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Sample records for auditory spatial learning

  1. Cross auditory-spatial learning in early-blind individuals.

    PubMed

    Chan, Chetwyn C H; Wong, Alex W K; Ting, Kin-Hung; Whitfield-Gabrieli, Susan; He, Jufang; Lee, Tatia M C

    2012-11-01

    Cross-modal processing enables the utilization of information received via different sensory organs to facilitate more complicated human actions. We used functional MRI on early-blind individuals to study the neural processes associated with cross auditory-spatial learning. The auditory signals, converted from echoes of ultrasonic signals emitted from a navigation device, were novel to the participants. The subjects were trained repeatedly for 4 weeks in associating the auditory signals with different distances. Subjects' blood-oxygenation-level-dependent responses were captured at baseline and after training using a sound-to-distance judgment task. Whole-brain analyses indicated that the task used in the study involved auditory discrimination as well as spatial localization. The learning process was shown to be mediated by the inferior parietal cortex and the hippocampus, suggesting the integration and binding of auditory features to distances. The right cuneus was found to possibly serve a general rather than a specific role, forming an occipital-enhanced network for cross auditory-spatial learning. This functional network is likely to be unique to those with early blindness, since the normal-vision counterparts shared activities only in the parietal cortex. PMID:21932260

  2. Learning-induced plasticity in auditory spatial representations revealed by electrical neuroimaging.

    PubMed

    Spierer, Lucas; Tardif, Eric; Sperdin, Holger; Murray, Micah M; Clarke, Stephanie

    2007-05-16

    Auditory spatial representations are likely encoded at a population level within human auditory cortices. We investigated learning-induced plasticity of spatial discrimination in healthy subjects using auditory-evoked potentials (AEPs) and electrical neuroimaging analyses. Stimuli were 100 ms white-noise bursts lateralized with varying interaural time differences. In three experiments, plasticity was induced with 40 min of discrimination training. During training, accuracy significantly improved from near-chance levels to approximately 75%. Before and after training, AEPs were recorded to stimuli presented passively with a more medial sound lateralization outnumbering a more lateral one (7:1). In experiment 1, the same lateralizations were used for training and AEP sessions. Significant AEP modulations to the different lateralizations were evident only after training, indicative of a learning-induced mismatch negativity (MMN). More precisely, this MMN at 195-250 ms after stimulus onset followed from differences in the AEP topography to each stimulus position, indicative of changes in the underlying brain network. In experiment 2, mirror-symmetric locations were used for training and AEP sessions; no training-related AEP modulations or MMN were observed. In experiment 3, the discrimination of trained plus equidistant untrained separations was tested psychophysically before and 0, 6, 24, and 48 h after training. Learning-induced plasticity lasted <6 h, did not generalize to untrained lateralizations, and was not the simple result of strengthening the representation of the trained lateralizations. Thus, learning-induced plasticity of auditory spatial discrimination relies on spatial comparisons, rather than a spatial anchor or a general comparator. Furthermore, cortical auditory representations of space are dynamic and subject to rapid reorganization. PMID:17507569

  3. Auditory Spatial Layout

    NASA Technical Reports Server (NTRS)

    Wightman, Frederic L.; Jenison, Rick

    1995-01-01

    All auditory sensory information is packaged in a pair of acoustical pressure waveforms, one at each ear. While there is obvious structure in these waveforms, that structure (temporal and spectral patterns) bears no simple relationship to the structure of the environmental objects that produced them. The properties of auditory objects and their layout in space must be derived completely from higher level processing of the peripheral input. This chapter begins with a discussion of the peculiarities of acoustical stimuli and how they are received by the human auditory system. A distinction is made between the ambient sound field and the effective stimulus to differentiate the perceptual distinctions among various simple classes of sound sources (ambient field) from the known perceptual consequences of the linear transformations of the sound wave from source to receiver (effective stimulus). Next, the definition of an auditory object is dealt with, specifically the question of how the various components of a sound stream become segregated into distinct auditory objects. The remainder of the chapter focuses on issues related to the spatial layout of auditory objects, both stationary and moving.

