Mathias Brian, von Kriegstein Katharina
School of Psychology, University of Aberdeen, Aberdeen, UK; Chair of Cognitive and Clinical Neuroscience, Faculty of Psychology, Technische Universität Dresden, Dresden, Germany.
Chair of Cognitive and Clinical Neuroscience, Faculty of Psychology, Technische Universität Dresden, Dresden, Germany.
Trends Cogn Sci. 2023 Jan;27(1):81-97. doi: 10.1016/j.tics.2022.10.007. Epub 2022 Nov 28.
The presence of complementary information across multiple sensory or motor modalities during learning, referred to as multimodal enrichment, can markedly benefit learning outcomes. Why is this? Here, we integrate cognitive, neuroscientific, and computational approaches to understanding the effectiveness of enrichment and discuss recent neuroscience findings indicating that crossmodal responses in sensory and motor brain regions causally contribute to the behavioral benefits of enrichment. The findings provide novel evidence for multimodal theories of enriched learning, challenge assumptions of longstanding cognitive theories, and provide counterevidence to unimodal neurobiologically inspired theories. Enriched educational methods are likely effective not only because they may engage greater levels of attention or deeper levels of processing, but also because multimodal interactions in the brain can enhance learning and memory.
在学习过程中，多种感觉或运动模态中互补信息的存在，即多模态强化，能够显著提升学习效果。原因何在？在此，我们整合认知、神经科学和计算方法来理解强化的有效性，并探讨近期神经科学研究结果，这些结果表明感觉和运动脑区的跨模态反应对强化所带来的行为益处具有因果作用。这些发现为强化学习的多模态理论提供了新证据，挑战了长期存在的认知理论的假设，并为单模态神经生物学启发的理论提供了反证。丰富的教育方法可能有效，不仅是因为它们可能吸引更高水平的注意力或更深入的加工，还因为大脑中的多模态相互作用可以增强学习和记忆。
