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Young children often have a preference for auditory input, with auditory input often overshadowing visual input. The current research investigated the developmental trajectory and factors underlying these effects with 137 infants, 132 four-year-olds, and 89 adults. Auditory preference reverses with age: Infants demonstrated an auditory preference,(More)
The ability to process simultaneously presented auditory and visual information is a necessary component underlying many cognitive tasks. While this ability is often taken for granted, there is evidence that under many conditions auditory input attenuates processing of corresponding visual input. The current study investigated infants' processing of visual(More)
The ability to process and integrate cross-modal input is important for many everyday tasks. The current paper reviews theoretical and empirical work examining cross-modal processing with a focus on recent findings examining infants' and children's processing of arbitrary auditory-visual pairings. The current paper puts forward a potential mechanism that(More)
Two experiments examined the effects of multimodal presentation and stimulus familiarity on auditory and visual processing. In Experiment 1, 10-month-olds were habituated to either an auditory stimulus, a visual stimulus, or an auditory-visual multimodal stimulus. Processing time was assessed during the habituation phase, and discrimination of auditory and(More)
Although it is well documented that language plays an important role in cognitive development, there are different views concerning the mechanisms underlying these effects. Some argue that even early in development, effects of words stem from top-down knowledge, whereas others argue that these effects stem from auditory input affecting attention allocated(More)
Under many conditions auditory input interferes with visual processing, especially early in development. These interference effects are often more pronounced when the auditory input is unfamiliar than when the auditory input is familiar (e.g. human speech, pre-familiarized sounds, etc.). The current study extends this research by examining how auditory(More)
When unfamiliar non-speech sounds and visual input co-occur, they often compete for attention, with auditory input overshadowing visual information for infants and young children (Robinson & Sloutsky, in press; Sloutsky & Napolitano, 2003). The current study investigated whether labels and familiar sounds also compete for attention with corresponding visual(More)
Simultaneous presentation of auditory and visual input can often lead to visual dominance. Most studies supporting visual dominance often require participants to make an explicit response, therefore, it is unclear if visual input disrupt encoding/discrimination of auditory input or results in a response bias. The current study begins to address this issue(More)
Presenting information to multiple sensory modalities sometimes facilitates and sometimes interferes with processing of this information. Research examining interference effects shows that auditory input often interferes with processing of visual input in young children (i.e., auditory dominance effect), whereas visual input often interferes with auditory(More)
The study of cross-modal processing has generated two seemingly contradictory sets of findings. Studies examining cross-modal processing in infants often find evidence that auditory input interferes with visual processing, whereas studies with adults often find evidence for visual input interfering with auditory processing. However, in the absence of amodal(More)