Attention, task demands, and multitalker processing costs in speech perception.

2021 ◽  
Vol 47 (12) ◽  
pp. 1673-1680
Author(s):  
David Saltzman ◽  
Sahil Luthra ◽  
Emily B. Myers ◽  
James S. Magnuson
2021 ◽  
Author(s):  
Rajwant Sandhu

Multi-modal integration often results in one modality dominating sensory perception. Such dominance is influenced by task demands, processing efficiency, and training. I assessed modality dominance between auditory and visual processing in a paradigm controlling for the first two factors while manipulating the third. In a uni-modal task auditory and visual processing was equated per individual participant. Pre and post training, participants completed a bimodal selective attention task where the relationship between relevant and irrelevant information, and the task-relevant modality changed across trials. Training in one modality was provided between pre and post-training tasks. Training resulted in non-specific speeding post-training. Pre-training, visual information impacted auditory responding more than vice versa and this pattern reversed following training, implying visual dominance pre, and auditory dominance post-training. Results suggest modality dominance is flexible and influenced by experimental design and participant abilities. Research should continue to uncover factors leading to sensory dominance by one modality.


2005 ◽  
Vol 48 (4) ◽  
pp. 944-959 ◽  
Author(s):  
Jeffry A. Coady ◽  
Keith R. Kluender ◽  
Julia L. Evans

Previous research has suggested that children with specific language impairments (SLI) have deficits in basic speech perception abilities, and this may be an underlying source of their linguistic deficits. These findings have come from studies in which perception of synthetic versions of meaningless syllables was typically examined in tasks with high memory demands. In this study, 20 children with SLI (mean age=9 years, 3 months) and 20 age-matched peers participated in a categorical perception task. Children identified and discriminated digitally edited versions of naturally spoken real words in tasks designed to minimize memory requirements. Both groups exhibited all hallmarks of categorical perception: a sharp labeling function, discontinuous discrimination performance, and discrimination predicted from identification. There were no group differences for identification data, but children with SLI showed lower peak discrimination values. Children with SLI still discriminated phonemically contrastive pairs at levels significantly better than chance, with discrimination of same-label pairs at chance. These data suggest that children with SLI perceive natural speech tokens comparably to age-matched controls when listening to words under conditions that minimize memory load. Further, poor performance on speech perception tasks may not be due to a speech perception deficit, but rather to a consequence of task demands.


2021 ◽  
pp. 002383092098336
Author(s):  
Max R. Freeman ◽  
Henrike K. Blumenfeld ◽  
Matthew T. Carlson ◽  
Viorica Marian

While listening to non-native speech, second language users filter the auditory input through their native language. We examined how bilinguals perceived second language (L2 English) sound sequences that conflicted with native-language (L1 Spanish) constraints across three experiments with different task demands. We used the L1 Spanish phonotactic constraint (i.e., rule for combining speech sounds) that vowels must precede s+consonant clusters (e.g., Spanish: estricto, “strict”). This L1 Spanish constraint may influence Spanish-English bilinguals’ processing of L2 English words such as strict because of a missing initial vowel, as in estrict. We found that the extent to which bilinguals were influenced by the L1 during L2 processing depended on task demands. When metalinguistic awareness demands were low, as in the AX word discrimination task (Experiment 1), cross-linguistic effects were not observed. When metalinguistic awareness demands were high, as in the vowel detection (Experiment 2) and lexical decision (Experiment 3) tasks, response times demonstrated that bilinguals were influenced by the L1 constraint when processing L2 words beginning with an s+consonant. We conclude that bilinguals are cross-linguistically influenced by L1 phonotactic constraints during L2 processing when metalinguistic demands are higher, suggesting that L2 input may be mapped onto L1 sub-lexical representations during perception. These results extend previous research on language co-activation and speech perception by providing a more fine-grained understanding of task demands and elucidating when and where cross-linguistic phonotactic access is present during bilingual comprehension.


2020 ◽  
Vol 73 (5) ◽  
pp. 676-687
Author(s):  
Tal Makovski ◽  
Shiran Michael ◽  
Eran Chajut

Ample research has suggested that visual attention is biased towards threat and it was argued that this bias is an essential component of survival and implicated in anxiety. However, it is less clear how this bias is translated into memory, and specifically into the memory of items presented near a threatening stimulus. Here, we investigated this issue by testing how well people remember neutral and threatening images presented under various task demands. On each trial, observers saw two images before performing a dot-probe task (Experiment 1), a colour discrimination task (Experiment 2), a global or local attention task (Experiment 3), or no task at all (Experiment 4). A recognition memory test was performed at the end of each experiment to assess how the presence of a threatening image influences the memory of both images presented in the display. In all experiments, overall memory was enhanced as more threatening images were presented in the display. However, this enhancement did not occur at the expense of the processing of the surroundings. That is, with the exception of the dot-probe task, memory performance was not affected by an adjacent threatening image. Together, these findings challenge trade-off accounts, which predict that the processing of a threatening stimulus should take place at the expense of the processing of nearby items. Instead, these findings suggest that any effect of threat on the visual processing of the display is short-lived and more limited than previously thought.


