|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|
|Education Level||UG and PG ♦ Career/Technical Study|
National Digital Library of India (NDLI) is a virtual repository of learning resources which is not just a repository with search/browse facilities but provides a host of services for the learner community. It is sponsored and mentored by Ministry of Education, Government of India, through its National Mission on Education through Information and Communication Technology (NMEICT). Filtered and federated searching is employed to facilitate focused searching so that learners can find the right resource with least effort and in minimum time. NDLI provides user group-specific services such as Examination Preparatory for School and College students and job aspirants. Services for Researchers and general learners are also provided. NDLI is designed to hold content of any language and provides interface support for 10 most widely used Indian languages. It is built to provide support for all academic levels including researchers and life-long learners, all disciplines, all popular forms of access devices and differently-abled learners. It is designed to enable people to learn and prepare from best practices from all over the world and to facilitate researchers to perform inter-linked exploration from multiple sources. It is developed, operated and maintained from Indian Institute of Technology Kharagpur.
NDLI is a conglomeration of freely available or institutionally contributed or donated or publisher managed contents. Almost all these contents are hosted and accessed from respective sources. The responsibility for authenticity, relevance, completeness, accuracy, reliability and suitability of these contents rests with the respective organization and NDLI has no responsibility or liability for these. Every effort is made to keep the NDLI portal up and running smoothly unless there are some unavoidable technical issues.
Ministry of Education, through its National Mission on Education through Information and Communication Technology (NMEICT), has sponsored and funded the National Digital Library of India (NDLI) project.
For any issue or feedback, please write to firstname.lastname@example.org