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1.
《The Journal of educational research》2012,105(6):255-258
AbstractThree groups of fifteen children about 8 years of age were selected such that one group displayed a distinct preference for auditory over visual stimuli, one group displayed a distinct preference for visual over auditory stimuli, and one group displayed no preference. The Ss then learned lists of CVC trigrams presented through preferred and nonpreferred modalities. Results indicated that recall was best when the stimuli during learning were presented through the preferred sensory modality and worst when presented through the nonpreferred modality. Children without a sensory preference scored between the other two extremes, learning equally well under either modality. It was concluded that modality preference can be an important variable in learning and that providing congruity between a learner’s preference and mode of instruction should be investigated. 相似文献
2.
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
3.
The simultaneous auditory processing skills of 17 dyslexic children and 17 skilled readers were measured using a dichotic listening task. Results showed that the dyslexic children exhibited difficulties reporting syllabic material when presented simultaneously. As a measure of simultaneous visual processing, visual attention span skills were assessed in the dyslexic children. We presented the dyslexic children with a phonological short-term memory task and a phonemic awareness task to quantify their phonological skills. Visual attention spans correlated positively with individual scores obtained on the dichotic listening task while phonological skills did not correlate with either dichotic scores or visual attention span measures. Moreover, all the dyslexic children with a dichotic listening deficit showed a simultaneous visual processing deficit, and a substantial number of dyslexic children exhibited phonological processing deficits whether or not they exhibited low dichotic listening scores. These findings suggest that processing simultaneous auditory stimuli may be impaired in dyslexic children regardless of phonological processing difficulties and be linked to similar problems in the visual modality. 相似文献
4.
Four of 8 monkeys were successfully trained on an identity matching-to-sample task employing two acoustic stimuli. In five subsequent tests with different pairs of auditory stimuli, their performances were at levels that provided strong evidence for concept-mediated transfer. Thus, despite past failures to demonstrate the matching concept in the auditory modality, the present results indicate that the matching concept is not limited in monkeys to the visual modality. On the other hand, the failure of 4 subjects to learn the initial matching task constitutes additional evidence of cognitive asymmetry in monkeys with regard to the visual and auditory modalities. 相似文献
5.
Raymond S. Dean 《Contemporary educational psychology》1984,9(4):384-393
The degree to which the concreteness of prose material presented in an auditory fashion would interact with learners' lateral preference under different right hemispheric presentation conditions was investigated with 96 normal adults. Forty-eight subjects with consistent right preference patterns and a like number of bilateral individuals were either instructed to image, given a visual-spatial interference task, or given no instructions before listening to passages which differed in abstractness. As predicted across conditions, learners recalled a significantly greater number of ideas when the passage was concrete. Importantly, the abstractness was found to interact with subjects' inferred cerebral dominance. Whereas instructions to image and visual interference had little significant effect on mixed dominant subjects, for more consistently lateralized subjects imagery instructions increased and right-hemispheric interference decreased concrete recall. The results were interpreted in terms of visual and verbal encoding concomitant with cerebral lateralization. 相似文献
6.
These experiments examined one way in which the allocation of attentional resources can change performance during a visual discrimination task. Pigeons were trained to discriminate visual forms under conditions that produced dimensional contrast. In three experiments, negative training stimuli differed from positive stimuli either along a primary physical dimension alone or along both a primary dimension and an orthogonal dimension. When a negative stimulus differed from positive stimuli along two dimensions, discrimination of that negative stimulus improved. For one type of visual form, discrimination of the positive stimuli declined with orthogonal variation in a negative stimulus, whereas for other visual forms, there was no decline in performance. These results are consistent with a model of dimensional contrast that suggests that differences in the allocation of attentional resources determine discrimination performance. The results also indicate that the organization of stimulus dimensions plays a crucial role in the allocation of attentional resources in these settings. 相似文献
7.
When presented simultaneously with equally discriminable, but unfamiliar, visual and auditory stimuli, 4-year-olds exhibited auditory dominance, processing only auditory information (Sloutsky & Napolitano, 2003). The current study examined factors underlying auditory dominance. In 6 experiments, 4-year-olds (N=181) were presented with auditory and visual compounds in which (a) the complexity and familiarity of stimuli were systematically varied (Experiments 1-5) and (b) participants were explicitly instructed to attend to a particular modality (Experiment 6). Results indicate that auditory dominance is a special case of flexible modality dominance, which may stem from automatic pulls on attention. Theoretical implications of these results for understanding the development of attention and cross-modal processing, as well as linguistic and conceptual development, are discussed. 相似文献
8.
