Direct Learning in Auditory Perception: An Information-Space Analysis of Auditory Perceptual Learning of Object Length

2015 ◽  
Vol 27 (4) ◽  
pp. 335-356 ◽  
Author(s):  
Drew H. Abney ◽  
Jeffrey B. Wagman
1998 ◽  
Vol 4 (10) ◽  
Author(s):  
Robert Neches ◽  
Sameer Abhinkar ◽  
Fangqi Hu ◽  
Ragy Eleish ◽  
In-Young Ko ◽  
...  

2021 ◽  
Author(s):  
Tysen Drew Dauer ◽  
Molly J. Henry ◽  
Bjorn Herrmann

Detecting and learning structure in sounds is fundamental to human auditory perception. Evidence for such auditory perceptual learning comes from previous studies where listeners were better at detecting repetitions of a short noise snippet embedded in longer, ongoing noise when the same snippet recurred across trials compared to when the snippet was novel in each trial. However, previous work has mainly used (a) temporally regular presentations of the repeating noise snippet and (b) highly predictable inter-trial onset timings for the snippet sequences. As a result, it is unclear how these temporal features affect perceptual learning. In five online experiments, participants judged whether or not a repeating noise snippet was present, unaware that the snippet could be unique to that trial or used in multiple trials. In two experiments, temporal regularity was manipulated by jittering the timing of noise-snippet repetitions within a trial. In two subsequent experiments, temporal onset certainty was manipulated by varying the onset time of the entire snippet sequence across trials. We found that both temporal jittering and onset uncertainty reduced auditory perceptual learning. In addition, we observed that these reductions in perceptual learning were ameliorated when the same snippet occurred in both temporally manipulated and unmanipulated trials. Our study demonstrates the importance of temporal regularity and onset certainty for auditory perceptual learning.


Author(s):  
Vladimir Hahanov ◽  
Wajeb Gharibi ◽  
Dong Won Park ◽  
Eugenia Litvinova

Author(s):  
Martin Chavant ◽  
Alexis Hervais-Adelman ◽  
Olivier Macherey

Purpose An increasing number of individuals with residual or even normal contralateral hearing are being considered for cochlear implantation. It remains unknown whether the presence of contralateral hearing is beneficial or detrimental to their perceptual learning of cochlear implant (CI)–processed speech. The aim of this experiment was to provide a first insight into this question using acoustic simulations of CI processing. Method Sixty normal-hearing listeners took part in an auditory perceptual learning experiment. Each subject was randomly assigned to one of three groups of 20 referred to as NORMAL, LOWPASS, and NOTHING. The experiment consisted of two test phases separated by a training phase. In the test phases, all subjects were tested on recognition of monosyllabic words passed through a six-channel “PSHC” vocoder presented to a single ear. In the training phase, which consisted of listening to a 25-min audio book, all subjects were also presented with the same vocoded speech in one ear but the signal they received in their other ear differed across groups. The NORMAL group was presented with the unprocessed speech signal, the LOWPASS group with a low-pass filtered version of the speech signal, and the NOTHING group with no sound at all. Results The improvement in speech scores following training was significantly smaller for the NORMAL than for the LOWPASS and NOTHING groups. Conclusions This study suggests that the presentation of normal speech in the contralateral ear reduces or slows down perceptual learning of vocoded speech but that an unintelligible low-pass filtered contralateral signal does not have this effect. Potential implications for the rehabilitation of CI patients with partial or full contralateral hearing are discussed.


1973 ◽  
Vol 16 (3) ◽  
pp. 482-487 ◽  
Author(s):  
June D. Knafle

One hundred and eighty-nine kindergarten children were given a CVCC rhyming test which included four slightly different types of auditory differentiation. They obtained a greater number of correct scores on categories that provided maximum contrasts of final consonant sounds than they did on categories that provided less than maximum contrasts of final consonant sounds. For both sexes, significant differences were found between the categories; although the sex differences were not significant, girls made more correct rhyming responses than boys on the most difficult category.


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