Lack of Cross-Modal Effects in Dual-Modality Implicit Statistical Learning
A current controversy in the area of implicit statistical learning (ISL) is whether this process consists of a single, central mechanism or multiple modality-specific ones. To provide insight into this question, the current study involved three ISL experiments to explore whether multimodal input sou...
| Main Authors: | , , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Frontiers Media S.A.
2018-02-01
|
| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | http://journal.frontiersin.org/article/10.3389/fpsyg.2018.00146/full |
| _version_ | 1818109581245546496 |
|---|---|
| author | Xiujun Li Xiujun Li Xudong Zhao Wendian Shi Yang Lu Christopher M. Conway Christopher M. Conway |
| author_facet | Xiujun Li Xiujun Li Xudong Zhao Wendian Shi Yang Lu Christopher M. Conway Christopher M. Conway |
| author_sort | Xiujun Li |
| collection | DOAJ |
| description | A current controversy in the area of implicit statistical learning (ISL) is whether this process consists of a single, central mechanism or multiple modality-specific ones. To provide insight into this question, the current study involved three ISL experiments to explore whether multimodal input sources are processed separately in each modality or are integrated together across modalities. In Experiment 1, visual and auditory ISL were measured under unimodal conditions, with the results providing a baseline level of learning for subsequent experiments. Visual and auditory sequences were presented separately, and the underlying grammar used for both modalities was the same. In Experiment 2, visual and auditory sequences were presented simultaneously with each modality using the same artificial grammar to investigate whether redundant multisensory information would result in a facilitative effect (i.e., increased learning) compared to the baseline. In Experiment 3, visual and auditory sequences were again presented simultaneously but this time with each modality employing different artificial grammars to investigate whether an interference effect (i.e., decreased learning) would be observed compared to the baseline. Results showed that there was neither a facilitative learning effect in Experiment 2 nor an interference effect in Experiment 3. These findings suggest that participants were able to track simultaneously and independently two sets of sequential regularities under dual-modality conditions. These findings are consistent with the theories that posit the existence of multiple, modality-specific ISL mechanisms rather than a single central one. |
| first_indexed | 2024-12-11T02:33:32Z |
| format | Article |
| id | doaj.art-61f6715622e94ff4a2ecc30a74b98b1a |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-12-11T02:33:32Z |
| publishDate | 2018-02-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-61f6715622e94ff4a2ecc30a74b98b1a2022-12-22T01:23:47ZengFrontiers Media S.A.Frontiers in Psychology1664-10782018-02-01910.3389/fpsyg.2018.00146313523Lack of Cross-Modal Effects in Dual-Modality Implicit Statistical LearningXiujun Li0Xiujun Li1Xudong Zhao2Wendian Shi3Yang Lu4Christopher M. Conway5Christopher M. Conway6School of Psychology and Cognitive Science, East China Normal University, Shanghai, ChinaDepartment of Psychology, School of Education, Shanghai Normal University, Shanghai, ChinaDepartment of Psychology, School of Education, Shanghai Normal University, Shanghai, ChinaDepartment of Psychology, School of Education, Shanghai Normal University, Shanghai, ChinaSchool of Psychology and Cognitive Science, East China Normal University, Shanghai, ChinaNeuroLearn Lab, Department of Psychology, Georgia State University, Atlanta, GA, United StatesNeuroscience Institute, Georgia State University, Atlanta, GA, United StatesA current controversy in the area of implicit statistical learning (ISL) is whether this process consists of a single, central mechanism or multiple modality-specific ones. To provide insight into this question, the current study involved three ISL experiments to explore whether multimodal input sources are processed separately in each modality or are integrated together across modalities. In Experiment 1, visual and auditory ISL were measured under unimodal conditions, with the results providing a baseline level of learning for subsequent experiments. Visual and auditory sequences were presented separately, and the underlying grammar used for both modalities was the same. In Experiment 2, visual and auditory sequences were presented simultaneously with each modality using the same artificial grammar to investigate whether redundant multisensory information would result in a facilitative effect (i.e., increased learning) compared to the baseline. In Experiment 3, visual and auditory sequences were again presented simultaneously but this time with each modality employing different artificial grammars to investigate whether an interference effect (i.e., decreased learning) would be observed compared to the baseline. Results showed that there was neither a facilitative learning effect in Experiment 2 nor an interference effect in Experiment 3. These findings suggest that participants were able to track simultaneously and independently two sets of sequential regularities under dual-modality conditions. These findings are consistent with the theories that posit the existence of multiple, modality-specific ISL mechanisms rather than a single central one.http://journal.frontiersin.org/article/10.3389/fpsyg.2018.00146/fullimplicit statistical learningcross-modal learningmodality-specificmultimodal inputdual-modality |
| spellingShingle | Xiujun Li Xiujun Li Xudong Zhao Wendian Shi Yang Lu Christopher M. Conway Christopher M. Conway Lack of Cross-Modal Effects in Dual-Modality Implicit Statistical Learning Frontiers in Psychology implicit statistical learning cross-modal learning modality-specific multimodal input dual-modality |
| title | Lack of Cross-Modal Effects in Dual-Modality Implicit Statistical Learning |
| title_full | Lack of Cross-Modal Effects in Dual-Modality Implicit Statistical Learning |
| title_fullStr | Lack of Cross-Modal Effects in Dual-Modality Implicit Statistical Learning |
| title_full_unstemmed | Lack of Cross-Modal Effects in Dual-Modality Implicit Statistical Learning |
| title_short | Lack of Cross-Modal Effects in Dual-Modality Implicit Statistical Learning |
| title_sort | lack of cross modal effects in dual modality implicit statistical learning |
| topic | implicit statistical learning cross-modal learning modality-specific multimodal input dual-modality |
| url | http://journal.frontiersin.org/article/10.3389/fpsyg.2018.00146/full |
| work_keys_str_mv | AT xiujunli lackofcrossmodaleffectsindualmodalityimplicitstatisticallearning AT xiujunli lackofcrossmodaleffectsindualmodalityimplicitstatisticallearning AT xudongzhao lackofcrossmodaleffectsindualmodalityimplicitstatisticallearning AT wendianshi lackofcrossmodaleffectsindualmodalityimplicitstatisticallearning AT yanglu lackofcrossmodaleffectsindualmodalityimplicitstatisticallearning AT christophermconway lackofcrossmodaleffectsindualmodalityimplicitstatisticallearning AT christophermconway lackofcrossmodaleffectsindualmodalityimplicitstatisticallearning |