Psychology
Memory for Specific Sounds: Modulation by Audiovisual Learning
Document Type
Oral Presentation
Location
Indianapolis, IN
Subject Area
Psychology
Start Date
11-4-2014 10:15 AM
End Date
11-4-2014 12:00 PM
Sponsor
Andrew Butler (Butler University)
Description
Everyday we use multisensory information to benefit our perception through integration of separate sensory modalities (Stein et al., 1989). Much is still unknown about the ways in which multisensory information can modulate later behavior and information processing. The current study allows for an examination of the impact of multisensory learning on both general and specific memory recognition for auditory information. Based on previous work, we expected that initial multisensory experiences would impact later auditory memory.
We employed a within subjects design that included both encoding and memory test phases. After informed consent, twenty-two participants were given an encoding phase with three learning types: unisensory audio, congruent multisensory audiovisual (AV), and multisensory AV control stimuli. Specific stimuli were relatively complex and familiar, and counterbalanced across all conditions. After a distractor task, participants were given a memory recognition test that required a same, similar, or new decision (as in Garoff, Slotnik, & Schacter, 2005) when shown both old and new auditory stimuli. Reaction time, confidence level, and free recall were also measured.
We calculated the proportion of same and similar responses to auditory items presented during encoding. First we compared specific memory and general memory separately. A One-Way ANOVA for specific recognition showed that audiovisual learning enhanced memory compared to unisensory learning (F(2, 34) = 3.835, p = .031). There were no such differences for general memory. We also performed a Two-Way Repeated Measures ANOVA for the variables learning type (auditory, audiovisual congruent, audiovisual control) and recognition type (same, similar). Main effects were not significant, however, this analysis demonstrated a marginally significant interaction between these two factors (F(2, 34) = 2.882, p = .07). This interaction further supports that audiovisual learning enhanced specific memory for auditory details. The proportion of correct same responses was higher than similar responses for audiovisual learning, whereas this pattern was switched for unisensory auditory learning.
Overall, the current findings suggest that multisensory audiovisual experiences modulate recognition for specific auditory details. Presenting crossmodal visual cues seems to aid individuals in a demanding same, similar, new recognition task.
Memory for Specific Sounds: Modulation by Audiovisual Learning
Indianapolis, IN
Everyday we use multisensory information to benefit our perception through integration of separate sensory modalities (Stein et al., 1989). Much is still unknown about the ways in which multisensory information can modulate later behavior and information processing. The current study allows for an examination of the impact of multisensory learning on both general and specific memory recognition for auditory information. Based on previous work, we expected that initial multisensory experiences would impact later auditory memory.
We employed a within subjects design that included both encoding and memory test phases. After informed consent, twenty-two participants were given an encoding phase with three learning types: unisensory audio, congruent multisensory audiovisual (AV), and multisensory AV control stimuli. Specific stimuli were relatively complex and familiar, and counterbalanced across all conditions. After a distractor task, participants were given a memory recognition test that required a same, similar, or new decision (as in Garoff, Slotnik, & Schacter, 2005) when shown both old and new auditory stimuli. Reaction time, confidence level, and free recall were also measured.
We calculated the proportion of same and similar responses to auditory items presented during encoding. First we compared specific memory and general memory separately. A One-Way ANOVA for specific recognition showed that audiovisual learning enhanced memory compared to unisensory learning (F(2, 34) = 3.835, p = .031). There were no such differences for general memory. We also performed a Two-Way Repeated Measures ANOVA for the variables learning type (auditory, audiovisual congruent, audiovisual control) and recognition type (same, similar). Main effects were not significant, however, this analysis demonstrated a marginally significant interaction between these two factors (F(2, 34) = 2.882, p = .07). This interaction further supports that audiovisual learning enhanced specific memory for auditory details. The proportion of correct same responses was higher than similar responses for audiovisual learning, whereas this pattern was switched for unisensory auditory learning.
Overall, the current findings suggest that multisensory audiovisual experiences modulate recognition for specific auditory details. Presenting crossmodal visual cues seems to aid individuals in a demanding same, similar, new recognition task.