Visual consequent stimulus complexity affects performance in audiovisual associative learning.

Autor: Tót K; Department of Physiology, Faculty of Medicine, University of Szeged, Dóm Tér 10, Szeged, 6720, Hungary., Eördegh G; Faculty of Health Sciences and Social Studies, University of Szeged, Szeged, Hungary., Kiss Á; Department of Physiology, Faculty of Medicine, University of Szeged, Dóm Tér 10, Szeged, 6720, Hungary., Kelemen A; Department of Applied Informatics, University of Szeged, Szeged, Hungary., Braunitzer G; Nyírő Gyula National Institute of Psychiatry and Addictions, Budapest, Hungary., Kéri S; Department of Physiology, Faculty of Medicine, University of Szeged, Dóm Tér 10, Szeged, 6720, Hungary.; Nyírő Gyula National Institute of Psychiatry and Addictions, Budapest, Hungary., Bodosi B; Department of Physiology, Faculty of Medicine, University of Szeged, Dóm Tér 10, Szeged, 6720, Hungary., Nagy A; Department of Physiology, Faculty of Medicine, University of Szeged, Dóm Tér 10, Szeged, 6720, Hungary. nagy.attila.1@med.u-szeged.hu.
Jazyk: angličtina
Zdroj: Scientific reports [Sci Rep] 2022 Oct 22; Vol. 12 (1), pp. 17793. Date of Electronic Publication: 2022 Oct 22.
DOI: 10.1038/s41598-022-22880-z
Abstrakt: In associative learning (AL), cues and/or outcome events are coupled together. AL is typically tested in visual learning paradigms. Recently, our group developed various AL tests based on the Rutgers Acquired Equivalence Test (RAET), both visual and audiovisual, keeping the structure and logic of RAET but with different stimuli. In this study, 55 volunteers were tested in two of our audiovisual tests, SoundFace (SF) and SoundPolygon (SP). The antecedent stimuli in both tests are sounds, and the consequent stimuli are images. The consequents in SF are cartoon faces, while in SP, they are simple geometric shapes. The aim was to test how the complexity of the applied consequent stimuli influences performance regarding the various aspects of learning the tests assess (stimulus pair learning, retrieval, and generalization of the previously learned associations to new but predictable stimulus pairs). In SP, behavioral performance was significantly poorer than in SF, and the reaction times were significantly longer, for all phases of the test. The results suggest that audiovisual associative learning is significantly influenced by the complexity of the consequent stimuli.
(© 2022. The Author(s).)
Databáze: MEDLINE
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