Academic literature on the topic 'Visual-Verbal paired associate learning'

Abstract This study aimed to test whether audio-visual learning is mediated by modulation in sensory cortices (i.e. visual or auditory cortex). During fMRI scanning, subjects were exposed to repeated presentations of three tones and three visual stimuli. In 50% of presentations, one tone was paired with a face, and another one with a moving noise pattern. The third sound was not paired with any visual stimulus and was the target in an incidental detection task. Over time, activation in extrastriate visual cortex (V4) and the fusiform face area (FFA) increased in response to the sound that predicted the face, but not in response to the other two sounds.

The present chapter describes the role of gestures in instructional design from a cognitive load theory perspective, addressing in particular how this might benefit aging adults. Healthy older adults have to cope with several cognitive changes related to their working memory, such as a decline in: 1) the ability to deal with interference, 2) cognitive speed in response to unimodal stimuli (e.g. visual information), and 3) the ability to associate and integrate information elements. Cognitive load theory, with its focus on adapting learning formats to the limitations of working memory, provides a promising framework to address learning in older adults. Research inspired by cognitive load theory has shown that attentional cueing can reduce interference during learning, presenting instructions in a multimodal format can make more efficient use of WM stores (both auditory and visual), and the manner of presentation of information can aid integrative learning. Interestingly, studies using gestures in instruction show that gestures accompanying verbal information improve learning in similar ways. However, not much research has been done in applying the instructional guidelines of cognitive load theory and the use of gestures to older adults’ learning. In the present chapter, the authors will discuss possibilities of gestures to improve multimedia learning in older adults using some important guidelines proposed by cognitive load theory.

Abstract In most mammals, pairing a flavored food with gastrointestinal malaise results in the subsequent avoidance and reduction of consumption of that food (e.g., Garcia & Kimeldorf, 1957). Although there is substantial evidence that such flavor aversion learning shares many features with other examples of associative learning, most researchers agree that it reflects a privileged system with impressive capabilities and unique specializations. For example, in rats, flavor aversions may be learned even when the flavor and illness experiences are separated by hours, and illness-induced aversions are much more readily acquired to flavor cues than to auditory, visual, or olfactory stimuli. Nevertheless, research conducted in the late 1970s and early 1980s suggested that these exteroceptive cues may gain access to this privileged system in rats through associative learning. We found that pairing auditory, visual, and olfactory cues with flavored foods endowed those cues with the ability to substitute for their flavor referents not only in the control of action but also in the acquisition of new learning about those flavors. For example, Holland (1981) found that rats would acquire an aversion to a flavored food if they were made ill after presentations of an auditory cue that, days before, had been paired with that food.