多感官刺激对婴儿学习物体图案和轨迹的影响

IF 3.9 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Child development Pub Date : 2024-08-06 DOI:10.1111/cdev.14147

Nataşa Ganea, Caspar Addyman, Jiale Yang, Andrew Bremner

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引用次数: 0

摘要

本研究调查了在视觉和听觉同时指定物体运动的情况下，婴儿是否比不同时指定物体运动的情况下更好地编码短暂闭塞物体的特征（数据收集时间：2017-2019年）。实验 1 显示，10 个月大的婴儿（N = 39，22 名女性，白人-英语）无论接受何种刺激（时空一致的视听刺激、不一致的刺激或仅视觉刺激；η p 2 $$ {eta}_{\mathrm{p}}^2 $$ = .53），都能注意到物体上视觉图案的变化。实验 2（N = 72，36 名女性）在 6 个月大的幼儿身上发现了类似的结果（测试块 1，η p 2 $$ {\eta}_{mathrm{p}}^2 $$ = .13），但在 4 个月大的幼儿身上没有发现类似的结果。实验 3 用另一组 6 个月大的婴儿（N = 42，21 名女性）重复了这一发现，结果表明，一致的刺激除了能使婴儿检测到物体的形态（d = 1.15）外，还能使他们检测到物体轨迹的变化（d = 0.56），而不一致的刺激则会阻碍他们的表现。

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Effects of multisensory stimulation on infants' learning of object pattern and trajectory

This study investigated whether infants encode better the features of a briefly occluded object if its movements are specified simultaneously by vision and audition than if they are not (data collected: 2017–2019). Experiment 1 showed that 10-month-old infants (N = 39, 22 females, White-English) notice changes in the visual pattern on the object irrespective of the stimulation received (spatiotemporally congruent audio-visual stimulation, incongruent stimulation, or visual-only; $η_{p}^{2}$ = .53). Experiment 2 (N = 72, 36 female) found similar results in 6-month-olds (Test Block 1, $η_{p}^{2}$ = .13), but not 4-month-olds. Experiment 3 replicated this finding with another group of 6-month-olds (N = 42, 21 females) and showed that congruent stimulation enables infants to detect changes in object trajectory (d = 0.56) in addition to object pattern (d = 1.15), whereas incongruent stimulation hinders performance.

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来源期刊

Child development Multiple-

CiteScore

9.20

自引率

4.30%

发文量

149

期刊介绍： As the flagship journal of the Society for Research in Child Development (SRCD), Child Development has published articles, essays, reviews, and tutorials on various topics in the field of child development since 1930. Spanning many disciplines, the journal provides the latest research, not only for researchers and theoreticians, but also for child psychiatrists, clinical psychologists, psychiatric social workers, specialists in early childhood education, educational psychologists, special education teachers, and other researchers. In addition to six issues per year of Child Development, subscribers to the journal also receive a full subscription to Child Development Perspectives and Monographs of the Society for Research in Child Development.