The last couple of years have seen a rapid growth of interest in the study of crossmodal correspondences – the tendency for our brains to preferentially associate certain features or dimensions of stimuli across the senses. By now, robust empirical evidence supports the existence of numerous crossmodal correspondences, affecting people’s performance across a wide range of psychological tasks – in everything from the redundant target effect paradigm through to studies of the Implicit Association Test, and from speeded discrimination/classification tasks through (...) to unspeeded spatial localisation and temporal order judgment tasks. However, one question that has yet to receive a satisfactory answer is whether crossmodal correspondences automatically affect people’s performance , as opposed to reflecting more of a strategic, or top-down, phenomenon. Here, we review the latest research on the topic of crossmodal correspondences to have addressed this issue. We argue that answering the question will require researchers to be more precise in terms of defining what exactly automaticity entails. Furthermore, one’s answer to the automaticity question may also hinge on the answer to a second question: Namely, whether crossmodal correspondences are all ‘of a kind’, or whether instead there may be several different kinds of crossmodal mapping . Different answers to the automaticity question may then be revealed depending on the type of correspondence under consideration. We make a number of suggestions for future research that might help to determine just how automatic crossmodal correspondences really are. (shrink)

Sound-symbolism is the nonarbitrary link between the sound and meaning of a word. Japanese-speaking children performed better in a verb generalization task when they were taught novel sound-symbolic verbs, created based on existing Japanese sound-symbolic words, than novel nonsound-symbolic verbs (Imai, Kita, Nagumo, & Okada, 2008). A question remained as to whether the Japanese children had picked up regularities in the Japanese sound-symbolic lexicon or were sensitive to universal sound-symbolism. The present study aimed to provide support for the latter. In (...) a verb generalization task, English-speaking 3-year-olds were taught novel sound-symbolic verbs, created based on Japanese sound-symbolism, or novel nonsound-symbolic verbs. English-speaking children performed better with the sound-symbolic verbs, just like Japanese-speaking children. We concluded that children are sensitive to universal sound-symbolism and can utilize it in word learning and generalization, regardless of their native language. (shrink)