Cross-modal processing and lexical development

跨模态处理和词汇开发

• 批准号: 7929578
• 负责人: VLADIMIR M SLOUTSKY
• 金额: $ 45.56万
• 依托单位: OHIO STATE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-09-10 至 2012-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7929578
• 关键词: Accounting; Address; Affect; Attention; Auditory; Bibliography; Binding; Categories; Clinical; Cognitive; Communities; Correlation Studies; Development; Exhibits; Exposure to; Heart Rate; Infant; Knowledge; Language; Learning; Link; Manuscripts; Measures; Methodology; Modality; Nature; Ocular Fixation; Parents; Performance; Population; Process; Relative (related person); Research; Research Personnel; Role; Speed; Stimulus; Structure; Testing; Time; Visual; Visual attention; base; infancy; innovation; lexical; lexical processing; novel; object recognition; research study; specific language impairment; teacher; visual information; visual process; visual processing; visual stimulus

In many situations people have to process simultaneously presented auditory and visual information, and this ability is especially important for lexical development where auditorily presented words often co-occur with visually presented objects and scenes. We argue that processing of cross-modal input depends on two critical parameters: (a) the speed of orienting to a modality relative to the competing modality and (b) the dwell time of attention. We also argue that both parameters undergo developmental change, which results in faster and more efficient processing of cross-modal input. Based on these ideas, we propose a project that (a) estimates the critical parameters of auditory-visual processing (Study 1) and (b) uses these parameters to understand the ability to extract the structure from visual input, such as category learning or learning of correlations (Study 2). The major innovation of the proposed research is the theoretical proposal linking some important aspects of cognitive development to more basic mechanism(s) underlying cross-modal processing. The proposed project has two specific aims. Specific aim 1 is to determine how auditory input affects attention allocated to corresponding visual input and to develop a modality-independent measure capable of examining auditory, visual and cross-modal processing. Specific aim 2 is to directly test the ability of attentional mechanisms underlying crossmodal processing to account for effects of auditory input on the ability to extract statistical structure from visual input. The experiments will be guided by our hypothesis that the attentional mechanism underlying cross-modal processing can account for performance on higher-order cognitive tasks, which require processing of visual structure such as word learning, category learning and learning of multiple contingencies. Each study will include multiple experiments with 8-, 12- and 16-monthold infants and will include a variety of methodologies. The proposed research is important because it will generate new knowledge affecting our understanding of the development of attention and its role in cross-modal processing, thus revealing some basic mechanisms of early lexical and cognitive development. This knowledge may also have broader impact on the clinical community by elucidating factors underlying Specific Language Impairments (SLI).

在许多情况下，人们必须同时处理所呈现的听觉和视觉

项目成果

Redundancy matters: flexible learning of multiple contingencies in infants.

• DOI: 10.1016/j.cognition.2012.09.016
• 发表时间: 2013-02
• 期刊: Cognition
• 影响因子: 3.4
• 作者: Sloutsky VM;Robinson CW
• 通讯作者: Robinson CW

The role of words in cognitive tasks: what, when, and how?

• DOI: 10.3389/fpsyg.2012.00095
• 发表时间: 2012
• 期刊: Frontiers in psychology
• 影响因子: 3.8
• 作者: Robinson CW;Best CA;Deng WS;Sloutsky VM
• 通讯作者: Sloutsky VM

From Perceptual Categories to Concepts: What Develops?

• DOI: 10.1111/j.1551-6709.2010.01129.x
• 发表时间: 2010-09-01
• 期刊: Cognitive science
• 影响因子: 2.5
• 作者: Sloutsky VM

Effects of categorical labels on similarity judgments: a critical evaluation of a critical analysis: comment on Noles and Gelman (2012).

分类标签对相似性判断的影响：批判性分析的批判性评估：对 Noles 和 Gelman (2012) 的评论。

• DOI: 10.1037/a0027531
• 发表时间: 2012
• 期刊: Developmental psychology
• 影响因子: 4
• 作者: Sloutsky,VladimirM;Fisher,AnnaV
• 通讯作者: Fisher,AnnaV

Learning to learn: From within-modality to cross-modality transfer during infancy.

学习学习：从模式内到婴儿期交叉模式转移。

• DOI: 10.1016/j.jecp.2011.05.002
• 发表时间: 2011-11
• 期刊: Journal of experimental child psychology
• 影响因子: 2.6
• 作者: Hupp JM;Sloutsky VM
• 通讯作者: Sloutsky VM