2015 ◽  
Vol 20 (1) ◽  
pp. 162-183 ◽  
Author(s):  
ERIN JACQUELYN WHITE ◽  
DEBRA TITONE ◽  
FRED GENESEE ◽  
KARSTEN STEINHAUER

Using event related brain potentials (ERPs), we examined the neurocognitive basis of phonological discrimination of phoneme /h/ in native English speakers and Francophone late second language (L2) learners, as a function of L2 proficiency and stimulus/task demands. In Experiment 1, native and non-native (L2 only) phonological contrasts were presented as syllables during a task that directed attention to phonological form. Phonological categorization was assessed with MMN, N2b and P3b effects. In Experiment 2, the same contrasts were presented as words/ pseudowords during a task that directed attention to semantics. Phonological discrimination was assessed with N400 pseudoword effects. High proficiency L2 learners displayed similar ERPs as native speakers in both experiments; low proficiency L2 learners showed discrimination of non-native contrasts in Experiment 1 (directed attention task) only. Thus, L2 phonological discrimination by late learners may depend on stimulus/task factors and occurs in a wider range of contexts as L2 proficiency improves.


2021 ◽  
pp. 108135
Author(s):  
Helen E. Nuttall ◽  
Gwijde Maegherman ◽  
Joseph T. Devlin ◽  
Patti Adank

2021 ◽  
Vol 15 ◽  
Author(s):  
Jennifer Krizman ◽  
Adam Tierney ◽  
Trent Nicol ◽  
Nina Kraus

While there is evidence for bilingual enhancements of inhibitory control and auditory processing, two processes that are fundamental to daily communication, it is not known how bilinguals utilize these cognitive and sensory enhancements during real-world listening. To test our hypothesis that bilinguals engage their enhanced cognitive and sensory processing in real-world listening situations, bilinguals and monolinguals performed a selective attention task involving competing talkers, a common demand of everyday listening, and then later passively listened to the same competing sentences. During the active and passive listening periods, evoked responses to the competing talkers were collected to understand how online auditory processing facilitates active listening and if this processing differs between bilinguals and monolinguals. Additionally, participants were tested on a separate measure of inhibitory control to see if inhibitory control abilities related with performance on the selective attention task. We found that although monolinguals and bilinguals performed similarly on the selective attention task, the groups differed in the neural and cognitive processes engaged to perform this task, compared to when they were passively listening to the talkers. Specifically, during active listening monolinguals had enhanced cortical phase consistency while bilinguals demonstrated enhanced subcortical phase consistency in the response to the pitch contours of the sentences, particularly during passive listening. Moreover, bilinguals’ performance on the inhibitory control test related with performance on the selective attention test, a relationship that was not seen for monolinguals. These results are consistent with the hypothesis that bilinguals utilize inhibitory control and enhanced subcortical auditory processing in everyday listening situations to engage with sound in ways that are different than monolinguals.


Author(s):  
Theodore P. Zanto ◽  
Adam Gazzaley

This chapter addresses how normal ageing may affect selective attention, sustained attention, divided attention, task-switching, and attentional capture. It is not clear that all aspects of attention are affected by ageing, especially once changes in bottom-up sensory deficits or generalized slowing are taken into account. It also remains to be seen whether deficits in these abilities are evident when task demands are increased. Age-based declines have been reported during many tasks with low cognitive demands on various forms of attention. Fortunately, the older brain retains plasticity and cognitive training and exercise may help reduce negative effects of age on attention. Although no single theory of cognitive ageing may account for the various age-related changes in attention, many aspects have been taken into account, such as generalized slowing, reduced inhibitory processes, the retention of performance abilities via neural compensation, as well as declines in performance with increased task difficulty.


2019 ◽  
Vol 9 (2) ◽  
pp. 28 ◽  
Author(s):  
Tugba Kapanci ◽  
Sarah Merks ◽  
Thomas H. Rammsayer ◽  
Stefan J. Troche

The mental speed approach to individual differences in mental ability (MA) is based on the assumption of higher speed of information processing in individuals with higher than those with lower MA. Empirical support of this assumption has been inconsistent when speed was measured by means of the P3 latency in the event-related potential (ERP). The present study investigated the association between MA and P3 latency as a function of task demands on selective attention. For this purpose, 20 men and 90 women performed on a standard continuous performance test (CPT1 condition) as well as on two further task conditions with lower (CPT0) and higher demands (CPT2) on selective attention. MA and P3 latency negatively correlated in the standard CPT, and this negative relationship even increased systematically from the CPT1 to the CPT2 condition but was absent in the CPT0 condition. The present results indicate that task demands on selective attention are decisive to observe the expected shorter P3 latency in individuals with higher compared to those with lower MA.


2021 ◽  
Author(s):  
Rajwant Sandhu

Multi-modal integration often results in one modality dominating sensory perception. Such dominance is influenced by task demands, processing efficiency, and training. I assessed modality dominance between auditory and visual processing in a paradigm controlling for the first two factors while manipulating the third. In a uni-modal task auditory and visual processing was equated per individual participant. Pre and post training, participants completed a bimodal selective attention task where the relationship between relevant and irrelevant information, and the task-relevant modality changed across trials. Training in one modality was provided between pre and post-training tasks. Training resulted in non-specific speeding post-training. Pre-training, visual information impacted auditory responding more than vice versa and this pattern reversed following training, implying visual dominance pre, and auditory dominance post-training. Results suggest modality dominance is flexible and influenced by experimental design and participant abilities. Research should continue to uncover factors leading to sensory dominance by one modality.


Sign in / Sign up

Export Citation Format

Share Document