Pure tone discrimination with cochlear implants and filter-band spread

For many cochlear implant (CI) users, frequency discrimination is still challenging. We studied the effect of frequency differences relative to the electrode frequency bands on pure tone discrimination. A single-center, prospective, controlled, psychoacoustic exploratory study was conducted in a tertiary university referral center. Thirty-four patients with Cochlear Ltd. and MED-EL CIs and 19 age-matched normal-hearing control subjects were included. Two sinusoidal tones were presented with varying frequency differences. The reference tone frequency was chosen according to the center frequency of basal or apical electrodes. Discrimination abilities were psychophysically measured in a three-interval, two-alternative, forced-choice procedure (3I-2AFC) for various CI electrodes. Hit rates were measured, particularly with respect to discrimination abilities at the corner frequency of the electrode frequency-bands. The mean rate of correct decision concerning pitch difference was about 60% for CI users and about 90% for the normal-hearing control group. In CI users, the difference limen was two semitones, while normal-hearing participants detected the difference of one semitone. No influence of the corner frequency of the CI electrodes was found. In CI users, pure tone discrimination seems to be independent of tone positions relative to the corner frequency of the electrode frequency-band. Differences of 2 semitones can be distinguished within one electrode.

Word Categorization of Vowel Durational Changes in Speech-Modulated Bone-Conducted Ultrasound

Ultrasound can deliver speech information when it is amplitude-modulated with speech and presented via bone conduction. This speech-modulated bone-conducted ultrasound (SM-BCU) can also transmit prosodic information. However, there is insufficient research on the recognition of vowel duration in SM-BCU. The aim of this study was to investigate the categorization of vowel durational changes in SM-BCU using a behavioral test. Eight Japanese-speaking participants with normal hearing participated in a forced-choice behavioral task to discriminate between “hato” (pigeon) and “haato” (heart). Speech signal stimuli were presented in seven duration grades from 220 ms to 340 ms. The threshold at which 50% of responses were “haato” was calculated and compared for air-conducted audible sound (ACAS) and SM-BCU. The boundary width was also evaluated. Although the SM-BCU threshold (mean: 274.6 ms) was significantly longer than the ACAS threshold (mean: 269.6 ms), there were no differences in boundary width. These results suggest that SM-BCU can deliver prosodic information about vowel duration with a similar difference limen to that of ACAS in normal hearing.

Utility of Acoustic Change Complex as an Objective Tool to Evaluate Difference Limen for Intensity in Cochlear Hearing Loss and Auditory Neuropathy Spectrum Disorder

Purpose This study aimed to investigate usefulness of acoustic change complex (ACC) as an objective measure of difference limen for intensity (DLI) in auditory neuropathy spectrum disorders (ANSD) and cochlear hearing loss (CHL). Method The study used a multiple static group comparison research design. Twenty normal-hearing individuals (NH), 19 individuals with ANSD, and 23 individuals with CHL underwent DLI measurement using behavioral (psychoacoustic) techniques and ACC. For eliciting ACC, a 500-ms, 1,000-Hz pure tone was presented at 80 dB SPL. Additionally, six variants of this stimulus with intensity increments of 1, 3, 4, 5, 10, and 20 dB starting 250 ms after stimulus onset were used to elicit the ACC. Results The lowest intensity change that produced replicable and clearly identifiable ACC was referred as objective DLI. In comparison to NH and CHL, the behavioral as well as the objective DLI were significantly larger (poorer) in ANSD ( p < .05). Significantly strong positive correlation existed between DLI obtained using behavioral and objective measures ( p < .05). Conclusions ACC could be a useful objective tool to measure DLI in the clinical population, provided the individuals of the clinical population fulfill the prerequisite of the presence of Auditory Long Latency Responses. Supplemental Material https://doi.org/10.23641/asha.12560132

The Do’s and Don’ts of Psychophysical Methods for Interpretability of Psychometric Functions and Their Descriptors

