Napolitano Amanda C, Sloutsky Vladimir M
Center for Cognitive Science, The Ohio State University, Columbus, OH 43210, USA.
Child Dev. 2004 Nov-Dec;75(6):1850-70. doi: 10.1111/j.1467-8624.2004.00821.x.
When presented simultaneously with equally discriminable, but unfamiliar, visual and auditory stimuli, 4-year-olds exhibited auditory dominance, processing only auditory information (Sloutsky & Napolitano, 2003). The current study examined factors underlying auditory dominance. In 6 experiments, 4-year-olds (N=181) were presented with auditory and visual compounds in which (a) the complexity and familiarity of stimuli were systematically varied (Experiments 1-5) and (b) participants were explicitly instructed to attend to a particular modality (Experiment 6). Results indicate that auditory dominance is a special case of flexible modality dominance, which may stem from automatic pulls on attention. Theoretical implications of these results for understanding the development of attention and cross-modal processing, as well as linguistic and conceptual development, are discussed.
当同时呈现同样易于区分但不熟悉的视觉和听觉刺激时，4岁儿童表现出听觉优势，只处理听觉信息（斯洛茨基和纳波利塔诺，2003）。本研究考察了听觉优势背后的因素。在6项实验中，向181名4岁儿童呈现听觉和视觉复合刺激，其中（a）系统地改变刺激的复杂性和熟悉程度（实验1 - 5），（b）明确指示参与者关注特定的感觉通道（实验6）。结果表明，听觉优势是灵活的感觉通道优势的一种特殊情况，这可能源于对注意力的自动吸引。讨论了这些结果对理解注意力发展、跨感觉通道加工以及语言和概念发展的理论意义。
