SELF-GENERATED ACTIONS DURING LEARNING OBJECTS AND SOUNDS CREATE SENSORI-MOTOR SYSTEMS IN THE DEVELOPING BRAIN.
SELF-GENERATED ACTIONS DURING LEARNING OBJECTS AND SOUNDS CREATE SENSORI-MOTOR SYSTEMS IN THE DEVELOPING BRAIN.
复制标题
DOI：
--
复制
发表时间：
2011
期刊：
影响因子：
--
通讯作者：
K. James;Paroma Bose
中科院分区：
文献类型：
--
作者：
K. James;Paroma Bose
先前的研究表明，感觉和运动系统在动词感知过程中相互作用，这些相互作用是通过在发育过程中引用动词标签的自生成动作形成的。在这里，我们通过调查在声音感知和视觉感知过程中自我产生的动作是否导致感觉-运动相互作用来扩展这些发现。目前的研究让幼儿接触到由物体运动产生的新声音，通过a)积极探索物体并发出声音，或b)通过看到和听到实验者与物体的互动。结果表明，运动系统在听觉感知过程中只有在学习涉及到与物体的自我产生的相互作用后才会被招募。有趣的是，在主动探索学习后的声音感知和视觉感知中，视觉关联区域也很活跃，但在被动观察后则没有。因此，在发育中的大脑中，关联建立在身体和环境的真实世界相互作用之上，导致物体和声音的感觉-运动表征。
Previous research shows that sensory and motor systems interact during verb perception, and that these interactions are formed through self-generated actions that refer to verb labels during development. Here we expand on these findings by investigating whether self-generated actions lead to sensori-motor interaction during sound perception and visual perception. The current research exposes young children to novel sounds that are produced by object movement through either a) actively exploring the objects and producing the sounds or b) by seeing and hearing an experimenter interact with the objects. Results demonstrate that the motor system was recruited during auditory perception only after learning involved self-generated interactions with objects. Interestingly, visual association regions were also active during both sound perception and visual perception after active exploratory learning, but not after passive observation. Therefore, in the developing brain, associations are built upon real-world interactions of body and environment, leading to sensori-motor representations of both objects and sounds.