THE SOMATOSENSES Touch

Touch is not really one sense. It is made up of several different senses which have different nerve endings and different response areas in the brain. In other words, they are processed individually though we lump them all together and call them touch.  These include light touch, deep pressure, heat , cold  and pain receptors. What they have in common is that the nerve endings are spread throughout our skin so we can experience sensation from any part of our body. There are some areas that have a higher concentration of nerve endings and are therefore more sensitive than other areas of the body. Some areas of the body may have more of one kind of receptor than others so may be more sensitive to certain types of touch than to others but in general there are touch receptors all over the body in the skin. Some types of receptors are around the internal organs as well. We all know you can have a stomach ache that is not felt from the skin. All of this is complicated by the fact that you may have different touch sensations at different places at the same time. You mind needs to sort all the sensation and let you decide which is the most important for you to get the information that you need.  If you remember, in the introduction to this series, we used the example of the hot iron to illustrate the sensory motor arc. That example uses the sense of touch, specifically, heat, so you can see how fast your brain can select what you need to know.

The sense of touch is one of the earliest to begin to develop, with some receptors in place by 4 weeks gestation, but it seems to take up to 16 to 20 years for the system to be fully operational.  There are at least 4 different  types of receptors and miles of nerve fibers, as well as the cognitive learning needed to distinguish from what one thing feels like as opposed to another. The fact that you can reach into your purse and find the keys without looking is a testament to the development of your sense of touch.

Simple touch is anything but! The simplest sensation is pressure, but as noted, light pressure and deep pressure are registered differently. Next would come vibration, followed by recognition of different textures, sizes, shapes and spatial orientation, which can all be recognized by touch.  Research indicates that awareness of pressure and vibration is present at birth. Size recognition seems to begin early, perhaps 2-4 months but is on a basic level and need refining. There is some recognition of different textures by 4-6 months which continues to be refined over the next 10 years. The recognition of shape difference by touch may begin after 6 months and there are indications that this, too, continues to develop during childhood.

Early tactile exploration is often by mouth, as this is a very sensitive area for touch stimulation. Manual exploration actually begins around 4 months of age and continues to improve through childhood. The ability to recognize objects by touch is pretty much the same from 15 to about 50 years of age but as with other senses, there is a decline during the aging process,  just as touch is one of the first senses to develop it is the last to decline.

Touch is probably the most pervasive sense we have. It is everywhere in our bodies and is difficult to occlude. Just as development impact the sense of touch (learning shapes, textures etc.), there is ample evidence that touch impacts development.  Studies of infants who were deprived of a chance to use their sense of touch, who were not held or whose physical contact was limited to the crib they were lying in, suggest that this caused global delays that were difficult to make up. Of course, the sense of touch, along with the next two we will discuss, underlies all motor abilities

. http://www.scholarpedia.org/article/Development_of_touch   

http://www.livestrong.com/article/508221-the-influence-of-touch-on-child-development/   http://library.thinkquest.org/05aug/00386/touch/sensoryreceptors.htm

Vision

Sight is one of the most complex senses. The eye structure is developed in the first 24 weeks of pregnancy but the eyelids may be fused until 26 weeks and the lenses are cloudy until about 4 months after birth. The rods develop between 28 and 34 weeks and then the development of the cones begins. The rods are light sensors and allow your eyes to adjust to variations in light. They also help with peripheral vision (seeing out of the side of your eye). The cones are what allow us to see colors.  The eyes continue to develop until your child is around 3 years of age.

Vision takes a large area of the brain at the back. This area develops before the baby is born in the absence of stimulation (Usually by 34 weeks).  At birth, your baby can see at close range. The best focus is at about 8 to 10 inches from their eyes (20-25 cm). Babies can see color but early on they can see strong contrast much better. They show a preference for looking at simple geometric patterns in two contrasting colors in the first 2 months. By around 3 months, babies are more interested in faces (both real and in photos or drawings) and pay attention to more variations in color. At around 4 months, the lenses clear and baby can now focus beyond the 8-10 inch range. This is often very noticeable, especially during feeding, because all of a sudden the baby is looking all around and not focused on the task at hand.  He has just discovered a whole new world.

Vision not only involves seeing with the eyes but the ability to move the eyes in coordination. The perception of depth and the use of eye hand coordination rely on the movement of the eyes. In the first two months a baby may appear cross eyed at times but by 5 months the muscles of the eyes should be strong enough that a baby can move the eyes together to smoothly follow a moving object across, up and down and in a circle as well as to guide their hand to reach and hit an object. When babies begin to crawl, these skills develop even further. Babies first learn about depth by looking and reaching for objects that are at different distances. Although there is some concept of depth in the first few months , this learning really takes off in the second quarter (4-6 months). As baby becomes more mobile from 6-12 months, he learns more about depth and can begin to understand it better.    Visual skills continue to develop until 6 or 7 years old.

