Tót Kálmán, Harcsa-Pintér Noémi, Papp Adél, Bodosi Balázs, Nagy Attila, Eördegh Gabriella
Department of Physiology, Albert Szent-Györgyi Medical School, University of Szeged, Szeged, Hungary.
Department of Theoretical Health Sciences and Health Management, Faculty of Health Sciences and Social Studies, University of Szeged, Szeged, Hungary.
Brain Behav. 2025 Sep;15(9):e70902. doi: 10.1002/brb3.70902.
The Rutgers Acquired Equivalence Test (RAET) is an associative learning task that requires participants to learn pairs of visual stimuli and then recall and generalize these associations. To further explore this cognitive task, we developed three audiovisual learning tests with the same structure as the original RAET.
Each audiovisual test applied the same four distinct auditory antecedents but differed in visual consequents in complexity and semantic content, that is, cartoon faces (SoundFace), colored fish (SoundFish), and geometric shapes (SoundPolygon), respectively. The present study investigated the effect of these different visual stimuli on performance in audiovisual associative equivalence learning. Learning performance was assessed across three phases: acquisition, retrieval, and generalization. A total of 52 participants (25 females, 27 males, mean age = 25.88 ± 10.28 years) completed the tasks. Statistical analyses, including Friedman's ANOVA and Wilcoxon matched-pairs tests with Bonferroni correction, were applied to evaluate differences in performance across the tests.
Participants consistently performed significantly (p < 0.01) better and responded faster in learning, retrieval, and generalization phases of the SoundFace test compared to the SoundFish and SoundPolygon tests, which did not significantly differ from each other. Additionally, a semantic association task confirmed that face and fish stimuli were significantly (p < 0.01) richer in semantic content than polygons, yet only face stimuli significantly facilitated audiovisual learning outcomes.
These results suggest that the semantic content of visual stimuli-which could influence their verbalizability-is not sufficient on its own to enhance performance in audiovisual associative learning. Additionally, the number and variety of different features in visual stimulus sets (such as faces, fish, or polygons) may also significantly influence performance in audiovisual equivalence learning.
罗格斯习得等价性测试（RAET）是一项联想学习任务，要求参与者学习视觉刺激对，然后回忆并推广这些联想。为了进一步探索这项认知任务，我们开发了三项与原始RAET结构相同的视听学习测试。
每项视听测试都应用了相同的四种不同听觉前项，但视觉后项在复杂性和语义内容上有所不同，即分别为卡通脸（声音-脸测试）、彩色鱼（声音-鱼测试）和几何形状（声音-多边形测试）。本研究调查了这些不同视觉刺激对视听联想等价学习表现的影响。学习表现通过三个阶段进行评估：习得、检索和泛化。共有52名参与者（25名女性，27名男性，平均年龄 = 25.88 ± 10.28岁）完成了任务。应用包括弗里德曼方差分析和经邦费罗尼校正的威尔科克森配对检验在内的统计分析来评估各测试之间表现的差异。
与声音-鱼测试和声音-多边形测试相比，参与者在声音-脸测试的学习、检索和泛化阶段始终表现得显著更好（p < 0.01）且反应更快，而后两项测试之间没有显著差异。此外，一项语义联想任务证实，面部和鱼类刺激在语义内容上比多边形显著更丰富（p < 0.01），但只有面部刺激显著促进了视听学习结果。
这些结果表明，视觉刺激的语义内容（可能影响其可言语化程度）本身不足以提高视听联想学习的表现。此外，视觉刺激集（如面部、鱼类或多边形）中不同特征的数量和种类也可能显著影响视听等价学习的表现。
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