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1.
Intermodal learning in infancy: learning on the basis of two kinds of invariant relations in audible and visible events 总被引：1，自引：0，他引：1
L E Bahrick 《Child development》1988,59(1):197-209
In this research, the development of intermodal perception in infancy was examined by using a new method, the intermodal learning method. 3-month-old infants were given the opportunity to learn a relation between 2 single film and soundtrack pairs through a 2-min familiarization period under 1 of 4 conditions. Films of naturalistic events were accompanied by a soundtrack that was (1) appropriate to the composition of the object and synchronous with its motions, (2) appropriate and nonsynchronous, (3) inappropriate and synchronous, or (4) inappropriate and nonsynchronous. A group of control subjects was familiarized with irrelevant films and soundtracks. Then all subjects were tested in a 2-choice intermodal preference test to determine under which familiarization conditions intermodal learning had occurred. Results indicated that only subjects who had been familiarized with appropriate and synchronous film and soundtrack pairs showed evidence of intermodal learning as compared with the performance of control subjects. Intermodal learning occurred on the basis of 2 kinds of invariant audio-visual relations, temporal synchrony, and temporal microstructure specifying the composition of the object. Intermodal learning did not occur through association on the basis of co-occurrence, nor did it occur when any incongruent audio-visual structure was present. These findings support an invariant-detection view of the development of intermodal perception. 相似文献
2.
Julia Wallace Pamela A. Steinert Stanley R. Scobie Norman E. Spear 《Learning & behavior》1980,8(1):10-16
Two experimental paradigms are presented aimed at determining the retention of auditory and visual information over brief delay intervals. First, a conditional delayed matching-to-sample procedure was used in which rats were required to symbolically match the modality of the sample stimulus with one of two comparison stimuli. In the second experiment, subjects were trained and tested using a Konorski-type procedure. Despite the conceptual and procedural differences between the two procedures, subjects in both experiments showed steeper forgetting functions for visual events than for auditory events, while performance levels at 0-sec delay intervals were equivalent for both stimuli. These results, when taken together with related research conducted with pigeons, suggest that content of memory may have important influences on the short-term retention abilities of animal subjects. 相似文献
3.
Infants of 12 months were familiarized in the dark with an object of either a hard or an elastic (spongy) substance. Following 60 sec of manipulation, a visual preference test was given with simultaneous presentation of 2 films of identical objects, 1 moving in a pattern characteristic of a rigid object and 1 moving in a pattern characteristic of an elastic object. Infants handled the 2 substances differently in an appropriate manner and looked preferentially with more and longer first looks to the type of substance familiarized. A replication of this experiment with familiarization in the light yielded comparable results. A third experiment with 1-month-old infants allowed them to mouth objects of either a hard or a soft substance for haptic familiarization and then tested looking preferences with real objects moving rigidly or deforming. These infants looked longer at the object moving in a manner characteristic of the novel substance. The results, together, suggest that quite young infants detect intermodal invariants specifying some substances and perceive the affordance of the substance. 相似文献
4.
Cognitive performance and development is negatively correlated with fixation duration patterns during infancy, and evidence suggests that long-looking infants may process visual information more slowly than short-looking infants. 3 experiments described here tested the possibility that these differences may be due to differential sensitivity to global and local visual information. Infants were administered discrimination and generalization tasks involving global and local information at varying levels of familiarization time. Results indicated that 4-month-olds process visual information in a global-to-local sequence. Both long- and short-looking infants were sensitive to both types of information, although long lookers required additional familiarization time to match the performance of short lookers. Finally, apparent "generalization" of global information at brief familiarization levels was traced to insensitivity to local stimulus properties. The results do not support the hypothesis that long- and short-looking infants are differentially sensitive to global versus local visual information at 4 months of age. 相似文献
5.
