Abstract
This article aims to investigate whether there is a difference in audiovisual integration in school-aged children (aged 6 to 13 years; mean age = 9.9 years) between the selective attention condition and divided attention condition. We designed a visual and/or auditory detection task that included three blocks (divided attention, visual-selective attention, and auditory-selective attention). The results showed that the response to bimodal audiovisual stimuli was faster than to unimodal auditory or visual stimuli under both divided attention and auditory-selective attention conditions. However, in the visual-selective attention condition, no significant difference was found between the unimodal visual and bimodal audiovisual stimuli in response speed. Moreover, audiovisual behavioral facilitation effects were compared between divided attention and selective attention (auditory or visual attention). In doing so, we found that audiovisual behavioral facilitation was significantly difference between divided attention and selective attention. The results indicated that audiovisual integration was stronger in the divided attention condition than that in the selective attention condition in children. Our findings objectively support the notion that attention can modulate audiovisual integration in school-aged children. Our study might offer a new perspective for identifying children with conditions that are associated with sustained attention deficit, such as attention-deficit hyperactivity disorder.
| Original language | English |
|---|---|
| Pages (from-to) | 515-526 |
| Number of pages | 12 |
| Journal | Perception |
| Volume | 45 |
| Issue number | 5 |
| DOIs | |
| Publication status | Published - 2015 |
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Keywords
- audiovisual integration
- children
- divided attention
- selective attention
ASJC Scopus subject areas
- Experimental and Cognitive Psychology
- Artificial Intelligence
- Sensory Systems
Cite this
The Influence of Selective and Divided Attention on Audiovisual Integration in Children. / Yang, Weiping; Ren, Yanna; yang, Dan Ou; Yuan, Xue; Wu, Jinglong.
In: Perception, Vol. 45, No. 5, 2015, p. 515-526.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - The Influence of Selective and Divided Attention on Audiovisual Integration in Children
AU - Yang, Weiping
AU - Ren, Yanna
AU - yang, Dan Ou
AU - Yuan, Xue
AU - Wu, Jinglong
PY - 2015
Y1 - 2015
N2 - This article aims to investigate whether there is a difference in audiovisual integration in school-aged children (aged 6 to 13 years; mean age = 9.9 years) between the selective attention condition and divided attention condition. We designed a visual and/or auditory detection task that included three blocks (divided attention, visual-selective attention, and auditory-selective attention). The results showed that the response to bimodal audiovisual stimuli was faster than to unimodal auditory or visual stimuli under both divided attention and auditory-selective attention conditions. However, in the visual-selective attention condition, no significant difference was found between the unimodal visual and bimodal audiovisual stimuli in response speed. Moreover, audiovisual behavioral facilitation effects were compared between divided attention and selective attention (auditory or visual attention). In doing so, we found that audiovisual behavioral facilitation was significantly difference between divided attention and selective attention. The results indicated that audiovisual integration was stronger in the divided attention condition than that in the selective attention condition in children. Our findings objectively support the notion that attention can modulate audiovisual integration in school-aged children. Our study might offer a new perspective for identifying children with conditions that are associated with sustained attention deficit, such as attention-deficit hyperactivity disorder.
AB - This article aims to investigate whether there is a difference in audiovisual integration in school-aged children (aged 6 to 13 years; mean age = 9.9 years) between the selective attention condition and divided attention condition. We designed a visual and/or auditory detection task that included three blocks (divided attention, visual-selective attention, and auditory-selective attention). The results showed that the response to bimodal audiovisual stimuli was faster than to unimodal auditory or visual stimuli under both divided attention and auditory-selective attention conditions. However, in the visual-selective attention condition, no significant difference was found between the unimodal visual and bimodal audiovisual stimuli in response speed. Moreover, audiovisual behavioral facilitation effects were compared between divided attention and selective attention (auditory or visual attention). In doing so, we found that audiovisual behavioral facilitation was significantly difference between divided attention and selective attention. The results indicated that audiovisual integration was stronger in the divided attention condition than that in the selective attention condition in children. Our findings objectively support the notion that attention can modulate audiovisual integration in school-aged children. Our study might offer a new perspective for identifying children with conditions that are associated with sustained attention deficit, such as attention-deficit hyperactivity disorder.
KW - audiovisual integration
KW - children
KW - divided attention
KW - selective attention
UR - http://www.scopus.com/inward/record.url?scp=84965168794&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84965168794&partnerID=8YFLogxK
U2 - 10.1177/0301006616629025
DO - 10.1177/0301006616629025
M3 - Article
AN - SCOPUS:84965168794
VL - 45
SP - 515
EP - 526
JO - Perception
JF - Perception
SN - 0301-0066
IS - 5
ER -