Incidental category learning and cognitive load in a multisensory environment across childhood

摘要

Broadbent, H.J., Osborne, T., Rea, M., Peng, A., Mareschal, D., and Kirkham, N.Z.ududMultisensory information has been shown to facilitate learning (Bahrick & Lickliter, 2000;udBroadbent, White, Mareschal, & Kirkham, 2017; Jordan & Baker, 2011; Shams & Seitz, 2008).udHowever, although research has examined the modulating effect of unisensory and multisensoryuddistractors on multisensory processing, the extent to which a concurrent unisensory or multisensoryudcognitive load task would interfere with or support multisensory learning remains unclear. This studyudexamined the role of concurrent task modality on incidental category learning in 6- to 10-year-olds.udParticipants were engaged in a multisensory learning task whilst also performing either a unisensoryud(visual or auditory only) or multisensory (audiovisual) concurrent task (CT). We found that engagingudin an auditory CT led to poorer performance on incidental category learning compared with anudaudiovisual or visual CT, across groups. In 6-year-olds, category test performance was at chance inudthe auditory-only CT condition, suggesting auditory concurrent tasks may interfere with learning inudyounger children, but the addition of visual information may serve to focus attention. These findingsudprovide novel insight into the use of multisensory concurrent information on incidental learning.udImplications for the deployment of multisensory learning tasks within education across developmentudand developmental changes in modality dominance and ability to switch flexibly across modalities areuddiscussed.udKeywords: Multisensory Integration; Cognitive Development; Incidental Learning; Cognitive Load