Access Restriction

Source CiteSeerX
Content type Text
File Format PDF
Subject Domain (in DDC) Computer science, information & general works ♦ Data processing & computer science
Subject Keyword Event Elizabeth ♦ Infant Intermodal Perception ♦ Several Modality ♦ Multimodal Property ♦ Sound Track ♦ Interesting Object ♦ Increased Attention ♦ Four-month-old Infant ♦ Glass Breaking ♦ Spatial Cue ♦ Infant Visual Attention ♦ Young Infant Knowledge ♦ Intermodal Invariant ♦ Sound Accompany Event ♦ Related Question ♦ Intermodal Invariance ♦ Sound Motion Picture Film ♦ Tactual Sensation ♦ Developmental Research ♦ Natural Event ♦ Sudden Noise
Abstract Four-month-old infants viewed two sound motion picture films of simple, natural events. The films were projected side by side, as one of the two sound tracks was played through a centrally placed speaker. Infants ’ visual attention to the films was consistently influenced by what they heard: They looked primarily at the event specified by the sound track. The experiment demonstrates that infants are able to perceive relations between sights and sounds in the absence of spatial cues. They respond to a perceived intermodal invariance with increased attention to the event reaching them over two modalities. Information from one object or event usually reaches us through several modalities. A falling glass is both seen to break into pieces and heard to crash. A fire is seen to glow, heard to crackle, and felt to radiate heat. To an adult, this information specifies unified objects and events. We perceive one breaking, crashing glass and one warm, crackling fire. Furthermore, when information about an object reaches us in one modality, we are likely to seek more information in other modalities. If we see an interesting object, we will reach for it; if we hear a sudden noise, we will look around. How did we develop the ability to perceive and explore objects over several modalities? We have surely had to learn what kinds of sounds accompany events like a glass breaking or the burning of wood. We may, or may not, have had to learn what kinds of sounds accompany a visibly talking face, and what kinds of tactual sensations are produced by an object that moves rigidly. Developmental research has focused on two related questions: (a) To what intermodal invariants, if any, are we innately sensitive, and (b) How are we able to discover other multimodal properties of events? One method for studying the young infant’s knowledge about the multimodal properties of objects is to “rearrange ” the information available to him over two modalities, and to observe his reactions to these artificial, even conflicting, rearrangements. Bower (1971) used
Educational Role Student ♦ Teacher
Age Range above 22 year
Educational Use Research
Education Level UG and PG ♦ Career/Technical Study