Bahrick L E
Department of Psychology, Florida International University, Miami 33199.
Child Dev. 1988 Feb;59(1):197-209.
In this research, the development of intermodal perception in infancy was examined by using a new method, the intermodal learning method. 3-month-old infants were given the opportunity to learn a relation between 2 single film and soundtrack pairs through a 2-min familiarization period under 1 of 4 conditions. Films of naturalistic events were accompanied by a soundtrack that was (1) appropriate to the composition of the object and synchronous with its motions, (2) appropriate and nonsynchronous, (3) inappropriate and synchronous, or (4) inappropriate and nonsynchronous. A group of control subjects was familiarized with irrelevant films and soundtracks. Then all subjects were tested in a 2-choice intermodal preference test to determine under which familiarization conditions intermodal learning had occurred. Results indicated that only subjects who had been familiarized with appropriate and synchronous film and soundtrack pairs showed evidence of intermodal learning as compared with the performance of control subjects. Intermodal learning occurred on the basis of 2 kinds of invariant audio-visual relations, temporal synchrony, and temporal microstructure specifying the composition of the object. Intermodal learning did not occur through association on the basis of co-occurrence, nor did it occur when any incongruent audio-visual structure was present. These findings support an invariant-detection view of the development of intermodal perception.
在本研究中，采用一种新方法——多通道学习法，对婴儿期跨通道感知的发展进行了研究。让3个月大的婴儿在4种条件中的1种条件下，通过2分钟的熟悉期，有机会学习2对单部影片与音轨之间的关系。自然事件影片配有如下音轨：(1) 与物体构成相匹配且与其动作同步；(2) 相匹配但不同步；(3) 不匹配但同步；或(4) 不匹配且不同步。一组对照受试者观看不相关的影片和音轨。然后，所有受试者都接受了二选一的跨通道偏好测试，以确定在哪些熟悉条件下发生了跨通道学习。结果表明，与对照受试者的表现相比，只有那些观看了匹配且同步的影片与音轨对的受试者表现出跨通道学习的迹象。跨通道学习基于两种不变的视听关系发生，即时间同步性和说明物体构成的时间微观结构。跨通道学习不是通过基于同时出现的关联发生的，当存在任何不一致视听结构时也不会发生。这些发现支持了跨通道感知发展的不变检测观点。