  4. Impairment of olfactory, auditory, and spatial serial reversal learning in rats recovered from pyrithiamine-induced thiamine deficiency.

    PubMed

    Mair, R G; Knoth, R L; Rabchenuk, S A; Langlais, P J

    1991-06-01

    Rats that had recovered from pyrithiamine-induced thiamine deficiency (PTD) were compared with controls for spatial, auditory, and olfactory serial reversal learning (SRL); spatial matching to sample (MTS); auditory go-no-go discrimination; and open-field exploration. PTD rats made more errors reaching criterion for SRL in all modalities but showed normal transfer effects between problems. PTD rats were also impaired in learning the go-no-go and MTS tasks and showed consistent alterations in exploratory activity. It is argued that the PTD rat, like human Korsakoff patients, have impairments of learning and memory (but spared capacity for reference memory) that extend across sensory modalities. Postmortem analyses showed normal indices of cortical cholinergic, noradrenergic, dopaminergic, and serotonergic function and consistent bilateral lesions of the thalamus, which were centered on the internal medullary lamina, and the medial mammillary nucleus. PMID:1907457

  5. Incidental Auditory Category Learning

    PubMed Central

    Gabay, Yafit; Dick, Frederic K.; Zevin, Jason D.; Holt, Lori L.

    2015-01-01

    Very little is known about how auditory categories are learned incidentally, without instructions to search for category-diagnostic dimensions, overt category decisions, or experimenter-provided feedback. This is an important gap because learning in the natural environment does not arise from explicit feedback and there is evidence that the learning systems engaged by traditional tasks are distinct from those recruited by incidental category learning. We examined incidental auditory category learning with a novel paradigm, the Systematic Multimodal Associations Reaction Time (SMART) task, in which participants rapidly detect and report the appearance of a visual target in one of four possible screen locations. Although the overt task is rapid visual detection, a brief sequence of sounds precedes each visual target. These sounds are drawn from one of four distinct sound categories that predict the location of the upcoming visual target. These many-to-one auditory-to-visuomotor correspondences support incidental auditory category learning. Participants incidentally learn categories of complex acoustic exemplars and generalize this learning to novel exemplars and tasks. Further, learning is facilitated when category exemplar variability is more tightly coupled to the visuomotor associations than when the same stimulus variability is experienced across trials. We relate these findings to phonetic category learning. PMID:26010588

  6. Auditory-motor learning influences auditory memory for music.

    PubMed

    Brown, Rachel M; Palmer, Caroline

    2012-05-01

    In two experiments, we investigated how auditory-motor learning influences performers' memory for music. Skilled pianists learned novel melodies in four conditions: auditory only (listening), motor only (performing without sound), strongly coupled auditory-motor (normal performance), and weakly coupled auditory-motor (performing along with auditory recordings). Pianists' recognition of the learned melodies was better following auditory-only or auditory-motor (weakly coupled and strongly coupled) learning than following motor-only learning, and better following strongly coupled auditory-motor learning than following auditory-only learning. Auditory and motor imagery abilities modulated the learning effects: Pianists with high auditory imagery scores had better recognition following motor-only learning, suggesting that auditory imagery compensated for missing auditory feedback at the learning stage. Experiment 2 replicated the findings of Experiment 1 with melodies that contained greater variation in acoustic features. Melodies that were slower and less variable in tempo and intensity were remembered better following weakly coupled auditory-motor learning. These findings suggest that motor learning can aid performers' auditory recognition of music beyond auditory learning alone, and that motor learning is influenced by individual abilities in mental imagery and by variation in acoustic features. PMID:22271265

  7. Auditory spatial processing in Alzheimer's disease.

    PubMed

    Golden, Hannah L; Nicholas, Jennifer M; Yong, Keir X X; Downey, Laura E; Schott, Jonathan M; Mummery, Catherine J; Crutch, Sebastian J; Warren, Jason D

