Question

can somebody explain the following line by line ,i can't understand it.please ....


It is
customary to consider sound as being the province of auditory perception alone.
However, recent findings and theory have emphasized the interactive nature of
the sensory modalities as well as the ways in which sensory processing
underlies higher cognition. For example, multisensory processing, in which
multiple senses (vision, audition, touch) are used in concert, is beginning to
be regarded as the norm, not the exception to perception. Furthermore,
“embodied cognition” theories, that stress the close coupling of brain, body,
and sensory systems, emphasize the importance of understanding how the dynamics
of modality-specific constraints affect higher level cognition such as learning
and memory. To put it another way: because the brain is an integrated
functional system, sensory processing (and, by extension, the effects of
sensory deprivation) are not completely independent from the rest of
neurocognition and thus may have secondary effects on the brain and cognition
as a whole.

Sound in
particular is a temporal and sequential signal, one in which time and serial
order are of primary importance (Hirsh, 1967).
Because of this quality of sound, we argue that hearing provides vital exposure
to serially ordered events, bootstrapping the development of sequential
processing and behavior. Sound thus provides a “scaffolding” – a supporting
framework – which organisms use to learn how to interpret and process
sequential information. The auditory scaffolding hypothesis is backed by two
lines of evidence: modality-specific constraints in hearing populations, and
non-auditory sequencing abilities in the congenitally deaf.

Answer 1

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