educational and clinical) contexts and we frequently provide consultancy both within and beyond the academic sector.
Although listening to music is common in all societies, the biological determinants of listening to music are largely unknown. According to a new study, listening to classical music enhanced the activity of genes involved in dopamine secretion and transport, synaptic neurotransmission, learning and memory, and down-regulated the genes mediating neurodegeneration. Several of the up-regulated genes were known to be responsible for song learning and singing in songbirds, suggesting a common evolutionary background of sound perception across species.
The human brain has the remarkable capacity to alter in response to environmental demands. Training-induced structural brain changes have been demonstrated in the healthy adult human brain. However, no study has yet directly related structural brain changes to behavioral changes in the developing brain, addressing the question of whether structural brain differences seen in adults (comparing experts with matched controls) are a product of “nature” (via biological brain predispositions) or “nurture” (via early training). Long-term instrumental music training is an intense, multisensory, and motor experience and offers an ideal opportunity to study structural brain plasticity in the developing brain in correlation with behavioral changes induced by training. Here we demonstrate structural brain changes after only 15 months of musical training in early childhood, which were correlated with improvements in musically relevant motor and auditory skills. These findings shed light on brain plasticity and suggest that structural brain differences in adult experts (whether musicians or experts in other areas) are likely due to training-induced brain plasticity.
In two experiments, children aged four years and adults were presented with unfamiliar stimuli. They had to segment them into relevant parts. Stimuli presented in a category shared global shape and features, but each occurrence of a potential feature was different. Results of the first experiment show that adults and children found the relevant features despite the differences between occurrences of potential features. Children's selections differed from adults' selections in terms of coherence of the segmentations. In the second experiment, the hypothesis that children used the global shape of the stimuli to find the relevant features was tested. The global shape of stimuli was manipulated in order to assess its role on feature selection. Results demonstrated that the number of incoherences produced by children increased when they could not rely on a global shape for their segmentation. The results are discussed in terms of the relative influence of configural and featural aspects of the stimuli. It is argued that adults rely more on feature identity than children when they segment stimuli into relevant features.
The aim of this study was to investigate visual processing speeds in children. A rapid serial visual presentation (RSVP) task with schematic faces as stimuli was given to ninety-nine 6–10-year-old children as well as a short form of the WISC-III. Participants were asked to determine whether a happy face stimulus was embedded in a stream of distracter stimuli. Presentation time was gradually reduced from 500 ms per stimulus to 100 ms per stimulus, in 50 ms steps. The data revealed that (i) RSVP speed increases with age, (ii) children aged 8 years and over can discriminate stimuli presented every 100 ms—the speed typically used with RSVP procedures in adult and adolescent populations, and (iii) RSVP speed is significantly correlated with digit span and object assembly. In consequence, the RSVP paradigm presented here is appropriate for use in further investigations of processes of temporal attention within this cohort.
UC Berkeley psychologist Dacher Keltner has long studied the psychological and physical effects of nature on humans. He teamed up with BCC Earth for the Real Happiness Project, surveying more than 7,500 people in the U.S., U.K., India, Singapore, Australia and South Africa before and after they watched clips of nature documentary “Planet Earth II.” They also watched clips of news coverage and “Game of Thrones” for comparison.
Screen time is not all bad for your kids. They can learn a ton from video games. And when parents and children are watching or playing together, kids are internalizing important social skills. Being intentional about the messages you send to your kids about media is a missing link in most parenting strategies.
The availability of educational programming aimed at infants and toddlers is increasing, yet the effect of video on language acquisition remains unclear. Three studies of 96 children aged 30–42 months investigated their ability to learn verbs from video. Study 1 asked whether children could learn verbs from video when supported by live social interaction. Study 2 tested whether children could learn verbs from video alone. Study 3 clarified whether the benefits of social interaction remained when the experimenter was shown on a video screen rather than in person. Results suggest that younger children only learn verbs from video with live social interaction while older children can learn verbs from video alone. Implications for verb learning and educational media are discussed.
Physical settings can play a role in coping with stress; in particular experimental research has found strong evidence between exposure to natural environments and recovery from physiological stress and mental fatigue, giving support to both Stress Recovery Theory and Attention Restoration Theory. In fact, exposure to natural environments protects people against the impact of environmental stressors and offer physiological, emotional and attention restoration more so than urban environments. Natural places that allow the renewal of personal adaptive resources to meet the demands of everyday life are called restorative environments. Natural environments elicit greater calming responses than urban environments, and in relation to their vision there is a general reduction of physiological symptoms of stress. Exposure to natural scenes mediates the negative effects of stress reducing the negative mood state and above all enhancing positive emotions. Moreover, one can recover the decrease of cognitive performance associated with stress, especially reflected in attention tasks, through the salutary effect of viewing nature. Giving the many benefits of contact with nature, plans for urban environments should attend to restorativeness.
This study considered the extent to which 23 children with dyslexia differed from 23 reading age (RA) and 23 chronological age (CA) matched controls in their ability to make temporal judgements about auditory and visual sequences of stimuli, and in the speed of their reactions to the onsets and offsets of visual and auditory stimuli. The children with dyslexia were slower (p = 0.039) than the CA controls in their reactions to non-verbal auditory onsets (tones), were less able to recognize the first stimulus of a sequence of tones (p = 0.022), and were less accurate in identifying the initial phoneme of a sequence of three (p < 0.001).
Children differ in their ability to process and respond to information from the environment while engaging in activities. For example, one child may have difficulty sitting still during group time; another may move little during free play outside. They react in different ways because they integrate the information obtained through their senses from the environment differently. Most children process their daily experiences and regulate their responses with ease. But when a child is consistently having difficulty maintaining a level emotional state or engaging appropriately in activities, the child may be overstimulated (environment provides more stimulation than the child can handle through sensory integration) or under stimulated (environment does not provide enough stimulation for the child). Teachers can use an understanding of sensory processing to meet the child’s unique needs.