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Broadbent, Hannah J.; Osborne, Tamsin; Mareschal, Denis; Kirkham, Natasha Z. – Developmental Science, 2019
Multisensory tools are commonly employed within educational settings (e.g. Carter & Stephenson, 2012), and there is a growing body of literature advocating the benefits of presenting children with multisensory information over unisensory cues for learning (Baker & Jordan, 2015; Jordan & Baker, 2011). This is even the case when the…
Descriptors: Multisensory Learning, Teaching Methods, Cues, Retention (Psychology)
Kirkham, Natasha Z.; Rea, Michaela; Osborne, Tamsin; White, Hayely; Mareschal, Denis – Developmental Psychology, 2019
The current study investigates whether informative, mutually redundant audiovisual cues support better performance in a category learning paradigm. Research suggests that, under some conditions, redundant multisensory cues supports better learning, when compared with unisensory cues. This was examined systematically across two experiments. In…
Descriptors: Elementary School Students, Cues, Auditory Stimuli, Visual Stimuli
Broadbent, Hannah J.; White, Hayley; Mareschal, Denis; Kirkham, Natasha Z. – Developmental Science, 2018
Multisensory information has been shown to modulate attention in infants and facilitate learning in adults, by enhancing the amodal properties of a stimulus. However, it remains unclear whether this translates to learning in a multisensory environment across middle childhood, and particularly in the case of incidental learning. One hundred and…
Descriptors: Incidental Learning, Multisensory Learning, Children, Attention Control