The roles of imagery, language, and metamemory in cross-modal transfer in children

Stoltz-Loike, Marian; Bornstein, Marc H.

doi:10.1007/bf00309204

Cited by 23 publications

(24 citation statements)

References 45 publications

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“…Cross-modal transfer seems to require mental representation, that is, the visual recognition of a stimulus previously felt but not seen gives strong evidence of some sort of central coding of stimulus information (Stoltz-Loike & Bornstein, 1985). On these grounds, crossmodal transfer may illuminate cognitive differences among infants that predict later competencies as clearly or more clearly than simple decrement or recovery of attention (Rose, 1981(Rose, , 1984.…”

Section: Assessment Of Cognitive Continuitymentioning

confidence: 99%

Continuity in Mental Development from Infancy

Bornstein¹,

Sigman²

1986

Child Development

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341

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In this essay we document moderate continuity in mental development beginning in infancy and extending into childhood. Psychological opinion in the past has tended to favor discontinuity theories of cognitive development from infancy. In recent years, however, the foundations on which discontinuity positions were originally established have themselves come under question and new findings grounded in new assessment procedures have appeared, necessitating revision of opinion on this significant psychological and developmental issue. Our essay has several aims. We first review briefly the bases for contemporary discontinuity theories of mental development. Second, we present current findings that support the alternative proposition of continuity: Recent research demonstrates that infants who more efficiently encode visual stimuli or more efficiently recollect visual or auditory stimuli tend to perform more proficiently on traditional psychometric assessments of intelligence and language during childhood. Third, we scrutinize the assessment methods from which these continuity results derive. Fourth, we offer several models that help to explain the continuity findings. Fifth, we discuss critically the origins and the maintenance of continuity in mental development as it is coming to be conceptualized currently. Finally, we reflect on implications of continuity for the future of infant assessments specifically and for theories of early mental development generally.

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Section: Assessment Of Cognitive Continuitymentioning

confidence: 99%

Continuity in Mental Development from Infancy

Bornstein¹,

Sigman²

1986

Child Development

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341

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“…Tactual discrimination abilities develop with age (Alexander et al 2002) as the child's exploratory strategies become more and more effective (Berger and Hatwell 1995;Hatwell et al 1990). Stoltz-Loike and Bornstein (1987) gave evidence for the development of cross-modal abilities in children that cannot be solely explained by an increase in intra-modal performance. Using a vision-to-touch matching task with shape, the authors observed a significant increase in cross-modal performance between the ages of 5 and 7 years, without a concomitant increase in performance in the intra-modal conditions.…”

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confidence: 99%

Tactual, Visual, and Cross-Modal Transfer of Texture in 5- and 8-Year-Old Children

Picard

2007

Perception

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Children's tactual, visual, and cross-modal transfer abilities for texture were investigated in a delayed matching-to-sample paradigm. Transfer performance from vision to touch was found to increase between 5 and 8 years of age, whereas transfer performance from touch to vision did not vary with age and matched touch-to-touch performance. Asymmetrical cross-modal abilities were observed at the age of 8 years, vision-to-touch transfer performance being higher than touch-to-vision transfer performance (experiment 2). This developmental pattern could not be attributed to limitations in the tactual or visual discriminability of the textures or to differences in tactual or visual memory between the two age groups (experiment 1). It is suggested that the increase with age in vision-to-touch performance may be related to the intervention of more efficient top-down perceptual processes in the older children.

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“…A possible explanation of the selectivity of interference across recognition conditions is that representations of tactile information in memory may be multi‐modal in nature, and thus represented in at least a visual and verbal code. Task analysis for cross‐modal tasks suggests that recognition depends on encoding information, internally representing it, and then on deciding between the similarity of the representation and a new alternative (Stoltz‐Loike & Bornstein, 1987). In most studies, an implicit assumption is that in deciding how similar two stimuli are, mental representations must be compared (e.g.…”

Section: Discussionmentioning

confidence: 99%

The effects of interference on recognition of haptic pictures in blindfolded sighted participants: The modality of representation of haptic information

Holtby

2012

Scandinavian J Psychology

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Haptic picture recognition was tested in 36 undergraduate students to determine whether haptic representations are visual or multi-modal. Participants explored target haptic pictures and were asked to recognize the target from three alternatives. Each participant completed eight control and eight interference trials in visual, lexical and tactile recognition modalities. For interference, participants were assigned to either an articulatory suppression (repeat "the" at a constant rate) or a visual interference (watch a visual display) condition, to prevent recoding into a verbal or visual code. The results showed that accuracy was higher at control compared to interference trials and for tactile compared to lexical recognition. Additionally, lexical and tactile recognition decreased with articulatory suppression whereas only tactile recognition decreased with visual interference. These findings suggest that haptic pictures may be represented by coordinating visual and verbal codes.

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The roles of imagery, language, and metamemory in cross-modal transfer in children

Cited by 23 publications

References 45 publications

Continuity in Mental Development from Infancy

Continuity in Mental Development from Infancy

Tactual, Visual, and Cross-Modal Transfer of Texture in 5- and 8-Year-Old Children

The effects of interference on recognition of haptic pictures in blindfolded sighted participants: The modality of representation of haptic information

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