Auditory memory for random time patterns

2017 ◽  
Vol 142 (4) ◽  
pp. 2219-2232 ◽  
Author(s):  
HiJee Kang ◽  
Trevor R. Agus ◽  
Daniel Pressnitzer
Keyword(s):  
Auditory Memory ◽  
Random Time ◽  
Time Patterns

scholarly journals Auditory memory for random time patterns in cochlear implant listeners

2021 ◽  
Vol 150 (3) ◽  
pp. 1934-1944
Author(s):  
HiJee Kang ◽  
Olivier Macherey ◽  
Stéphane Roman ◽  
Daniel Pressnitzer
Keyword(s):  
Cochlear Implant ◽  
Auditory Memory ◽  
Random Time ◽  
Time Patterns

Memory for Random Time Patterns in Audition, Touch, and Vision

Neuroscience ◽  
2018 ◽  
Vol 389 ◽  
pp. 118-132 ◽  
Author(s):  
HiJee Kang ◽  
Denis Lancelin ◽  
Daniel Pressnitzer
Keyword(s):  
Random Time ◽  
Time Patterns

scholarly journals Auditory memory for random time patterns in cochlear implant users

2020 ◽  
Author(s):  
HiJee Kang ◽  
Olivier Macherey ◽  
Stéphane Roman ◽  
Daniel Pressnitzer
Keyword(s):  
Cochlear Implant ◽  
Perceptual Learning ◽  
Electric Pulse ◽  
Acoustic Pulse ◽  
Normal Hearing ◽  
Auditory Memory ◽  
Pulse Trains ◽  
Time Patterns ◽  
Additional Challenge ◽  
Temporal Sequences

Learning new sounds is essential for normal hearing listeners and cochlear implant users alike, with the additional challenge for implant users that spectral resolution is severely degraded. Here, the rapid learning of stochastic temporal sequences was evaluated for cochlear implant users using electric pulse trains and for normal hearing listeners using matched acoustic pulse trains. Rapid perceptual learning was observed for both groups, with similar characteristics. Implant users were also able to learn ultra-fast electric temporal sequences unavailable to acoustic hearing. This suggests that cochlear implant users retain the plasticity mechanisms needed for rapid perceptual learning of complex temporal sequences.

Short-Term Auditory Memory, Oral Perception, and Experimental Sound Learning

1969 ◽  
Vol 12 (1) ◽  
pp. 185-192 ◽  
Author(s):  
John L. Locke
Keyword(s):  
Memory Span ◽  
Auditory Memory ◽  
Span Task ◽  
Short Term ◽  
Learning Framework ◽  
Sound Learning ◽  
Oral Perception

Ten children with high scores on an auditory memory span task were significantly better at imitating three non-English phones than 10 children with low auditory memory span scores. An additional 10 children with high scores on an oral stereognosis task were significantly better at imitating two of the three phones than 10 children with low oral stereognosis scores. Auditory memory span and oral stereognosis appear to be important subskills in the learning of new articulations, perhaps explaining their appearance in the literature as “etiologies” of disordered articulation. Although articulation development and the experimental acquisition of non-English phones have certain obvious differences, they seem to share some common processes, suggesting that the sound learning framework may be an efficacious technique for revealing otherwise inaccessible information.

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