Abstract Review of psychological and language acquisition research into seeing faces while listening, seeing gesture while listening, illustrated text, reading while listening, and same language subtitled video, confirms that bi-modal input has a consistently positive effect on language learning over a variety of input types. This effect is normally discussed using a simple additive model where bi-modal input increases the total amount of data and adds redundancy to duplicated input thus increasing comprehension and then learning. Parallel studies in neuroscience suggest that bi-modal integration is a general effect using common brain areas and following common neural paths. Neuroscience also shows that bi-modal effects are more complex than simple addition, showing early integration of inputs, a learning/developmental effect, and a superadditive effect for integrated bi-modal input. The different bodies of research produce a revised model of bi-modal input as a learned, active system. The implications for language learning are that bi- or multi-modal input can powerfully enhance language learning and that the learning benefits of such input will increase alongside the development of neurological integration of the inputs.

中文翻译：

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多模式语言输入：学习到的超加性效果

摘要对心理和语言习得研究的回顾，包括边听边看表情，边听边看手势，插图文字，边听边阅读以及带字幕的相同语言的视频，证实了双模式输入对多种语言的语言学习具有一致的积极影响。输入类型。通常使用简单的加性模型讨论这种效果，其中双峰输入增加了数据总量，并为重复的输入增加了冗余，从而提高了理解力，进而提高了学习效率。在神经科学领域的并行研究表明，双峰整合是使用共同的大脑区域并遵循共同的神经路径产生的普遍效应。神经科学还表明，双峰效应比简单加法更为复杂，表明投入的早期整合，学习/发展效应，以及集成双模式输入的超加性效果。不同的研究机构产生了经过修改的双模式输入模型，作为一种学习型主动系统。语言学习的意义在于，双模式或多模式输入可以强有力地增强语言学习，并且随着输入的神经学整合的发展，这种输入的学习益处也会增加。