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This study therefore fails to support previous findings that experience of AVH attenuates speech-perception-related brain activations in the auditory cortex. No differences were found between the patients with and without hallucinations in any condition. During the sentence and reversed speech conditions, the schizophrenia patients as a group showed reduced activation in the left primary auditory cortex (Heschl’s gyrus) relative to the healthy controls. Perception of words, sentences and reversed speech all elicited activation of the bilateral superior temporal cortex, the inferior and lateral prefrontal cortex, the inferior parietal cortex and the supplementary motor area in the patients and the healthy controls. Twenty-five matched healthy controls were also examined. We re-examined this finding using 46 patients with schizophrenia (23 with frequent AVH and 23 hallucination-free), who underwent fMRI scanning while they heard words, sentences and reversed speech. The experience of auditory verbal hallucinations (AVH, “hearing voices”) in schizophrenia has been found to be associated with reduced auditory cortex activation during perception of real auditory stimuli like tones and speech.

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If you don’t want to ask students to download an app, students can launch on of those videos instead, such as this one. There are several auditory hallucination simulation videos available on YouTube, such as this one. In the Explanations section, students can explore sociocultural, psychological, and biological contributors to the experience of auditory hallucinations.Īt the time of this writing, the app contains some glaring typos, but that doesn’t detract from the app’s value. If students would like to explore further, in the Podcasts section of the app, four people speak of their experiences with auditory hallucinations. Each activity and exercise comes with a “reflective prompt” that you may choose to use as a writing prompt for an out-of-class assignment. And then have students switch roles so the other student can experience the simulated auditory hallucinations. One student can listen to the simulation while holding a conversation with the student next to them.

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If you would like to have students experience this in class, ask them to bring headphones (the iPhone users can plug their headphones into the Android phone of another student). The exercises ask the listener to engage in conversation with a friend or engage in some other everyday activity while listening to the audio. The activities ask the listener to do a memory task and a mental math task while listening to the simulated auditory hallucinations.

The app comes with two activities and three exercises. It is vitally important that the recordings sufficiently mimic real-life and therefor the footage you will hear does contain profanities and explicit language which some people may find offensive.”

The content is designed to reflect the variety of voices commonly experienced, as such some voices will be positive, providing support and encouragement, while others will be confusing or critical, perhaps repeating strange phrases or disparagements. The app’s disclaimer statement notes that the audio simulations were “recorded by people who hear voices.

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The free Hearing Voices app provides students with simulated auditory hallucinations ( Android may or may not be available for iOS – check iTunes). While we can talk about auditory hallucinations in class, it’s difficult for students to understand how much of an impact this experience can have on the people who must cope with the hallucinations.

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