Seven-month-old infants' perception of positive (happy, interested) and negative (angry, sad) affective expressions was investigated using a preferential looking procedure (n = 20 in each of 6 conditions). The infants saw two videotaped facial expressions and heard a single vocal expression concordant with one of the facial expressions. The voice on the soundtrack was played 5 s out of synchrony with the ongoing affective visual display. Infants participated in one of six conditions (all possible pairs of the four expressive events). Infants' visual fixations to the affectively concordant and affectively discordant displays were recorded. Infants looked longer at the affectively concordant displays than at the affectively discordant displays in all conditions except the happy/sad and interested/sad conditions. For these two comparisons, facial discrimination was demonstrated by the infants' preferential looking at happy and interested expressions compared to the sad expression. Thus, 7-month-old infants discriminate among happy, interested, angry, and sad expressions, demonstrating differentiation among specific, dynamic expressions. The results are discussed in terms of the information specifying facial and vocal affect and the possible role of familiarity in learning to differentiate among affective expressions during infancy. 相似文献
6.
This research investigated the ability of 4- and 7-month-old infants to match unfamiliar, dynamic faces and voices on the basis of age or maturity. In Experiment 1, infants received videotaped trials of an adult and a child of the same gender, side by side, speaking a nursery rhyme in synchrony with one another. The voice to one and then the other face was played in synchrony with the movements of both faces in a random order across 12 trials. On one block of 6 trials a man and a boy were presented, and on the other block a woman and a girl. Results indicated significant matching of the faces and voices at both ages, and the infant's prior experience with children appeared to facilitate matching at 7 months. Further, a visual preference for the children's faces was found. Experiment 2 assessed matching to the same events by 7-month-olds, only with the faces inverted. Results indicated no evidence of matching; however, the visual preference for the children's faces was replicated. Together, the findings suggest that infants are able to detect invariant intermodal relations specifying the age or maturity of a person's face and voice. This matching was most likely based on information that was degraded by inverting the faces, including invariant relations between the sound of the voice and configurational aspects of the face, or between temporal aspects of the voice and the relative motion of facial features. 相似文献
7.
Response summation in pigeons was examined in four experiments. In Experiment 1, summation was not found with a compound of two visual stimuli on a television screen after they had individually been used for instrumental conditioning. In this experiment, the training and test trials were separated by an interval during which the television screen was dark. Summation was found in Experiment 2 for which the television screen was permanently white during the interval between trials and in the region that was not occupied by the experimental stimuli. These results were replicated using a within-subject design (Experiment 3) and autoshaping (Experiment 4). Experiment 2 also revealed summation with compounds of auditory and visual stimuli, but not with compounds of two auditory stimuli or two diffuse lights. The results can be explained by a variety of theories of learning, if they take account of generalization between the stimuli. 相似文献
8.
Based on cognitive load theory and the transient information effect, this paper investigated the modality effect while interpreting a contour map. The length and complexity of auditory and visual text instructions were manipulated. Experiment 1 indicated that longer audio text information within a presentation was inferior to the equivalent longer visual text information demonstrating a reversal of the modality effect due to transient information imposing a heavy working memory load. However, the expected modality effect was not obtained from the equivalent shorter auditory text presentation compared to shorter visual text information. It was hypothesised that the shorter text still contained too much auditory information for working memory to readily process. Experiment 2 further decreased the shorter auditory text information which then resulted in a traditional modality effect including a modality by text length interaction in which shorter, audio-visual information was better than visual only information but longer, audio-visual information was worse than visual only information. 相似文献
9.
Adolescents with and without learning disabilities (14, 16, and 18 years old) were tested to determine whether they differed in auditory, visual, and/or multisensory (combined auditory/visual) social perception abilities. Differences between the two groups in growth of auditory, visual, and multisensory social-perception abilities were also measured. Results of the data analyses revealed that adolescents with learning disabilities were not as adept at understanding nonverbal social information regardless of whether the information was visual or multisensory in nature. Further, nonverbal social-perception ability for both visual and multisensory information improved with increasing age for both populations. Finally, adolescents with learning disabilities continued to demonstrate comparatively poorer social-perception abilities through the 18-year level. 相似文献
10.
Infants' acuity in localizing sounds within hemifields was examined by determining the smallest sound shift off 60 degrees and along the horizontal axis that infants could discriminate reliably, that is, minimum audible angle (MAA). Infants 6, 12, and 18 months of age were tested using a Go/No-Go conditioned head-turn procedure in which infants received an equal number of no-change (control) trials and sound-shift (experimental) trials. A correct response (i.e., a head turn toward the loud-speakers) on an experimental trial resulted in visual reinforcement. Localization acuity for sounds within hemifields was fairly poor and improved systematically with increasing age. MAA estimates at each age were significantly higher, indicating poorer localization acuity, in comparison to those obtained previously in research examining infants' resolution of auditory space near midline. These findings are consistent with adult data and demonstrate a finer partitioning of auditory space near midline than within hemifields. The implications of these findings for our understanding of the development of auditory processing mechanisms in sound localization are discussed. 相似文献
11.
