Modality-Constrained Statistical Learning of Tactile, Visual, and Auditory Sequences

Autor/inn/en	Conway, Christopher M.; Christiansen, Morten H.
Titel	Modality-Constrained Statistical Learning of Tactile, Visual, and Auditory Sequences
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 31 (2005) 1, S.24-39 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
Schlagwörter	Auditory Stimuli; Statistics; Learning Processes; Visual Stimuli; Cognitive Psychology + Suchen Sie Ihr Suchwort? Auditive Stimulation; Statistik; Learning process; Lernprozess; Kognitive Psychologie
Abstract	The authors investigated the extent to which touch, vision, and audition mediate the processing of statistical regularities within sequential input. Few researchers have conducted rigorous comparisons across sensory modalities; in particular, the sense of touch has been virtually ignored. The current data reveal not only commonalities but also modality constraints affecting statistical learning across the senses. To be specific, the authors found that the auditory modality displayed a quantitative learning advantage compared with vision and touch. In addition, they discovered qualitative learning biases among the senses: Primarily, audition afforded better learning for the final part of input sequences. These findings are discussed in terms of whether statistical learning is likely to consist of a single, unitary mechanism or multiple, modality-constrained ones. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10