The purpose of this study was to investigate whether among children who speak Kannada, a Dravidian language from South India, there are those who show the same pattern of specific dyslexia as has been found to occur in children who speak European languages. The performances of 14 dyslexic children, aged between 8 and 10 years, whose native language was Kannada, were compared on a variety of tasks with fourteen normal readers and fourteen non-dyslexic poor readers. There were no significant differences between the three groups on tests of visual discrimination, visual recognition, visual recall, memory for shapes in sequence, or auditory discrimination. There were differences, however, between the dyslexics and the normal readers on tests of recall of auditorily presented digits, word analysis, word synthesis, and on two tests of visual-verbal association. The non-dyslexic poor readers were more similar to the dyslexics on recall of auditorily presented digits and word synthesis but more similar to the normal readers on word analysis and on the two tests of visual-verbal association. It is argued that these results are evidence of a consistent pattern in specific dyslexia which does not depend on any one writing system or geographical location. 相似文献
9.
Linguistic labels play an important role in young children's conceptual organization: When 2 entities share a label, people expect these entities to share many other properties. Two classes of explanations of the importance of labels seem plausible: a language-specific and a general auditory explanation. The general auditory explanation argues that the importance of labels stems from a privileged processing status of auditory input (as compared with visual input) for young children. This hypothesis was tested and supported in 4 experiments. When auditory and visual stimuli were presented separately, 4-year-olds were likely to process both kinds of stimuli, whereas when auditory and visual stimuli were presented simultaneously, 4-year-olds were more likely to process auditory stimuli than visual stimuli. 相似文献
10.
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
11.
Compared with their performance with localized (on-key) visual stimuli, pigeons are notoriously poor at performing go/no-go discriminations when keypecking for food in the presence of auditory discriminative stimuli. The difference might reflect the fact that an aversive visual onkey stimulus signaling nonreward can be escaped by looking away and not pecking, which contributes to the measure of good discriminative performance, while an auditory stimulus cannot be escaped. In Experiment 1, discriminative performance was significantly improved by providing pigeons with a response incompatible with keypecking by which they could escape a tone S+ and a tone S?. However, the pattern, frequency, and duration of escape responses were found to be insufficient to explain the improvement. In Experiment 2, it was found that the capacity to escape only S+ or only S? enhanced discriminative performance as much as the capacity to escape both. It is theorized that the Pavlovian relationship between the absence of the discriminative stimuli and the nonoccurrence of food might transfer to the instrumental relationships learned in a go/no-go discrimination. The possibility that intermittent stimuli command more attention than continuous stimuli is also considered. 相似文献
12.
Adam B. Steinmetz Chad R. Edwards Joseph E. Steinmetz William P. Hetrick 《Learning & behavior》2009,37(4):349-356
Classical eyeblink conditioning (EBC) has been widely used to probe cerebellar function in humans and nonhuman mammals. Although
the neural pathways governing behavior in this task are well understood and fairly discrete, it remains unclear in the human
literature how conditioned stimuli (CSs) of different modalities (e.g., visual and auditory) influence the exhibition of conditioned
responses (CRs). In the present study, therefore, CRs to a visual CS and an auditory CS were examined with the single-cue
delay EBC procedure. An initial experiment (N=61) was conducted to identify visual and auditory stimuli that had equal perceived intensities. Using these perceptually
equivalent stimuli, a second group of 25 subjects completed auditory and visual EBC procedures in two testing sessions 5–8
days apart. Whereas the acquisition of CRs was similar between the CS modality conditions, the timing of the CRs differed
such that earlier CR onset and peak latencies were associated with the visual CS. In addition, CR timing improved across testing
sessions, as indicated by the later CR peak latencies exhibited during the second testing session, as compared with the first. 相似文献
13.
Separate groups of pigeons were trained to perform symbolic delayed matching to sample with auditory and visual sample stimuli. For animals in the auditory group, ambient tones that varied in frequency served as sample stimuli; for animals in the visual group, ambient red and green lights served as sample stimuli. In both cases, the sample stimuli were mapped onto the yellow and blue comparison stimuli presented on left and right pecking keys. In Experiments 1 and 2, it was found that visual and auditory delayed matching were affected in the same ways by several temporal variables: delay, length of exposure to the sample stimulus, and intertrial interval. In Experiments 3, 4A, and 4B, a houselight presented during the delay interval strongly interfered with retention in both visual and auditory groups, but white noise presented during the delay had little effect in either group. These results seem to be more in line with a prospective memory model, in which visual and auditory sample stimuli are coded into the same instructional memories, than with a model based on concepts of retrospective memory and modality specificity. 相似文献
14.
Shigeru Watanabe 《Learning & behavior》1997,25(2):185-192
Pigeons were trained on two visual discrimination tasks. One task was discrimination between real objects and their photographs. Training stimuli consisted of real food (grains), photographs of food, and nonedible junk objects and their photographs. The other task was discrimination between food and nonfood using the same stimuli as those in the first task. The pigeons learned either task and showed generalization of these classifications to novel stimuli. These results suggest that pigeons can either discriminate or integrate real stimuli and their photographs. Bilateral ectostriatal lesions caused deficits in food versus nonfood discrimination, but not in object versus picture discrimination. This dissociation suggests different brain mechanisms between the two visual discriminations using the same stimuli. 相似文献
15.