    2015-01-01

    The location and motion of sounds in space are important cues for encoding the auditory world. Spatial processing is a core component of auditory scene analysis, a cognitively demanding function that is vulnerable in Alzheimer's disease. Here we designed a novel neuropsychological battery based on a virtual space paradigm to assess auditory spatial processing in patient cohorts with clinically typical Alzheimer's disease (n = 20) and its major variant syndrome, posterior cortical atrophy (n = 12) in relation to healthy older controls (n = 26). We assessed three dimensions of auditory spatial function: externalized versus non-externalized sound discrimination, moving versus stationary sound discrimination and stationary auditory spatial position discrimination, together with non-spatial auditory and visual spatial control tasks. Neuroanatomical correlates of auditory spatial processing were assessed using voxel-based morphometry. Relative to healthy older controls, both patient groups exhibited impairments in detection of auditory motion, and stationary sound position discrimination. The posterior cortical atrophy group showed greater impairment for auditory motion processing and the processing of a non-spatial control complex auditory property (timbre) than the typical Alzheimer's disease group. Voxel-based morphometry in the patient cohort revealed grey matter correlates of auditory motion detection and spatial position discrimination in right inferior parietal cortex and precuneus, respectively. These findings delineate auditory spatial processing deficits in typical and posterior Alzheimer's disease phenotypes that are related to posterior cortical regions involved in both syndromic variants and modulated by the syndromic profile of brain degeneration. Auditory spatial deficits contribute to impaired spatial awareness in Alzheimer's disease and may constitute a novel perceptual model for probing brain network disintegration across the Alzheimer's disease

  8. Spatial auditory processing in pinnipeds

    NASA Astrophysics Data System (ADS)

    Holt, Marla M.

    Given the biological importance of sound for a variety of activities, pinnipeds must be able to obtain spatial information about their surroundings thorough acoustic input in the absence of other sensory cues. The three chapters of this dissertation address spatial auditory processing capabilities of pinnipeds in air given that these amphibious animals use acoustic signals for reproduction and survival on land. Two chapters are comparative lab-based studies that utilized psychophysical approaches conducted in an acoustic chamber. Chapter 1 addressed the frequency-dependent sound localization abilities at azimuth of three pinniped species (the harbor seal, Phoca vitulina, the California sea lion, Zalophus californianus, and the northern elephant seal, Mirounga angustirostris). While performances of the sea lion and harbor seal were consistent with the duplex theory of sound localization, the elephant seal, a low-frequency hearing specialist, showed a decreased ability to localize the highest frequencies tested. In Chapter 2 spatial release from masking (SRM), which occurs when a signal and masker are spatially separated resulting in improvement in signal detectability relative to conditions in which they are co-located, was determined in a harbor seal and sea lion. Absolute and masked thresholds were measured at three frequencies and azimuths to determine the detection advantages afforded by this type of spatial auditory processing. Results showed that hearing sensitivity was enhanced by up to 19 and 12 dB in the harbor seal and sea lion, respectively, when the signal and masker were spatially separated. Chapter 3 was a field-based study that quantified both sender and receiver variables of the directional properties of male northern elephant seal calls produce within communication system that serves to delineate dominance status. This included measuring call directivity patterns, observing male-male vocally-mediated interactions, and an acoustic playback study

  9. Semantic Elaboration in Auditory and Visual Spatial Memory

    PubMed Central

    Taevs, Meghan; Dahmani, Louisa; Zatorre, Robert J.; Bohbot, Véronique D.

