Bimodal Affective Stimuli Do Not Always Enhance Infanta??s Rule Learning: Congruency And Relevance Matter Too

摘要

Tsui and Tseng (2011) found bimodal presentation of grammar-like rules (AAB) helps 8-10 month preverbal infants to learn otherwise when the rule is presented with visual presentation of emotional cartoon faces alone (happy-upset-happy faces) or auditory presentation of corresponding emotional sounds (laughing-crying-laughing) alone. But bimodal facilitation did not apply when geometry shapes accompanied by recorded syllables. We investigated what constitutes the difference in two experiments.