Marianne Barbu-Roth David I. Anderson Adeline Desprès Joëlle Provasi Dominique Cabrol and Joseph J. Campos 《Child development》2009,80(1):8-14
This experiment examined whether newborn stepping, a primitive form of bipedal locomotion, could be modulated by optical flow. Forty-eight 3-day-old infants were exposed to optical flows that were projected onto a horizontal surface above which the infants were suspended. Significantly more air steps were elicited by exposure to a terrestrial optical flow specifying forward translation than by a rotating optical flow or a static optical pattern. Thus, a rudimentary coupling between optical flow and stepping is present at birth, suggesting a precocious capacity in the newborn to perceive and utilize visual information specifying self-motion. The findings may help the early diagnosis of infants with visual or visual-motor deficits and the development of visually based interventions for disabled infants. 相似文献
12.
We designed an experiment with stratified randomization to investigate the effects of visual and auditory enhancements in digital picture books on comprehension and incidental word learning. Participants were 183 children aged 3, 4, and 5 years (81 girls and 102 boys) from childcare centers and schools in the Southwest USA. We contrasted the still-image condition (an onscreen picture book with a voice-over reading the narrative aloud) with three enhanced conditions: a digital book that included auditory and visual enhancements, only auditory enhancement, or only visual enhancement. All participants watched and listened thrice to the researcher-assigned digital picture book version within three weeks. The posttests assessed children's story comprehension and book-based vocabulary. The visual and auditory enhancements benefited children's story comprehension and book-based vocabulary. However, a version with auditory and visual enhancements was less beneficial for comprehension than versions with single (auditory or visual) enhancements, particularly in the youngest group. 相似文献
13.
Abstract The use of visual and auditory information in learning to spell is explored, together with the effect, if any, of semantic information. One hundred boys aged from seven to eleven were tested, using eight nonsense words with contrived meanings. It was expected that visual information would be helpful in spelling irregular words and that, with age, use of strategies would become more flexible, incorporating semantic (along with visual and phonological) information. Contrary to expectations, it was only with the 10‐ and 11‐year‐olds that visual information produced better results than auditory presentation alone but for them, in conjunction with oral responses, it did aid spelling. Such a finding is in keeping with Ehri's Amalgamation Theory (1980) which suggests that, in order to be able to manipulate printed words, the learner must draw on several strategies and accepts that no single strategy can be used to overcome all irregularities in written English. 相似文献
14.
Paul Owens 《教育心理学》2008,28(1):29-45
In two experiments, the principles of cognitive load theory were applied to the design of alternatives to conventional music instruction hypothesised to facilitate learning. Experiment 1 demonstrated that spatial integration of visual text and musical notation, and dual‐modal delivery of auditory text and musical notation, were superior to the spatially separated placement of the same visual materials, demonstrating the split‐attention and modality effects respectively. In Experiment 2 there were four conditions differentiated by the presence or absence of musical notation and the simultaneous or successive presentation of auditory music, written explanations, and musical notation. Results indicated that the presence of music notation had no effects, but that the simultaneous presentation of either two or three information sources was superior to successive presentation. These results provide further empirical support for the need to consider cognitive load theory when designing instruction in any domain. 相似文献
15.
Charles A. Edwards James S. Miller Thomas R. Zentall Joyce A. Jagielo 《Learning & behavior》1987,15(1):25-34
Birds were trained on a higher order conditional discrimination task, one that required birds to match samples and comparisons on some trials and to mismatch on other trials. Which task component was in effect was indicated by the level of chamber illumination (houselight-on and houselight-off instructions). Acquisition of the components of a color (red and green) match/mismatch task in the first half of the experiment was not differentially affected by the level of illumination associated with each task component, by houselight changes per se, or by the level of illumination during the intertriai interval (ITI). However, when shapes (plus and circle) were used to train the task in the second half of the experiment, performance on the houselight-cued task component exceeded performance on the dark-cued task component, and ITI illumination facilitated performance on both task components. These results suggest that attention to shape stimuli, but not to colors, may vary systematically as a function of chamber illumination level. 相似文献
16.