Babies eyes should be protected. They are very sensitive to light in early infancy and should be shielded as much as possible from harsh strong light in their eyes. It is never too soon to begin to use sunglasses on infants who are out in strong sunlight. If your baby is not moving his eyes smoothly to follow an object or

continues to have crossed eyes after 5 months, you should mention this to your doctor. If there is some problem, it is easier to solve if it is caught earlier and it will help in the continued visual development that takes place.

http://www.aoa.org/patients-and-public/good-vision-throughout-life/childrens-vision/infant-vision-birth-to-24-months-of-age

http://www.perceptionsense.com/2012/11/post-2-visual-cliff-experiment-for.html 

The development of hearing.

Hearing is one of the later senses to develop.  It seems to start at 23 weeks gestation.  The first responses to sound at the brainstem level are around 24 weeks gestation.  The structures for hearing continue to develop between the ages of 24 and 34 weeks gestation. 

It has been noted that babies do hear while still in utero. When babies are born, they seem to recognize their mother’s voice. Dr. Barry Brazelton used to do an exercise with babies that were hours old. He would hold the baby between its mother and another person and ask both to speak at the same time. The baby would invariable turn towards its mother’s voice. He did the experiment with the father as well and the babies overwhelmingly turned towards their father over a stranger. The uterus is a noisy environment however and sound must travel through liquid as well as distractions so the baby probably hears a more distorted sound from outside while hearing the mother’s voice from inside. Babies in utero respond to different types of music according to research indicating that it may be worthwhile to play music to the developing baby. At birth, the hearing system is in place though babies are better able to hear higher frequencies at first, which may also account for their higher receptiveness to a female voice. The ability to recognize the meanings of sounds comes with experience so the system continues to develop after birth as well. There is research that shows that babies are tuned to the sounds of language and music over random noise sounds.  They listen more acutely and for longer to organized sounds than to random sounds according to studies. There is no question that babies learn to speak by what they are hearing. This accounts for the fact that children use the same accents of those around them.

Again, as with other senses, the structures in the ear may be damaged or may just wear out as one becomes older and we find many elderly people needing assistance to hear. 

http://www.edu-cyberpg.com/Literacy/whatresearchwomb.asp

http://birthpsychology.com/free-article/importance-prenatal-sound-and-music

http://www.plu.edu/news/2012/12/infant-language/)

An Article to Read About Learning.

 http://www.ahaparenting.com/parenting-tools/raise-great-kids/intellegent-creative-child/loves-learn

Dr Laura Markham writes at Aha Parenting about positive parenting. Read this article, note the quote at the end and learn about learning.

The Special Senses, part 1- the Chemosenses, gustatory and olfactory, aka taste and smell

Smell may be the least neurologically complex system of the sense as the information from the smell sensors in the nose have a direct link to the processor in the brain. Taste is considered one sense but in fact there are 5 specific receptors (located on the tongue in areas) for salty, sweet, tart, sour and what is being called “meat” flavors. These five flavors are given more variety by the sense of smell which distinguishes variations within these five flavors of foods. Often, in high school biology class, teachers do an experiment where they stop the sense of smell and offer a bite of an apple and of an onion to a student. Without smell the student cannot tell which is which as the texture is similar and both are sweet.  Smell is one of the senses that disappears in the aging process and older people often lose interest in most foods, except sweets, because the food becomes bland to them without smell.  Smell is an important first indicator of some dangers as it can detect more remote sensation than taste. To taste something it must touch the tongue but smells waft through the air to your nose.    

The system for smell develops between 16 and 24 weeks of gestation and is in place and ready to function by about 24 weeks gestation. The first taste buds appear at 8-9 weeks gestation with most being present by about 16 weeks gestation. Some refinement continues but most full term babies have a fully developed taste system at birth.

The system of smell is perhaps the strongest sense in infants and babies are able to recognize the smell of their mother’s breast milk from that of another person (the study was done using breast pads) almost from birth. They also respond to strong smells with avoidant movements from an early age. I would avoid strong perfumes and air fresheners around very young infants as these might be unpleasant to their sensitive system. In a study (titled “Natural odour preferences of newborn infants change over time.” by [My paper]H Varendi, R H Porter, J Winberg) it was shown that babies preferred their mother’s unwashed natural breast over the washed and soapy smelling other breast during the first week to 10 days of life.  It has been proposed that smell is the first sense used in socializing as newborns begin to recognize different people by their smell, which allows them to respond socially to those they know and those they do not know from a very early age.

