Intersensory Redundancy Facilitates Learning of Arbitrary Relations between Vowel Sounds and Objects in Seven-Month-Old Infants

Gogate, Lakshmi J.; Bahrick, Lorraine E.

doi:10.1006/jecp.1998.2438

Cited by 249 publications

(281 citation statements)

References 44 publications

(58 reference statements)

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“…Similarly, three-month-old infants can differentiate between variants of tempo following bimodal but not unimodal habituation (Bahrick, Flom, and Lickliter, 2002). Intersensory redundancy in the form of synchronized vocalizations and object motion facilitated learning of arbitrary speechobject relations in seven-month-old infants (Gogate and Bahrick, 1998). These varied examples illustrate that multimodal stimuli can enhance discrimination throughout development.…”

Section: Introductionmentioning

confidence: 93%

“…When given information that is redundant across multiple senses, nonhuman animals and humans tested on a wide variety of non-numerical dimensions have been shown to improve in accuracy and/or reaction time, relative to performance with unisensory stimuli (e.g., Bahrick and Lickliter, 2000;Gogate and Bahrick, 1998;Lewkowicz and Kraebel, 2004;Lickliter et al, 2002;Lovelace et al, 2003;Mellon et al, 1991;Meredith and Stein, 1983). For example, multimodal cues occurring together in time and space enhance responses of multisensory neurons in the superior colliculus of cats to a level above the responses evoked by unisensory cues; multisensory cues also produce behaviorally evident increases in cats' effectiveness at detecting, orienting towards, and approaching the cue as compared with responses to unimodal sensory cues (e.g., Meredith and Stein, 1983;Stein, Huneycutt, and Meredith, 1988).…”

Section: Introductionmentioning

confidence: 99%

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Intersensory redundancy accelerates preverbal numerical competence

2008

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Intersensory redundancy can facilitate animal and human behavior in areas as diverse as rhythm discrimination, signal detection, orienting responses, maternal call learning, and associative learning. In the realm of numerical development, infants show similar sensitivity to numerical differences in both the visual and auditory modalities. Using a habituation-dishabituation paradigm, we ask here whether providing redundant, multisensory numerical information allows six-month-old infants to make more precise numerical discriminations. Results indicate that perceptually redundant information improved preverbal numerical precision to a level of discrimination previously thought attainable only after additional months of development. Multimodal stimuli may thus boost abstract cognitive abilities such as numerical competence.

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Section: Introductionmentioning

confidence: 93%

Section: Introductionmentioning

confidence: 99%

Intersensory redundancy accelerates preverbal numerical competence

2008

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“…We chose this age because previous research shows that by 8 months, infants are able to associate novel visual objects with sounds (e.g., Gogate & Bahrick, 1998, 2001). Also, they have formed at least some phonetic categories (e.g., Kuhl et al, 1992), although their perceptual abilities are still flexible (e.g., Maye et al, 2008).…”

Section: Testing Infants' Ability To Learn a Non-native Speech Contramentioning

confidence: 99%

Semantics guide infants’ vowel learning: Computational and experimental evidence

Schure

Junge

Boersma

2016

Infant Behavior and Development

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Semantics guide infants' vowel learning: computational and experimental evidenceter Schure, S.M.M.; Junge, C.M.M.; Boersma, P.P.G. General rightsIt is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), other than for strictly personal, individual use, unless the work is under an open content license (like Creative Commons). Disclaimer/Complaints regulationsIf you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library: http://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible. a b s t r a c tIn their first year, infants' perceptual abilities zoom in on only those speech sound contrasts that are relevant for their language. Infants' lexicons do not yet contain sufficient minimal pairs to explain this phonetic categorization process. Therefore, researchers suggested a bottom-up learning mechanism: infants create categories aligned with the frequency distributions of sounds in their input. Recent evidence shows that this bottom-up mechanism may be complemented by the semantic context in which speech sounds occur, such as simultaneously present objects. To test this hypothesis, we investigated whether discrimination of a non-native vowel contrast improves when sounds from the contrast were paired consistently or randomly with two distinct visually presented objects, while the distribution of speech tokens suggested a single broad category. This was assessed in two ways: computationally, namely in a neural network simulation, and experimentally, namely in a group of 8-month-old infants. The neural network, trained with a large set of sound-meaning pairs, revealed that two categories emerge only if sounds are consistently paired with objects. A group of 49 real 8-month-old infants did not immediately show sensitivity to the pairing condition; a later test at 18 months with some of the same infants, however, showed that this sensitivity at 8 months interacted with their vocabulary size at 18 months. This interaction can be explained by the idea that infants with larger future vocabularies are more positively influenced by consistent training (and/or more negatively influenced by inconsistent training) than infants with smaller future vocabularies. This suggests that consistent pairing with distinct visual objects can help infants to discriminate speech sounds even when the auditory information does not signal a distinction. Together our results give computational as well as experimental support for the idea that semantic context plays a role in disambiguating phonetic auditory input.

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“…For example, Gogate and Bahrick (1998) examined whether the presence of the amodal property of temporal synchrony between a moving object and the occurrence of a vowel sound promoted infants learning of an arbitrary object-vowel relation. After familiarizing 7-month-olds to novel object-vowel parings that occurred in temporal synchrony, asynchronously, or in static or still condition, they observed that infants noticed when the vowel-object pairing Intersensory Perception 13 was switched in the synchronous condition, but not in the still or asynchronous condition.…”

Section: Infants' Learning Of Arbitrary Relations Between Voices and mentioning

confidence: 99%

“…The fact that infants did not notice the switch in either the asynchronous or still condition is important as it examines the possibility that it was simply the "motion" that captured infants' attention and promoted their learning of the arbitrary relationship. Rather, it was the synchronous motion of the object and vowel sound pairing that promoted 7-month-olds learning this arbitrary relationship (Gogate & Bahrick, 1998). In addition, 7.5-month-olds have also been shown to use temporally synchronized faces and voices, but not asynchronous faces and voices, to separate, or segment, two speech streams (Hollich, Newman, & Juscyk, 2005).…”

Section: Infants' Learning Of Arbitrary Relations Between Voices and mentioning

confidence: 99%

Behavioral and Neural Foundations of Multisensory Face-Voice Perception in Infancy

Hyde

Flom

Porter

2016

Developmental Neuropsychology

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Intersensory Redundancy Facilitates Learning of Arbitrary Relations between Vowel Sounds and Objects in Seven-Month-Old Infants

Cited by 249 publications

References 44 publications

Intersensory redundancy accelerates preverbal numerical competence

Intersensory redundancy accelerates preverbal numerical competence

Semantics guide infants’ vowel learning: Computational and experimental evidence

Behavioral and Neural Foundations of Multisensory Face-Voice Perception in Infancy

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