Advances in our knowledge of the structure of working memory suggest that under some circumstances, effectively more processing capacity is available to learners if instructional materials use multiple information modes (e.g. auditory and visual) instead of equivalent single mode formats. This paper examined this modality effect from a cognitive load perspective in three experiments using geometry instruction. In accordance with cognitive load theory, it was predicted that the additional processing capacity provided in an audio/visual format would only enhance learning if mental resources were not devoted to extensive visual based search in order to coordinate auditory and visual information. Using two different areas of geometry, Experiments 1 and 2 found that if visual search was clearly high, then audio‐visual instruction was only beneficial if visual indicators in the form of electronic flashing were incorporated into the instructional format. Under high search conditions, a standard audio/visual format without the aid of flashing proved no better than visual only instruction. Experiment 3 attempted to clarify earlier results by using instructional materials trivially low in visual search. Data indicated that a standard, audio‐visual format resulted in superior learning to a visual only format. There was no beneficial effect of electronic flashing in Experiment 3, suggesting that visual indicators were not necessary in areas of low visual search. It was concluded that cognitive load as determined by visual search established the effectiveness of visual indicators. 相似文献
17.
Young infants perceive an object's trajectory as continuous across occlusion provided the temporal or spatial gap in perception is small. In 3 experiments involving 72 participants the authors investigated the effects of different forms of auditory information on 4-month-olds' perception of trajectory continuity. Provision of dynamic auditory information about the object's trajectory enhanced perception of trajectory continuity. However, a smaller positive effect was also obtained when the sound was continuous but provided no information about the object's location. Finally, providing discontinuous auditory information or auditory information that was dislocated relative to vision had negative effects on trajectory perception. These results are discussed relative to the intersensory redundancy hypothesis and emphasize the need to take an intersensory approach to infant perception. 相似文献
18.
It has been claimed that the visual component of audiovisual media dominates young children's cognitive processing. This experiment examines the effects of input modality while controlling the complexity of the visual and auditory content and while varying the comprehension task (recall vs. reconstruction). 4- and 7-year-olds were presented brief stories through either audio or audiovisual media. The audio version consisted of narrated character actions and character utterances. The narrated actions were matched to the utterances on the basis of length and propositional complexity. The audiovisual version depicted the actions visually by means of stop animation instead of by auditory narrative statements. The character utterances were the same in both versions. Audiovisual input produced superior performance on explicit information in the 4-year-olds and produced more inferences at both ages. Because performance on utterances was superior in the audiovisual condition as compared to the audio condition, there was no evidence that visual input inhibits processing of auditory information. Actions were more likely to be produced by the younger children than utterances, regardless of input medium, indicating that prior findings of visual dominance may have been due to the salience of narrative action. Reconstruction, as compared to recall, produced superior depiction of actions at both ages as well as more constrained relevant inferences and narrative conventions. 相似文献
19.
Young children often have a preference for auditory input, with auditory input often overshadowing visual input. The current research investigated the developmental trajectory and factors underlying these effects with 137 infants, 132 four-year-olds, and 89 adults. Auditory preference reverses with age: Infants demonstrated an auditory preference, 4-year-olds switched between auditory and visual preference, and adults demonstrated a visual preference. Furthermore, younger participants were likely to process stimuli only in the preferred modality, thus exhibiting modality dominance, whereas adults processed stimuli in both modalities. Finally, younger participants ably processed stimuli presented to the nonpreferred modality when presented in isolation, indicating that auditory and visual stimuli may be competing for attention early in development. Underlying factors and broader implications of these findings are discussed. 相似文献
20.
朱婷 《漯河职业技术学院学报》2011,10(1):146-147
众所周知,学英语,语言环境是关键。语言要在相应的语言环境中学习才能收到好的效果。而英文原版电影通过声音与图像共同组成了完整的信息,将视觉和听觉有效地结合在一起,可创造生动逼真的英语学习环境,同时还可以调动学习英语的兴趣,从而提高学习效率。本文就原版英语电影对大学英语学习者在英语学习的积极意义上和提高文学修养上进行简单的探析。 相似文献