The role of cross-modal associations in statistical learning. Glicksohn, A. & Cohen, A. Psychon Bull Rev, 20(6):1161–1169, 2013. doi abstract bibtex Our environment is richly structured, with objects producing correlated information within and across sensory modalities. A prominent challenge faced by our perceptual system is to learn such regularities. Here, we examined statistical learning and addressed learners' ability to track transitional probabilities between elements in the auditory and visual modalities. Specifically, we investigated whether cross-modal information affects statistical learning within a single modality. Participants were familiarized with a statistically structured modality (e.g., either audition or vision) accompanied by different types of cues in a second modality (e.g., vision or audition). The results revealed that statistical learning within either modality is affected by cross-modal information, with learning being enhanced or reduced according to the type of cue provided in the second modality.
@Article{Glicksohn2013,
author = {Glicksohn, Arit and Cohen, Asher},
journal = {Psychon Bull Rev},
title = {The role of cross-modal associations in statistical learning.},
year = {2013},
number = {6},
pages = {1161--1169},
volume = {20},
abstract = {Our environment is richly structured, with objects producing correlated
information within and across sensory modalities. A prominent challenge
faced by our perceptual system is to learn such regularities. Here,
we examined statistical learning and addressed learners' ability
to track transitional probabilities between elements in the auditory
and visual modalities. Specifically, we investigated whether cross-modal
information affects statistical learning within a single modality.
Participants were familiarized with a statistically structured modality
(e.g., either audition or vision) accompanied by different types
of cues in a second modality (e.g., vision or audition). The results
revealed that statistical learning within either modality is affected
by cross-modal information, with learning being enhanced or reduced
according to the type of cue provided in the second modality.},
doi = {10.3758/s13423-013-0458-4},
keywords = {Auditory Perception, physiology; Cues; Humans; Learning, physiology; Probability Learning; Visual Perception, physiology},
language = {eng},
medline-pst = {ppublish},
pmid = {23716019},
school = {Department of Psychology, Hebrew University, Mount Scopus, Jerusalem, 91905, Israel, arit.glicksohn@mail.huji.ac.il.},
timestamp = {2016.04.12},
}
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