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dc.contributor.authorGerson, Sarah
dc.contributor.authorSchiavio, Andrea
dc.contributor.authorTimmers, Renee
dc.contributor.authorHunnius, Sabine
dc.identifier.citationGerson , S , Schiavio , A , Timmers , R & Hunnius , S 2015 , ' Active drumming experience increases infants' sensitivity to audiovisual synchrony during observed drumming actions ' , PLoS One , vol. 10 , no. 6 , e0130960 .
dc.identifier.otherPURE: 192114170
dc.identifier.otherPURE UUID: 2ea41a4a-496d-4875-b715-933f7c5c095f
dc.identifier.otherScopus: 84938343401
dc.identifier.otherWOS: 000356933800104
dc.descriptionDate of Acceptance: 27/05/2015en
dc.description.abstractIn the current study, we examined the role of active experience on sensitivity to multisensory synchrony in six-month-old infants in a musical context. In the first of two experiments, we trained infants to produce a novel multimodal effect (i.e., a drum beat) and assessed the effects of this training, relative to no training, on their later perception of the synchrony between audio and visual presentation of the drumming action. In a second experiment, we then contrasted this active experience with the observation of drumming in order to test whether observation of the audiovisual effect was as effective for sensitivity to multimodal synchrony as active experience. Our results indicated that active experience provided a unique benefit above and beyond observational experience, providing insights on the embodied roots of (early) music perception and cognition.
dc.relation.ispartofPLoS Oneen
dc.rights© 2015 Gerson et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.en
dc.subjectBF Psychologyen
dc.subjectRC0321 Neuroscience. Biological psychiatry. Neuropsychiatryen
dc.titleActive drumming experience increases infants' sensitivity to audiovisual synchrony during observed drumming actionsen
dc.typeJournal articleen
dc.description.versionPublisher PDFen
dc.contributor.institutionUniversity of St Andrews. School of Psychology and Neuroscienceen
dc.description.statusPeer revieweden

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