Multi-modal distraction: Insights from children’s limited attention

Matusz, Paweł J.; Broadbent, Hannah; Ferrari, Jéssica Tonin; Forrest, Benjamin; Merkley, Rebecca; Scerif, Gaia

doi:10.1016/j.cognition.2014.11.031

Cited by 75 publications

(96 citation statements)

References 40 publications

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“…Matusz et al (2015) asked 6-year-olds, 11-year-olds and adults to search for a coloured shape according to a conjunction of features (a red square or a green circle) amongst other non-target shapes (red and green triangles, circles, and squares). The perceptual load of the task was manipulated by either presenting the target shape alone (low perceptual load), or together with three non-target shapes (high perceptual load) in one of six possible locations.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Visual Perceptual Load on Auditory Awareness in Autism Spectrum Disorder

Tillmann

Olguin

Tuomainen

et al. 2015

J Autism Dev Disord

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Recent work on visual selective attention has shown that individuals with Autism Spectrum Disorder (ASD) demonstrate an increased perceptual capacity. The current study examined whether increasing visual perceptual load also has less of an effect on auditory awareness in children with ASD. Participants performed either a high- or low load version of a line discrimination task. On a critical trial, an unexpected, task-irrelevant auditory stimulus was played concurrently with the visual stimulus. In contrast to typically developing (TD) children, children with ASD demonstrated similar detection rates across perceptual load conditions, and reported greater awareness than TD children in the high perceptual load condition. These findings suggest an increased perceptual capacity in children with ASD that operates across sensory modalities.

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Section: Introductionmentioning

confidence: 99%

The Effect of Visual Perceptual Load on Auditory Awareness in Autism Spectrum Disorder

Tillmann

Olguin

Tuomainen

et al. 2015

J Autism Dev Disord

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“…Generally, it may be more valid to instead specify the conditions under which a given neural event may be elicited or not elicited, rather than to classify it into semi-binary categories. Furthermore, our results open an exciting possibility that automaticity of brain/cognitive processes and its dependence on experience (Astle and Scerif, 2011;Amso and Scerif, 2015;Murray et al, 2015b) can perhaps be more accurately understood by testing them in settings that resemble more naturalistic environments (e.g., Matusz et al, 2015b). In such environments, there is a variety of dimensions along which the stimuli that are present at any point time differ.…”

mentioning

confidence: 99%

“…More recently, the context has been revealed as an important source of top-down control over processing of multisensory information. While some studies demonstrated the role of long-term experience and learning (e.g., Froyen et al, 2009;Stevenson and Wallace, 2013;Barenholtz et al, 2014;Ten Oever et al, 2014;Matusz et al, 2015b), many focused on effects operating at shorter timescales, such as expectations and/or experiences built over the course of a single experimental session (e.g., Murray et al, 2004Murray et al, , 2005von Kriegstein and Giraud, 2006;Meylan and Murray, 2007;Rosenblum et al, 2007;Beierholm et al, 2009;Powers et al, 2009;Barakat et al, 2013;Chandrasekaran et al, 2009;Thelen et al, 2012Thelen et al, , 2014Matusz et al, 2015c;Altieri et al, 2015), or even across a pair of successive experimental trials Murray et al 2009;King et al 2012;Sarmiento et al, 2015). Considered together, the overwhelming evidence for the importance of context-based factors for stimulus processing across the senses and the concomitant limited existing data on the ACOP makes it plausible that irrelevant sounds activate the visual cortex in some contexts but not in others.…”

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confidence: 99%

The context-contingent nature of cross-modal activations of the visual cortex

2016

Self Cite

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Real-world environments are nearly always multisensory in nature. Processing in such situations confers perceptual advantages, but its automaticity remains poorly understood. Automaticity has been invoked to explain the activation of visual cortices by laterally-presented sounds. This has been observed even when the sounds were task-irrelevant and spatially uninformative about subsequenttargets. An auditory-evoked contralateral occipital positivity (ACOP) at ~250ms post-sound onset has been postulated as the event-related potential (ERP) correlate of this cross-modal effect. However, the spatial dimension of the stimuli was nevertheless relevant in all prior studies where the ACOP was observed. By manipulating the implicit predictability of the location of lateralised sounds in a passive auditory paradigm, we tested the automaticity of cross-modal activations of visual cortices.128-channel ERP data from healthy participants were analysed within an electrical neuroimaging framework. The timing, topography, and localisation resembled previous characterisations of the ACOP. However, the cross-modal activations of visual cortices by sounds were critically dependent on whether the sound location was (un)predictable. Our results are the first direct evidence that this particular cross-modal process is not (fully) automatic; instead, it is context-contingent. More generally, the present findings provide novel insights into the importance of context-related factors in controlling information processing across the senses, and call for a revision of current models of automaticity in cognitive sciences.

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“…Given that children registered in early elementary school are not developmentally prepared to focus and sustain attention for long periods of time while staying still in their seats (Matusz et al, 2015), and that learning at this age is usually more kinesthetically-oriented (Vetter, O'Connor, O'Dwyer, & Orr, 2015) using TPR to teach FL vocabulary seems to be an age-appropriate and efficient method for elementary school FL classrooms.…”

Section: The Keyword Methodsmentioning

confidence: 99%

Teaching New Vocabulary to Iranian Young FL Learners: Using Two Methods Total Physical Response and Keyword Method

Khorasgani¹

2017

ijlet

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Early language learning for children is increasingly common, and the majority of parents and the public do not see it as superfluous or overburdening children. Moreover, teaching a foreign language to very young children has been an increasingly dominant trend in most globalized societies. While there is abundant literature that supports teaching a foreign language at an early age through language immersion programs, little is known about the efficiency of strategies used to explicitly teach new vocabulary words in a foreign language to young learners. This empirical investigation aimed to assess and compare the efficiency of two mnemonics that have been traditionally used to explicitly teach new foreign language words: the Keyword Method (KWM) and the Total Physical Response (TPR). Results indicate that the KWM is more effective than TPR in teaching new vocabulary words in a foreign language to early elementary school children.

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Multi-modal distraction: Insights from children’s limited attention

Cited by 75 publications

References 40 publications

The Effect of Visual Perceptual Load on Auditory Awareness in Autism Spectrum Disorder

The Effect of Visual Perceptual Load on Auditory Awareness in Autism Spectrum Disorder

The context-contingent nature of cross-modal activations of the visual cortex

Teaching New Vocabulary to Iranian Young FL Learners: Using Two Methods Total Physical Response and Keyword Method

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