University of Oxford.
La Trobe University.
Child Dev. 2020 Mar;91(2):620-637. doi: 10.1111/cdev.13210. Epub 2019 Jan 8.
This study assessed the developmental profile of unisensory and multisensory processes, and their contribution to children's intellectual abilities (8- and 11-year olds, N = 38, compared to adults, N = 19) using a simple audiovisual detection task and three incidental associative learning tasks with different sensory signals: visual-verbal with pseudowords, novel audiovisual, and visual-visual. The level of immaturity throughout childhood was dependent on both, the sensory signal type and the task. Associative learning was significantly enhanced with verbal sounds, compared to novel audiovisual and unisensory visual learning. Visual-verbal learning was also the best predictor of children's general intellectual abilities. The results demonstrate a separate developmental trajectory for visual and verbal multisensory processes and independent contributions to the development of cognitive abilities throughout childhood.
本研究使用简单的视听检测任务和三种不同感觉信号的附带联想学习任务（视觉-言语的伪词、新颖的视听和视觉-视觉），评估了单感觉和多感觉过程的发展情况，以及它们对儿童智力能力（8 岁和 11 岁儿童，N=38，与成人，N=19）的贡献。整个儿童期的不成熟程度取决于感觉信号类型和任务。与新颖的视听和单感觉视觉学习相比，言语声音显著增强了联想学习。视觉-言语学习也是儿童一般智力能力的最佳预测指标。结果表明，视觉和言语多感觉过程具有单独的发展轨迹，并对整个儿童期认知能力的发展有独立的贡献。
