Stimulation of one sensory modality can induce perceptual experiences in another modality that reflect synaesthetic correspondences among different dimensions of sensory experience. In visual-hearing synaesthesia, for example, higher pitched sounds induce visual images that are brighter, smaller, higher in space, and sharper than those induced by lower pitched sounds. Claims that neonatal perception is synaesthetic imply that such correspondences are an unlearned aspect of perception. To date, the youngest children in whom such correspondences have been confirmed with any certainty were 2- to 3-year-olds. We examined preferential looking to assess 3- to 4-month-old preverbal infants' sensitivity to the correspondences linking auditory pitch to visuospatial height and visual sharpness. The infants looked longer at a changing visual display when this was accompanied by a sound whose changing pitch was congruent, rather than incongruent, with these correspondences. This is the strongest indication to date that synaesthetic cross-modality correspondences are an unlearned aspect of perception.

Data from an epidemiological sample (n = 1206) of British schoolchildren were used to estimate the proportions of 9- to 10-year-olds with specific arithmetic difficulties (SAD), combined with arithmetic-and-reading difficulties (ARD), and specific reading difficulties (SRD). Children in the sample contributed scores on separate tests of arithmetic, reading and nonverbal intelligence. Using a cutting-score approach, which took into account performance on all three tests, a small group of children with SAD (1.3%) were distinguished from larger groups with ARD (2.3%) and SRD (3.9%). Contrary to some previous reports, there were equal numbers of males and females within each of the two groups with arithmetic difficulties but a preponderance of males over females amongst the group with specific reading difficulties.

Certain correspondences between the sound and meaning of words can be observed in subsets of the vocabulary. These sound-symbolic relationships have been suggested to result in easier language acquisition, but previous studies have explicitly tested effects of sound symbolism on learning category distinctions but not on word learning. In 2 word learning experiments, we varied the extent to which phonological properties related to a rounded-angular shape distinction and we distinguished learning of categories from learning of individual words. We found that sound symbolism resulted in an advantage for learning categories of sound-shape mappings but did not assist in learning individual word meanings. These results are consistent with the limited presence of sound symbolism in natural language. The results also provide a reinterpretation of the role of sound symbolism in language learning and language origins and a greater specification of the conditions under which sound symbolism proves advantageous for learning.

The equivalence of perceptual experience across the sensory modalities, most vividly observed in synaesthetes, is rarely discussed in contemporary cognitive psychology. It is suggested, however, that the concepts and paradigms of human information processing are ideally suited to test, for example, the fundamental assumption that the synaesthetic qualities of a stimulus are rapidly and automatically encoded. In a preliminary experiment subjects were asked to rate each of four auditory tones on a series of 7-point scales defined by pairs of antonyms. The results confirmed that a pure auditory tone has a range of qualities, determined by its pitch, that are shared by stimuli in other modalities. The main experiment used a paradigm based on the Stoop interference effect. Here the 50 Hz and 5500 Hz tones served as incidental stimuli and the subjects were required to respond as quickly as possible by pressing one of two keys depending on which one of four possible words appeared in the centre of the screen. Subjects were found to respond more slowly when the qualities of the tone were incongruent with the synaesthetic qualities represented by the test word. The results confirm that synaesthetic qualities of pitch are rapidly and automatically encoded and that the products of this encoding automatically interact with the mechanisms responsible for identifying word meaning and/or with the post-identification decision processes.

Autism is associated with a deficit in broadening the spatial spread of visual attention. The implications of this for other visual and attentional anomalies observed in autism are discussed.