Do cues from multiple modalities support quicker learning in primary schoolchildren?

Developmental Psychology
Natasha Z KirkhamDenis Mareschal

Abstract

The current study investigates whether informative, mutually redundant audiovisual cues support better performance in a category learning paradigm. Research suggests that, under some conditions, redundant multisensory cues supports better learning, when compared with unisensory cues. This was examined systematically across two experiments. In Experiment 1, children aged 5, 7, and 10 years were allocated to 1 of the 3 "modality" conditions (audio informative only, visual informative only, and audiovisual informative) and explicitly instructed to learn the category membership of individual exemplars, as determined by a threshold of correct responses. Unisensory or redundant multisensory cues determined category membership, depending on the learning condition. In addition to significant main effects of age group and condition, a significant interaction between age and sensory condition was found, with 5-year-olds performing better when presented with redundant multisensory cues compared to unisensory cues. Ten-year-olds performed better with auditory informative only cues, compared to visual informative only cues, or informative but redundant multisensory cues, with no significant difference between the latter two. In Experiment 2...Continue Reading

Citations

Jul 16, 2020·Psychonomic Bulletin & Review·Lucas BattichOphelia Deroy

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