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to intersensory redundancy?

      2.3. What types of behaviors are enhanced by multimodal interactions with the environment across development? In what way are these behaviors changed by this experience?

      2.4. How does learning through action change the brain? Include examples of learning about objects and symbols. What would be a practical implication of learning about three-dimensional objects through action vs. through observation?

      2.5. Why would handwriting facilitate learning and recruit brain systems used for reading more than typing?

      2.6. How can we use our knowledge of brain systems to aid in the construction of multimodal interfaces?

      2.7. Given the information provided in this chapter, what are some other multimodal interfaces that would facilitate learning?

      2.8. Would the understanding of word meaning be facilitated by multimodal learning? Would some words benefit more from this type of learning than others?

      2.9. Are there concepts that we learn independently of our multimodal interactions with the world? What are some examples? How would such concepts be represented in brain systems?

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