Behavioral and Neural Foundations of Multisensory Face-Voice Perception in Infancy

Hyde, Daniel C.; Flom, Ross; Porter, C. L.

doi:10.1080/87565641.2016.1255744

Cited by 7 publications

(9 citation statements)

References 135 publications

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“…This result is not in agreement with evidence that has emerged in other studies, where it was found that undergraduates tend to remember more complex stimuli (Pallett and MacLeod, 2011). These controversial results depend on the different age of subjects in the studies and on the different stimuli (Huhmann, 2003;Pallett and MacLeod, 2011;Hyde et al, 2016).…”

Section: Introductioncontrasting

confidence: 97%

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Dysfunctional perceptual antecedent can justify the social orienting deficit in autism spectrum disorder: an eye-tracking study

Carrozza

Fabio

2020

AIA

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Purpose Children with Autism Spectrum Disorder (ASD) show reduced attention to social stimuli. The reasons for these impairments are still being debated by researchers. The aim of this study is to analyse if reduced attention towards social stimuli is determined by initial underlying difficulties in the control of visual attention. Among the variables that could produce these difficulties, the authors considered geometric complexity and typology of geometric figures. Design/methodology/approach To test this hypothesis, in this paper, an eye-tracker paradigm was used for assessing visual exploration and recognition memory towards geometric figures (curved vs rectilinear) with two levels of geometric complexity (low and high) in 17 children with ASD matched with 17 children with typical development (TD). Findings The results showed that the ASD group seemed indifferent to both the geometric complexity and the typology of figures (curved and rectilinear), whereas the TD group showed higher performances with highly complex and curved geometric figures than with low complex and rectilinear geometric figures. Research limitations/implications Because of the chosen research approach, the research results may lack generalizability. Therefore, researchers are encouraged to test the proposed hypotheses further. Practical implications This paper includes implications upon the presence of an unspecified visual attention deficit that is present from the early stages of the processing of stimuli. Social implications The understanding of this deficit from the early stages of the processing of stimuli can help educators to intervene at an early stage when disturbances in social relationships are starting. Originality/value This study contributes to understanding the presence of dysfunctional perceptual antecedents that could determine general difficulties in paying attention to social stimuli in ASD subjects.

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Section: Introductioncontrasting

confidence: 97%

“…According to other research, the complexity of stimuli also affects the memory of these stimuli (Huhmann, 2003;Pallett and MacLeod, 2011;Hyde et al, 2016). Specifically, some studies have found that school-aged children are able to remember more simple stimuli than complex ones (Huhmann, 2003).…”

Section: Introductionmentioning

confidence: 98%

Dysfunctional perceptual antecedent can justify the social orienting deficit in autism spectrum disorder: an eye-tracking study

Carrozza

Fabio

2020

AIA

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“…Reliance on multiple senses and their interaction may here help provide richer spatial and temporal representations of our environment (Keetels & Vroomen, 2012;Stoep, Postma, & Nijboer, 2017). These multisensory strategies are present during infant-caregiver joint attentional engagement, which reflects the multisensory nature of parent-infant dyadic communication (Gogate, Bahrick, & Watson, 2000;Gogate, Bolzani, & Betancourt, 2006;Hyde, Flom, & Porter, 2016). Multimodal behaviors help sustain joint attention between parents and infants from 12 to 16 months old, in particular when parents express some interest in an object looking at, talking about, and touching the jointly attended object (Suarez-Rivera, Smith, & Yu, 2019).…”

Section: Visual Cues Provide Multisensory Expectationsmentioning

confidence: 99%

“…Gaze-based joint attention enhances basic object recognition, even in very young infants (Cleveland & Striano, 2007;Hoehl, Wahl, Michel, & Striano, 2012;Wahl, Marinović, & Träuble, 2019). However, object-recognition development relies on the ability to perceive global, invariant, and amodal properties like spatial location, tempo, rhythm, and intensity, which can only be conveyed through the combination of different sense modalities (Bahrick & Lickliter, 2014;Hyde et al, 2016). The redundancy introduced by multisensory events can thus be strategically used to establish joint attention on amodal features of objects and events.…”

Section: Jointly Attending To Amodal Featuresmentioning

confidence: 99%

Coordinating attention requires coordinated senses

2020

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From playing basketball to ordering at a food counter, we frequently and effortlessly coordinate our attention with others towards a common focus: we look at the ball, or point at a piece of cake. This non-verbal coordination of attention plays a fundamental role in our social lives: it ensures that we refer to the same object, develop a shared language, understand each other's mental states, and coordinate our actions. Models of joint attention generally attribute this accomplishment to gaze coordination. But are visual attentional mechanisms sufficient to achieve joint attention, in all cases? Besides cases where visual information is missing, we show how combining it with other senses can be helpful, and even necessary to certain uses of joint attention. We explain the two ways in which non-visual cues contribute to joint attention: either as enhancers, when they complement gaze and pointing gestures in order to coordinate joint attention on visible objects, or as modality pointers, when joint attention needs to be shifted away from the whole object to one of its properties, say weight or texture. This multisensory approach to joint attention has important implications for social robotics, clinical diagnostics, pedagogy and theoretical debates on the construction of a shared world.

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“…For example, even young children can understand how something is said by responding to non-verbal cues such as the tone of voice or facial expression (Hyde, Flom, & Porter, 2016).…”

Section: Active Listeningmentioning

confidence: 99%

Wiring the brain for participation through active listening and active learning

Vaghri¹,

Covell²,

Clow³

2018

Can J Child Rights

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Opportunities for participation are generally conceived to be provided through structures in the child’s environment. Here we make the case that a prerequisite to meaningful participation is providing children with an early environments conducive to creating the capacity to participate within the child. Early environments have a profound impact on children’s brain development and as such on their motivation and capacity to exercise their participation rights. We believe that insufficient attention has been paid to preparing children neurologically for meaningful participation in matters that affect them. After summarizing brain development in early childhood, we make the case that active listening which acts as sensory stimulation for the developing brain, and active learning, which builds confidence, self-esteem, and problem-solving skills, play key roles in promoting children’s cognitive and motivational capacity for meaningful participation. Participation is meant to promote self-determination through the capacity to make effective decisions about self and others. Active listening and active learning increase the likelihood that this aim will be achieved.

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Behavioral and Neural Foundations of Multisensory Face-Voice Perception in Infancy

Cited by 7 publications

References 135 publications

Dysfunctional perceptual antecedent can justify the social orienting deficit in autism spectrum disorder: an eye-tracking study

Dysfunctional perceptual antecedent can justify the social orienting deficit in autism spectrum disorder: an eye-tracking study

Coordinating attention requires coordinated senses

Wiring the brain for participation through active listening and active learning

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