The Interplay Between Multisensory Associative Learning and IQ in Children

Barutchu, Ayla; Fifer, Joanne M; Shivdasani, Mohit N.; Paolini, Antonio G.

doi:10.1111/cdev.13210

Cited by 19 publications

(20 citation statements)

References 78 publications

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“…However, we found the opposite result. Finally, a recent study by Barutchu et al (2019) also shows near adult-like audiovisual processes with familiar verbal stimuli with no semantics (e.g. "jat" and "chel") even when the complexity of the auditory signal was controlled for.…”

Section: Limitationsmentioning

confidence: 83%

Combining the senses: The role of experience- and task-dependent mechanisms in the development of audiovisual simultaneity perception.

Petrini¹,

Denis²,

Love³

et al. 2020

Journal of Experimental Psychology: Human Perception and Perfor

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The brain's ability to integrate information from the different senses is essential for decreasing sensory uncertainty and ultimately limiting errors. Temporal correspondence is one of the key processes that determines whether information from different senses will be integrated and is influenced by both experience-and taskdependent mechanisms in adults. Here we investigated the development of both taskand experience-dependent temporal mechanisms by testing 7-8-year-old children, 10-11-year-old children and adults in two tasks (simultaneity judgment, temporal order judgment) using audiovisual stimuli with differing degrees of association based on prior experience (low for beep-flash vs. high for face-voice). By fitting an independent channels model to the data, we found that whilst the experiencedependent mechanism of audiovisual simultaneity perception is already adult-like in 10-11-year-old children, the task-dependent mechanism is still not. These results indicate that differing maturation rates of experience-dependent and task-dependent mechanisms underlie the development of multisensory integration. Understanding this development has important implications for clinical and educational interventions.

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Section: Limitationsmentioning

confidence: 83%

Combining the senses: The role of experience- and task-dependent mechanisms in the development of audiovisual simultaneity perception.

Petrini¹,

Denis²,

Love³

et al. 2020

Journal of Experimental Psychology: Human Perception and Perfor

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“…RAN has long been considered a predictor of reading ability (Denckla and Rudel, 1974;Georgiou et al, 2013;Siddaiah and Padakannaya, 2015). RAN has been regularly used in reading research since first introduced by Denckla and Rudel (1974) and is widely used in children aged 4-10 with test-retest reliability r = 0.77 (Denckla and Rudel, 1974;Wagner et al, 1999;Crewther et al, 2011Crewther et al, , 2017Savage et al, 2018;Barutchu et al, 2020;Peters et al, 2020). RAN of objects was chosen as a measure of how fast and accurately a participant could verbally name all 36 everyday objects shown on one A4 sheet.…”

Section: Rapid Automatic Naming (Ran) As a Measure Of Visual Object Verbalizationmentioning

confidence: 99%

The Age-Related Changes in Speed of Visual Perception, Visual Verbal and Visuomotor Performance, and Nonverbal Intelligence During Early School Years

Alghamdi

Murphy

Goharpey

2021

Front. Hum. Neurosci.

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Speed of sensory information processing has long been recognized as an important characteristic of global intelligence, though few studies have concurrently investigated the contribution of different types of information processing to nonverbal IQ in children, nor looked at whether chronological age vs. months of early schooling plays a larger role. Thus, this study investigated the speed of visual information processing in three tasks including a simple visual inspection time (IT) task, a visual-verbal processing task using Rapid Automatic Naming (RAN) of objects as an accepted preschool predictor of reading, and a visuomotor processing task using a game-like iPad application, (the “SLURP” task) that requires writing like skills, in association with nonverbal IQ (Raven’s Coloured Progressive Matrices) in children (n = 100) aged 5–7 years old. Our results indicate that the rate and accuracy of information processing for all three tasks develop with age, but that only RAN and SLURP rates show significant improvement with years of schooling. RAN and SLURP also correlated significantly with nonverbal IQ scores, but not with IT. Regression analyses demonstrate that months of formal schooling provide additional contributions to the speed of dual-task visual-verbal (RAN) and visuomotor performance and Raven’s scores supporting the domain-specific hypothesis of processing speed development for specific skills as they contribute to global measures such as nonverbal IQ. Finally, RAN and SLURP are likely to be useful measures for the early identification of young children with lower intelligence and potentially poor reading.

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“…Preterm infants are at higher risk for internalizing and externalizing behaviors (Bhutta et al 2002 ), and ensuing problems at adolescence and adulthood (Hack 2009 ; Hille et al 2008 ; Turpin et al 2019 ). This objective is also predicated on a growing literature in schoolchildren (Barutchu et al 2011 , 2019a , b , c ; Birch and Belmont 1965 ; Denervaud et al 2020 ; Rose et al 2008 , 2012 ) as well as older infants and toddlers showing that multisensory processes, in particular, are predictive of the integrity of various facets of cognitive functions, including memory, attention, executive functions, and fluid intelligence.…”

Section: Introductionmentioning

confidence: 99%

Neonatal Multisensory Processing in Preterm and Term Infants Predicts Sensory Reactivity and Internalizing Tendencies in Early Childhood

et al. 2020

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Multisensory processes include the capacity to combine information from the different senses, often improving stimulus representations and behavior. The extent to which multisensory processes are an innate capacity or instead require experience with environmental stimuli remains debated. We addressed this knowledge gap by studying multisensory processes in prematurely born and full-term infants. We recorded 128-channel event-related potentials (ERPs) from a cohort of 55 full-term and 61 preterm neonates (at an equivalent gestational age) in response to auditory, somatosensory, and combined auditory-somatosensory multisensory stimuli. Data were analyzed within an electrical neuroimaging framework, involving unsupervised topographic clustering of the ERP data. Multisensory processing in full-term infants was characterized by a simple linear summation of responses to auditory and somatosensory stimuli alone, which furthermore shared common ERP topographic features. We refer to the ERP topography observed in full-term infants as "typical infantile processing" (TIP). In stark contrast, preterm infants exhibited non-linear responses and topographies less-often characterized by TIP; there were distinct patterns of ERP topographies to multisensory and summed unisensory conditions. We further observed that the better TIP characterized an infant's ERPs, independently of prematurity, the more typical was the score on the Infant/ Toddler Sensory Profile (ITSP) at 12 months of age and the less likely was the child to the show internalizing tendencies at 24 months of age. Collectively, these results highlight striking differences in the brain's responses to multisensory stimuli in children born prematurely; differences that relate to later sensory and internalizing functions.

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The Interplay Between Multisensory Associative Learning and IQ in Children

Cited by 19 publications

References 78 publications

Combining the senses: The role of experience- and task-dependent mechanisms in the development of audiovisual simultaneity perception.

Combining the senses: The role of experience- and task-dependent mechanisms in the development of audiovisual simultaneity perception.

The Age-Related Changes in Speed of Visual Perception, Visual Verbal and Visuomotor Performance, and Nonverbal Intelligence During Early School Years

Neonatal Multisensory Processing in Preterm and Term Infants Predicts Sensory Reactivity and Internalizing Tendencies in Early Childhood

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