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Dimension-specific attention directs learning and listening on auditory training tasks.

Halliday LF, Moore DR, Taylor JL, Amitay S - Atten Percept Psychophys (2011)

Bottom Line: A third, control group did not receive any training.However, only the ID-train group also showed changes in performance accuracy as a function of interval with training on the ID task.These findings suggest that top-down, dimension-specific attention can direct auditory learning, even when this learning is not reflected in conventional performance measures of threshold change.

View Article: PubMed Central - PubMed

Affiliation: MRC Institute of Hearing Research, University Park, Nottingham, NG7 2RD, UK. l.halliday@ucl.ac.uk

ABSTRACT
The relative contributions of bottom-up versus top-down sensory inputs to auditory learning are not well established. In our experiment, listeners were instructed to perform either a frequency discrimination (FD) task ("FD-train group") or an intensity discrimination (ID) task ("ID-train group") during training on a set of physically identical tones that were impossible to discriminate consistently above chance, allowing us to vary top-down attention whilst keeping bottom-up inputs fixed. A third, control group did not receive any training. Only the FD-train group improved on a FD probe following training, whereas all groups improved on ID following training. However, only the ID-train group also showed changes in performance accuracy as a function of interval with training on the ID task. These findings suggest that top-down, dimension-specific attention can direct auditory learning, even when this learning is not reflected in conventional performance measures of threshold change.

Show MeSH
Experimental design. The frequency discrimination (FD-train) and intensity discrimination (ID-train) groups completed all three phases (pretraining, training, and posttraining). The only difference between the FD-train and ID-train groups was the instructions that they received during training (“Which tone was higher in pitch?” vs. “Which tone was louder in volume?”). The control group completed the pre- and posttraining phases but did not complete any training trials during the training phase
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Fig1: Experimental design. The frequency discrimination (FD-train) and intensity discrimination (ID-train) groups completed all three phases (pretraining, training, and posttraining). The only difference between the FD-train and ID-train groups was the instructions that they received during training (“Which tone was higher in pitch?” vs. “Which tone was louder in volume?”). The control group completed the pre- and posttraining phases but did not complete any training trials during the training phase

Mentions: The experiment comprised three phases: pretraining, training, and posttraining (Fig. 1). All phases were completed in a single session, in a sound-attenuated booth. The study protocol was approved by the Nottingham NHS Trust Research Ethics Committee.Fig. 1


Dimension-specific attention directs learning and listening on auditory training tasks.

Halliday LF, Moore DR, Taylor JL, Amitay S - Atten Percept Psychophys (2011)

Experimental design. The frequency discrimination (FD-train) and intensity discrimination (ID-train) groups completed all three phases (pretraining, training, and posttraining). The only difference between the FD-train and ID-train groups was the instructions that they received during training (“Which tone was higher in pitch?” vs. “Which tone was louder in volume?”). The control group completed the pre- and posttraining phases but did not complete any training trials during the training phase
© Copyright Policy
Related In: Results  -  Collection

Show All Figures
getmorefigures.php?uid=PMC3117994&req=5

Fig1: Experimental design. The frequency discrimination (FD-train) and intensity discrimination (ID-train) groups completed all three phases (pretraining, training, and posttraining). The only difference between the FD-train and ID-train groups was the instructions that they received during training (“Which tone was higher in pitch?” vs. “Which tone was louder in volume?”). The control group completed the pre- and posttraining phases but did not complete any training trials during the training phase
Mentions: The experiment comprised three phases: pretraining, training, and posttraining (Fig. 1). All phases were completed in a single session, in a sound-attenuated booth. The study protocol was approved by the Nottingham NHS Trust Research Ethics Committee.Fig. 1

Bottom Line: A third, control group did not receive any training.However, only the ID-train group also showed changes in performance accuracy as a function of interval with training on the ID task.These findings suggest that top-down, dimension-specific attention can direct auditory learning, even when this learning is not reflected in conventional performance measures of threshold change.

View Article: PubMed Central - PubMed

Affiliation: MRC Institute of Hearing Research, University Park, Nottingham, NG7 2RD, UK. l.halliday@ucl.ac.uk

ABSTRACT
The relative contributions of bottom-up versus top-down sensory inputs to auditory learning are not well established. In our experiment, listeners were instructed to perform either a frequency discrimination (FD) task ("FD-train group") or an intensity discrimination (ID) task ("ID-train group") during training on a set of physically identical tones that were impossible to discriminate consistently above chance, allowing us to vary top-down attention whilst keeping bottom-up inputs fixed. A third, control group did not receive any training. Only the FD-train group improved on a FD probe following training, whereas all groups improved on ID following training. However, only the ID-train group also showed changes in performance accuracy as a function of interval with training on the ID task. These findings suggest that top-down, dimension-specific attention can direct auditory learning, even when this learning is not reflected in conventional performance measures of threshold change.

Show MeSH