Christopher W. Robinson

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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)
Although it is generally accepted that labels facilitate categorization in infancy, recent evidence suggests that infants and young children are more likely to process visual input when presented in isolation than when paired with nonlinguistic sounds or linguistic labels. These findings suggest that auditory input (when compared to a no-auditory baseline)(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)
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)
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)
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)
It has been argued that labels play a special role in cognitive development: hearing the same label associated with different entities facilitates categorization by directing infants’ attention to commonalities. The current study assessed 8-month-olds’ attention to commonalities and processing of visual input more generally when visual stimuli were(More)
When unfamiliar non-speech sounds and visual input cooccur, 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)
Presenting information to multiple sensory systems can (depending on conditions) either facilitate or hinder processing. The current study examined the effects of crossmodal presentation on statistical learning. The first experiment examined statistical learning within auditory and visual modalities, while using comparable experimental conditions across the(More)