Resolving Precise Temporal Processing Properties of the Auditory System Using Continuous Stimuli

2009 ◽  
Vol 102 (1) ◽  
pp. 349-359 ◽  
Author(s):  
Edmund C. Lalor ◽  
Alan J. Power ◽  
Richard B. Reilly ◽  
John J. Foxe

In natural environments complex and continuous auditory stimulation is virtually ubiquitous. The human auditory system has evolved to efficiently process an infinitude of everyday sounds, which range from short, simple bursts of noise to signals with a much higher order of information such as speech. Investigation of temporal processing in this system using the event-related potential (ERP) technique has led to great advances in our knowledge. However, this method is restricted by the need to present simple, discrete, repeated stimuli to obtain a useful response. Alternatively the continuous auditory steady-state response is used, although this method reduces the evoked response to its fundamental frequency component at the expense of useful information on the timing of response transmission through the auditory system. In this report, we describe a method for eliciting a novel ERP, which circumvents these limitations, known as the AESPA (auditory-evoked spread spectrum analysis). This method uses rapid amplitude modulation of audio carrier signals to estimate the impulse response of the auditory system. We show AESPA responses with high signal-to-noise ratios obtained using two types of carrier wave: a 1-kHz tone and broadband noise. To characterize these responses, they are compared with auditory-evoked potentials elicited using standard techniques. A number of similarities and differences between the responses are noted and these are discussed in light of the differing stimulation and analysis methods used. Data are presented that demonstrate the generalizability of the AESPA method and a number of applications are proposed.

2018 ◽  
Vol 49 (6) ◽  
pp. 367-378 ◽  
Author(s):  
Kathryn Rieger ◽  
Marie-Helene Rarra ◽  
Laura Diaz Hernandez ◽  
Daniela Hubl ◽  
Thomas Koenig

Auditory verbal hallucinations depend on a broad neurobiological network ranging from the auditory system to language as well as memory-related processes. As part of this, the auditory N100 event-related potential (ERP) component is attenuated in patients with schizophrenia, with stronger attenuation occurring during auditory verbal hallucinations. Changes in the N100 component assumingly reflect disturbed responsiveness of the auditory system toward external stimuli in schizophrenia. With this premise, we investigated the therapeutic utility of neurofeedback training to modulate the auditory-evoked N100 component in patients with schizophrenia and associated auditory verbal hallucinations. Ten patients completed electroencephalography neurofeedback training for modulation of N100 (treatment condition) or another unrelated component, P200 (control condition). On a behavioral level, only the control group showed a tendency for symptom improvement in the Positive and Negative Syndrome Scale total score in a pre-/postcomparison ( t(4) = 2.71, P = .054); however, no significant differences were found in specific hallucination related symptoms ( t(7) = −0.53, P = .62). There was no significant overall effect of neurofeedback training on ERP components in our paradigm; however, we were able to identify different learning patterns, and found a correlation between learning and improvement in auditory verbal hallucination symptoms across training sessions ( r = 0.664, n = 9, P = .05). This effect results, with cautious interpretation due to the small sample size, primarily from the treatment group ( r = 0.97, n = 4, P = .03). In particular, a within-session learning parameter showed utility for predicting symptom improvement with neurofeedback training. In conclusion, patients with schizophrenia and associated auditory verbal hallucinations who exhibit a learning pattern more characterized by within-session aptitude may benefit from electroencephalography neurofeedback. Furthermore, independent of the training group, a significant spatial pre-post difference was found in the event-related component P200 ( P = .04).


2014 ◽  
Vol 155 (38) ◽  
pp. 1524-1529
Author(s):  
Ádám Bach ◽  
Ferenc Tóth ◽  
Vera Matievics ◽  
József Géza Kiss ◽  
József Jóri ◽  
...  

