The capacity to integrate information from different senses is central for coherent perception across the lifespan from infancy onwards. Later in life, multisensory processes are related to cognitive functions, such as speech or social communication. During learning, multisensory processes can in fact enhance subsequent recognition memory for unisensory objects. These benefits can even be predicted; adults' recognition memory performance is shaped by earlier responses in the same task to multisensory - but not unisensory - information. Everyday environments where learning occurs, such as classrooms, are inherently multisensory in nature. Multisensory processes may therefore scaffold healthy cognitive development. Here, we provide the first evidence of a predictive relationship between multisensory benefits in simple detection and higher-level cognition that is present already in schoolchildren. Multiple regression analyses indicated that the extent to which a child (N = 68; aged 4.5-15years) exhibited multisensory benefits on a simple detection task not only predicted benefits on a continuous recognition task involving naturalistic objects (p = 0.009), even when controlling for age, but also the same relative multisensory benefit also predicted working memory scores (p = 0.023) and fluid intelligence scores (p = 0.033) as measured using age-standardised test batteries. By contrast, gains in unisensory detection did not show significant prediction of any of the above global cognition measures. Our findings show that low-level multisensory processes predict higher-order memory and cognition already during childhood, even if still subject to ongoing maturation. These results call for revision of traditional models of cognitive development (and likely also education) to account for the role of multisensory processing, while also opening exciting opportunities to facilitate early learning through multisensory programs. More generally, these data suggest that a simple detection task could provide direct insights into the integrity of global cognition in schoolchildren and could be further developed as a readily-implemented and cost-effective screening tool for neurodevelopmental disorders, particularly in cases when standard neuropsychological tests are infeasible or unavailable.

译文

整合来自不同感官的信息的能力对于从婴儿期开始的整个生命周期的一致感知至关重要。在以后的生活中,多感官过程与认知功能有关,例如言语或社交交流。在学习过程中,多感觉过程实际上可以增强对单感觉对象的后续识别记忆。这些好处甚至可以预测; 成年人的识别记忆性能是由同一任务中对多感觉信息 (而不是单感觉信息) 的早期反应所决定的。发生学习的日常环境,例如教室,本质上是多感官的。因此,多感官过程可能会支撑健康的认知发展。在这里,我们提供了第一个证据,证明简单检测中的多感官益处与学童中已经存在的高级认知之间存在预测关系。多元回归分析表明,儿童 (n =   68; 4.5-15岁) 在简单的检测任务上表现出多感官益处的程度,不仅在涉及自然物体的连续识别任务上预测益处 (p =   0.009),即使在控制年龄时,但是,同样的相对多感官益处也预测了使用年龄标准化测试电池测量的工作记忆得分 (p   =   0.023) 和流体智力得分 (p   =   0.033)。相比之下,单感检测的收益并未显示出对上述任何全球认知指标的显着预测。我们的发现表明,即使仍在持续成熟,低水平的多感觉过程也可以预测童年时期的高阶记忆和认知。这些结果要求修订传统的认知发展模型 (可能还包括教育),以说明多感官处理的作用,同时也为通过多感官程序促进早期学习提供了令人兴奋的机会。更一般地说,这些数据表明,简单的检测任务可以直接了解学童的全球认知的完整性,并且可以进一步开发为易于实施且具有成本效益的神经发育障碍筛查工具,尤其是在标准神经心理学测试不可行或不可用的情况下。

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