Many areas of research require measuring psychometric functions or their descriptors (thresholds, slopes, etc.). Data for this purpose are collected with psychophysical methods of various types and justification for the interpretation of results arises from a model of performance grounded in signal detection theory. Decades of research have shown that psychophysical data display features that are incompatible with such framework, questioning the validity of interpretations obtained under it and revealing that psychophysical performance is more complex than this framework entertains. This paper describes the assumptions and formulation of the conventional framework for the two major classes of psychophysical methods (single- and dual-presentation methods) and presents various lines of empirical evidence that the framework is inconsistent with. An alternative framework is then described and shown to account for all the characteristics that the conventional framework regards as anomalies. This alternative process model explicitly separates the sensory, decisional, and response components of performance and represents them via parameters whose estimation characterizes the corresponding processes. Retrospective and prospective evidence of the validity of the alternative framework is also presented. A formal analysis also reveals that some psychophysical methods and response formats are unsuitable for separation of the three components of observed performance. Recommendations are thus given regarding practices that should be avoided and those that should be followed to ensure interpretability of the psychometric function, or descriptors (detection threshold, difference limen, point of subjective equality, etc.) obtained with shortcut methods that do not require estimation of psychometric functions.

The Effects of Visual Cues, Blindfolding, Synesthetic Experience, and Musical Training on Pure-Tone Frequency Discrimination

How perceptual limits can be reduced has long been examined by psychologists. This study investigated whether visual cues, blindfolding, visual-auditory synesthetic experience, and musical training could facilitate a smaller frequency difference limen (FDL) in a gliding frequency discrimination test. Ninety university students, with no visual or auditory impairment, were recruited for this one-between (blindfolded/visual cues) and one-within (control/experimental session) designed study. Their FDLs were tested by an alternative forced-choice task (gliding upwards/gliding downwards/no change) and two questionnaires (Vividness of Mental Imagery Questionnaire and Projector–Associator Test) were used to assess their tendency to synesthesia. The participants provided with visual cues and with musical training showed a significantly smaller FDL; on the other hand, being blindfolded or having a synesthetic experience before could not significantly reduce the FDL. However, no pattern was found between the perception of the gliding upwards and gliding downwards frequencies. Overall, the current study suggests that the inter-sensory perception can be enhanced through the training and facilitation of visual–auditory interaction under the multiple resource model. Future studies are recommended in order to verify the effects of music practice on auditory percepts, and the different mechanisms between perceiving gliding upwards and downwards frequencies.

The Effects of Visual Cues, Blindfold, Synesthetic Experience and Music Training on Pure-Tone Frequency Discrimination

How perceptual limits can be overcome has long been examined by psychologists. This study investigated whether visual cues, blindfolding, visual-auditory synesthetic experience and music training could facilitate a smaller frequency difference limen (FDL) in a gliding frequency discrimination test. It was hoped that the auditory limits could be overcome through visual facilitation, visual deprivation, involuntary cross-modal sensory experience or music practice. Ninety university students, with no visual or auditory impairment, were recruited for this one-between (blindfold/visual cue) and one-within (control/experimental session) designed study. A MATLAB program was prepared to test their FDL by an alternative forced-choice task (gliding upwards/gliding downwards/no change) and two questionnaires (Vividness of Mental Imagery Questionnaire &amp; Projector-Associator Test) were used to assess their tendency to synesthesia. Participants with music training showed a significantly smaller FDL; on the other hand, being blindfolded, being provided with visual cues or having synesthetic experience before could not significantly reduce the FDL. However, the result showed a trend of reduced FDLs through blindfolding. This indicated that visual deprivation might slightly expand the limits in auditory perception. Overall, current study suggests that the inter-sensory perception can be enhanced through training but not though reallocating cognitive resources to certain modalities. Future studies are recommended to verify the effects of music practice on other perceptual limits.

Is the Role of External Feedback in Auditory Skill Learning Age Dependent?

Purpose The purpose of this study is to investigate the role of external feedback in auditory perceptual learning of school-age children as compared with that of adults. Method Forty-eight children (7–9 years of age) and 64 adults (20–35 years of age) conducted a training session using an auditory frequency discrimination (difference limen for frequency) task, with external feedback (EF) provided for half of them. Results Data supported the following findings: (a) Children learned the difference limen for frequency task only when EF was provided. (b) The ability of the children to benefit from EF was associated with better cognitive skills. (c) Adults showed significant learning whether EF was provided or not. (d) In children, within-session learning following training was dependent on the provision of feedback, whereas between-sessions learning occurred irrespective of feedback. Conclusions EF was found beneficial for auditory skill learning of 7–9-year-old children but not for young adults. The data support the supervised Hebbian model for auditory skill learning, suggesting combined bottom-up internal neural feedback controlled by top-down monitoring. In the case of immature executive functions, EF enhanced auditory skill learning. This study has implications for the design of training protocols in the auditory modality for different age groups, as well as for special populations.