Introduction: Cortical auditory evoked potentials can provide objective information about the highest level of the auditory system. Aim: The purpose of the authors was to introduce a new tool, the “HEARLab” which can be routinely used in clinical practice for the measurement of the cortical auditory evoked potentials. In addition, they wanted to establish standards of the analyzed parameters in subjects with normal hearing. Method: 25 adults with normal hearing were tested with speech stimuli, and frequency specific examinations were performed utilizing pure tone stimuli. Results: The findings regarding the latency and amplitude analyses of the evoked potentials confirm previously published results of this novel method. Conclusions: The HEARLAb can be a great help when performance of the conventional audiological examinations is complicated. The examination can be performed in uncooperative subjects even in the presence of hearing aids. The test is frequency specific and does not require anesthesia. Orv. Hetil., 2014, 155(38), 1524–1529.


2018 ◽  
Vol 23 (01) ◽  
pp. 031-035
Author(s):  
Daiane Lima ◽  
Simone Regaçone ◽  
Anna Oliveira ◽  
Yara Alcântara ◽  
Eduardo Chagas ◽  
...  

Introduction Cortical auditory evoked potentials (CAEPs) are bioelectric responses that occur from acoustic stimulations, and they assess the functionality of the central auditory system. Objective The objective of the present study was to analyze the effect of musical stimulation on CAEPs. Methods The sample consisted of 42 healthy female subjects, aged between 18 and 24 years, divided into two groups – G1: without musical stimulation prior to the CAEP examination; and G2: with stimulation prior to the examination. In both groups, as a pre-collection procedure, the complete basic audiological evaluation was performed. For the musical stimulation performed in G2, we used an MP4 player programmed to play Pachelbel's “Canon in D Major” for five minutes prior to the CAEP examination. To analyze the effect on the groups, the ear side and the ide–group interaction , a mixed analysis of variance (ANOVA) of repeated measures was performed. Box M test and Mauchly sphericity test were also performed. Results Test differences were considered statistically significant when the p-value was < 0.05 (5%). Thus, it was possible to observe that there was a statistically significant difference of the P2 component characterized by the decrease in the amplitude of response in the left ear in G2 when comparing the responses of CAEP with and without prior musical stimulation. Conclusion The result of the present study enabled us to conclude that there was a change in the response of CAEPs with musical stimulation.


1998 ◽  
Vol 104 (4) ◽  
pp. 2385-2399 ◽  
Author(s):  
Anne Strouse ◽  
Daniel H. Ashmead ◽  
Ralph N. Ohde ◽  
D. Wesley Grantham

2012 ◽  
Vol 14 (1) ◽  
pp. 103-124 ◽  
Author(s):  
Colette M. McKay ◽  
Hubert H. Lim ◽  
Thomas Lenarz

2010 ◽  
Vol 22 (2) ◽  
pp. 392-403 ◽  
Author(s):  
Claude Alain ◽  
Sandra Campeanu ◽  
Kelly Tremblay

Perceptual learning is sometimes characterized by rapid improvements in performance within the first hour of training (fast perceptual learning), which may be accompanied by changes in sensory and/or response pathways. Here, we report rapid physiological changes in the human auditory system that coincide with learning during a 1-hour test session in which participants learned to identify two consonant vowel syllables that differed in voice onset time. Within each block of trials, listeners were also presented with a broadband noise control stimulus to determine whether changes in auditory evoked potentials were specific to the trained speech cue. The ability to identify the speech sounds improved from the first to the fourth block of trials and remained relatively constant thereafter. This behavioral improvement coincided with a decrease in N1 and P2 amplitude, and these learning-related changes differed from those observed for the noise stimulus. These training-induced changes in sensory evoked responses were followed by an increased negative peak (between 275 and 330 msec) over fronto-central sites and by an increase in sustained activity over the parietal regions. Although the former was also observed for the noise stimulus, the latter was specific to the speech sounds. The results are consistent with a top–down nonspecific attention effect on neural activity during learning as well as a more learning-specific modulation, which is coincident with behavioral improvements in speech identification.


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