Bimodal Emotion Congruency Is Critical to Preverbal Infants' Abstract Rule Learning

Autor/inn/en	Tsui, Angeline Sin Mei; Ma, Yuen Ki; Ho, Anna; Chow, Hiu Mei; Tseng, Chia-huei
Titel	Bimodal Emotion Congruency Is Critical to Preverbal Infants' Abstract Rule Learning
Quelle	In: Developmental Science, 19 (2016) 3, S.382-393 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-755X
DOI	10.1111/desc.12319
Schlagwörter	Infants; Language Acquisition; Learning Processes; Grammar; Visual Stimuli; Auditory Stimuli; Syllables; Affective Behavior; Psychological Patterns; Experiments; Probability; Statistical Analysis; Congruence (Psychology) + Suchen Sie Ihr Suchwort? Infant; Toddler; Toddlers; Kleinkind; Sprachaneignung; Spracherwerb; Learning process; Lernprozess; Grammatik; Auditive Stimulation; Silbe; Affective disturbance; Active behaviour; Affektive Störung; Erprobung; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Statistische Analyse; Congruence; Psychology; Kongruenz; Psychologie
Abstract	Extracting general rules from specific examples is important, as we must face the same challenge displayed in various formats. Previous studies have found that bimodal presentation of grammar-like rules (e.g. ABA) enhanced 5-month-olds' capacity to acquire a rule that infants failed to learn when the rule was presented with visual presentation of the shapes alone (circle-triangle-circle) or auditory presentation of the syllables (la-ba-la) alone. However, the mechanisms and constraints for this bimodal learning facilitation are still unknown. In this study, we used audio-visual relation congruency between bimodal stimulation to disentangle possible facilitation sources. We exposed 8- to 10-month-old infants to an AAB sequence consisting of visual faces with affective expressions and/or auditory voices conveying emotions. Our results showed that infants were able to distinguish the learned AAB rule from other novel rules under bimodal stimulation when the affects in audio and visual stimuli were congruently paired (Experiments 1A and 2A). Infants failed to acquire the same rule when audio-visual stimuli were incongruently matched (Experiment 2B) and when only the visual (Experiment 1B) or the audio (Experiment 1C) stimuli were presented. Our results highlight that bimodal facilitation in infant rule learning is not only dependent on better statistical probability and redundant sensory information, but also the relational congruency of audio-visual information. A video abstract of this article can be viewed at https://m.youtube.com/watch?v=KYTyjH1k9RQ (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01