These systems rely on experience after birth to become completely developed. The brain records tastes and smells so that a child can recognize what they mean. Infants can register likes and dislikes from the start. Due to their limited experience, infants are happy with relatively bland food and do not need salt or sugar added to foods to want them. However, they recognize variations in their food and may reject food that tastes

“funny”. Many breast feeding mothers report that their baby is not interested in the breast after they have eaten a certain type of food. Which foods trigger that response are different for each baby but all are strong flavored foods. In my case, it was pickled foods that I had to avoid. This is learned by the baby through experience with foods and by the mother in watching her baby’s reaction to feeding.

On the other hand, older people who have lost some of their sense of smell are best able to taste the flavors that are tasted by the tongue. Sweet is the strongest, being at the front of the tongue, followed by salt. Older adults will often only express interest in sweet foods and will often over salt foods in order to experience variation in tastes. Many older adults will say that food these days doesn’t taste like it used to. For them, it is probably true.

It is thought that these two systems have some protective functions as most really bad smells and bitter tastes are not good for people so your own body can offer some protection against certain poisons. However the system is not foolproof and some unpleasant tasting things are not harmful while some harmful things are not unpleasant. It has been noted that during pregnancy, many women are exceptionally sensitive to smells, which may be a primitive form of guiding them towards the particular foods they need.

In any case, the sense of smell is one of the least studies and most underrated the special senses. Below are some links to references on the sense of smell:

http://www.wonderbabiesco.org/UserFiles/File/Browne%20chemosensory%2008.pdf

http://www.kidandparent.in/childdevelopment/baby-development-smell

http://www.jstor.org/discover/10.2307/1130478?uid=3738128&uid=2&uid=4&sid=21102562218157

http://serendip.brynmawr.edu/exchange/node/518

Repost, link on language development,

Click this link for an article on language development.
wwwbabble.com/2013/06/05/the-science-of-talking-to-your-baby/.

The sensory system part one, Introduction.

Your child’s sensory motor system is a very important part of his development. In fact, almost all human activity is based in the sensory motor system. Basically, we take in information through our senses and then we react to it, usually with a motor response of some sort.  The system is very complex and there is coordination (it is a pre internet type of web) among all the senses and the motor systems of the body but I will try to keep it simple here. Something happens in the environment and the sense organs pick it up. The “sensation” is transmitted to the brain where it is processed (and coordinated with other information from other senses) interpreted and a response is formulated. This information goes to the motor cortex of the brain where instructions to your body are transmitted and you react. All this takes place in nanoseconds so your response may seem immediate, certainly much faster than it took to read about. Let’s use a hot iron as an example. Your finger touches the iron and the pain and thermal sensors in your finger recognize the sensation. It is sent to the brain which registers “HOT” and dangerous. The information is sent to the motor areas of the brain which determines that your muscles in your arm must activate to move your finger away from the danger. This information is sent to your finger and you pull your finger away from the iron. Most of us have had this experience so you know how fast this system works.

In looking at the sensory part of this system we need to understand what the senses are. Firstly, the system consists of three basic parts, the sensory receptor, the nerve transmitter and the part of the brain that processes the sensation. The receptors are the organs that come in contact with the sensation, the nerve endings throughout the body and especially around the head that receive the sensation.  The nerves are the transport system, much like telephone cables that transmit the sensation to the brain. All of the understanding of what was sensed takes place in the brain. Each sense is processed in its own part of the brain separately, although there are connections so that this information can be coordinated to form a whole picture. This interconnection also helps when there is an impairment in one of the senses, such as blindness, which allows information from other senses to help “cover” for the impaired sense in gaining a better picture of the environment.

Most of us have heard of the five senses. Many of us have heard the term the sixth sense used to refer to unexplained abilities.  Well, the truth is that we have more than 5 senses so that expression is going to have to change to the 10^th sense or something like that.

The first 4 senses are special senses, so called because they have a single sense organ and detect a single type of sensation.  These are sight, hearing, smell and taste.  Each of these has a specific sensory receptor located around the head.  For sight it is the eyes, for hearing it is the ears. Smell and taste are quite related and are often called the chemosenses. 

The remaining senses are called the somatosenses because they affect the body as a whole. These include touch, which is really several senses combined under one name, the proprioceptive sense and the vestibular sense. The first two have sense receptors spread throughout the body while the vestibular sense uses some of the same structures in the ears that are used for hearing.

In the next few articles, I will look at the development of each sense both in terms of the development of the structures and of the sense itself. Most of the sense organs develop in the absence of stimulation but processing continues to develop with experience and, in later years , many of the senses become weaker due to changes in the structures. After looking at each sense in depth I would like to discuss sensory processing and the area of sensory processing dysfunction, which is in the process of becoming a diagnosis as well as being a symptom in several other disorders, including autism.