Under some conditions, learning is improved by using a dual mode presentation involving for example, visual diagrams and auditory,
rather than written text (modality effect). Under other conditions, learning is improved by asking learners to imagine rather
than study instructional material (imagination effect). Both effects have been explained using cognitive load theory. This
paper investigates interactions between the modality and imagination effects. It was hypothesized that the imagination effect
would be facilitated when accompanied by audio/visual instructions compared to visual only instructions. Experiment 1 provided
evidence to suggest that for the materials used, audio/visual instructions were required to obtain an imagination effect.
Experiment 2 through verbal protocols aimed to investigate the cognitive mechanisms required when studying and imagining and
found that learners who studied tended to engage in search while learners who imagined focused on entities and relations that
needed to be learned.
in final form: 8 December 2005 相似文献
16.
Krueger LE 《Educational gerontology》2012,38(9):604-615
Past studies have suggested that study time allocation partially mediates age relations on memory performance in a verbal task. To identify whether this applied to a different material modality, participants ages 20-87 completed a spatial task in addition to a traditional verbal task. In both the verbal and the spatial task, increased age was associated with poorer utilization of study time, suggesting that age differences in study time allocation are qualitatively similar across material modality. Furthermore, age differences in how individuals allocated their study time partially mediated the age relations on memory performance in both tasks, indicating the importance of effective regulation of study time when learning information. Finally, age differences in study time allocation did not appear to be due to differences in awareness of performance. When a subset of participants was asked about their prior performance, awareness of previous performance was not associated with study time allocation on either task. Interestingly, asking participants about their prior performance tended to decrease recall performance. Overall, these results illustrate that how one allocates study time is related to subsequent memory performance in both a verbal and spatial modality, but knowledge about prior performance is not associated with study time utilization, and inquiring about past performance during study may disrupt rather than facilitate learning. 相似文献
17.
Lacy E. Krueger 《Educational gerontology》2013,39(9):604-615
Past studies have suggested that study time allocation partially mediates age relations on memory performance in a verbal task. To identify whether this applied to a different material modality, participants ages 20–87 completed a spatial task in addition to a traditional verbal task. In both the verbal and the spatial task, increased age was associated with poorer utilization of study time, suggesting that age differences in study time allocation are qualitatively similar across material modality. Furthermore, age differences in how individuals allocated their study time partially mediated the age relations on memory performance in both tasks, indicating the importance of effective regulation of study time when learning information. Finally, age differences in study time allocation did not appear to be due to differences in awareness of performance. When a subset of participants was asked about their prior performance, awareness of previous performance was not associated with study time allocation on either task. Interestingly, asking participants about their prior performance tended to decrease recall performance. Overall, these results illustrate that how one allocates study time is related to subsequent memory performance in both a verbal and spatial modality, but knowledge about prior performance is not associated with study time utilization, and inquiring about past performance during study may disrupt rather than facilitate learning. 相似文献
18.
Four experiments examined the influence of a stimulus presented after one response in a two-lever choice task. In Experiment 1, food-deprived rats trained on a concurrent variable-interval extinction schedule responded more often on the extinction lever when such responding periodically produced a visual stimulus than when it did not. In Experiments 2 and 3, a similar signal-induced enhancement effect was found even when food was delivered randomly with respect to responding on both levers or when no food was presented. In Experiment 4, a response-contingent visual stimulus elevated responding to the lever on which it was presented, but an auditory cue suppressed responding. These findings indicate that visual stimuli may possess intrinsically reinforcing properties for rats. 相似文献
19.
Nicole Landi W. Einar Mencl Stephen J. Frost Rebecca Sandak Kenneth R. Pugh 《Annals of dyslexia》2010,60(1):102-121
Using functional magnetic resonance imaging, we investigated multimodal (visual and auditory) semantic and unimodal (visual only) phonological processing in reading disabled (RD) adolescents and non-impaired (NI) control participants. We found reduced activation for RD relative to NI in a number of left-hemisphere reading-related areas across all processing tasks regardless of task type (semantic vs. phonological) or modality (auditory vs. visual modality). Moreover, activation differences in these regions, which included the inferior frontal gyrus, the superior temporal gyrus, and the occipitotemporal region, were largely independent of in-scanner performance in our auditory semantic task. That is, although RD participants and NI participants differed in performance in visually presented conditions, they did not differ significantly in the auditory condition, yet similar patterns of reduced activation were observed in these regions across conditions. These findings indicate a neurobiological marker in RD that is independent of task, modality, or performance. These findings are discussed in the context of current neurobiological models of RD. 相似文献
20.
We investigated the effect of associating unique contextual cues with an interpolated learning task on retroactive interference in long-term memory. Rats were originally trained in a two-bar operant chamber with an auditory conditional discrimination stimulus. During interpolated learning, which occurred in either the original or a new context, some rats were trained on a probability learning task that did not include the auditory stimuli present during original learning. Subsequent retraining on the original conditional discrimination task in the original context showed that (1) significant retroactive interference occurs in rats, and (2) the presence of unique contextual cues during interpolated learning significantly reduces this interference. These results extend the conditions under which the susceptibility to retroactive interference can be altered by contextual cues. 相似文献