    2010-01-01

    The aim of this study was to investigate the hypothesis that semantic information facilitates auditory and visual spatial learning and memory. An auditory spatial task was administered, whereby healthy participants were placed in the center of a semi-circle that contained an array of speakers where the locations of nameable and non-nameable sounds were learned. In the visual spatial task, locations of pictures of abstract art intermixed with nameable objects were learned by presenting these items in specific locations on a computer screen. Participants took part in both the auditory and visual spatial tasks, which were counterbalanced for order and were learned at the same rate. Results showed that learning and memory for the spatial locations of nameable sounds and pictures was significantly better than for non-nameable stimuli. Interestingly, there was a cross-modal learning effect such that the auditory task facilitated learning of the visual task and vice versa. In conclusion, our results support the hypotheses that the semantic representation of items, as well as the presentation of items in different modalities, facilitate spatial learning and memory. PMID:21833283

  10. Tactile feedback improves auditory spatial localization.

    PubMed

    Gori, Monica; Vercillo, Tiziana; Sandini, Giulio; Burr, David

    2014-01-01

    Our recent studies suggest that congenitally blind adults have severely impaired thresholds in an auditory spatial bisection task, pointing to the importance of vision in constructing complex auditory spatial maps (Gori et al., 2014). To explore strategies that may improve the auditory spatial sense in visually impaired people, we investigated the impact of tactile feedback on spatial auditory localization in 48 blindfolded sighted subjects. We measured auditory spatial bisection thresholds before and after training, either with tactile feedback, verbal feedback, or no feedback. Audio thresholds were first measured with a spatial bisection task: subjects judged whether the second sound of a three sound sequence was spatially closer to the first or the third sound. The tactile feedback group underwent two audio-tactile feedback sessions of 100 trials, where each auditory trial was followed by the same spatial sequence played on the subject's forearm; auditory spatial bisection thresholds were evaluated after each session. In the verbal feedback condition, the positions of the sounds were verbally reported to the subject after each feedback trial. The no feedback group did the same sequence of trials, with no feedback. Performance improved significantly only after audio-tactile feedback. The results suggest that direct tactile feedback interacts with the auditory spatial localization system, possibly by a process of cross-sensory recalibration. Control tests with the subject rotated suggested that this effect occurs only when the tactile and acoustic sequences are spatially congruent. Our results suggest that the tactile system can be used to recalibrate the auditory sense of space. These results encourage the possibility of designing rehabilitation programs to help blind persons establish a robust auditory sense of space, through training with the tactile modality. PMID:25368587

  11. Auditory learning: a developmental method.

    PubMed

    Zhang, Yilu; Weng, Juyang; Hwang, Wey-Shiuan

    2005-05-01

    Motivated by the human autonomous development process from infancy to adulthood, we have built a robot that develops its cognitive and behavioral skills through real-time interactions with the environment. We call such a robot a developmental robot. In this paper, we present the theory and the architecture to implement a developmental robot and discuss the related techniques that address an array of challenging technical issues. As an application, experimental results on a real robot, self-organizing, autonomous, incremental learner (SAIL), are presented with emphasis on its audition perception and audition-related action generation. In particular, the SAIL robot conducts the auditory learning from unsegmented and unlabeled speech streams without any prior knowledge about the auditory signals, such as the designated language or the phoneme models. Neither available before learning starts are the actions that the robot is expected to perform. SAIL learns the auditory commands and the desired actions from physical contacts with the environment including the trainers. PMID:15940990

  12. Spatial Coherence in Auditory Cortical Activity Fluctuations

    NASA Astrophysics Data System (ADS)

    Yoshida, Takamasa; Katura, Takusige; Yamazaki, Kyoko; Tanaka, Shigeru; Iwamoto, Mitsumasa; Tanaka, Naoki

    2007-07-01

    We examined activity fluctuations as ongoing and spontaneous activities that were recorded with voltage sensitive dye imaging in the auditory cortex of guinea pigs. We investigated whether such activities demonstrated spatial coherence, which represents the cortical functional organization. We used independent component analysis to extract neural activities from observed signals and a scaled signal-plus-noise model to estimate ongoing activities from the neural activities including response components. We mapped the correlation between the time courses in each channel and in the others for the whole observed region. Ongoing and spontaneous activities in the auditory cortex were found to have strong spatial coherence corresponding to the tonotopy, which is one of auditory functional organization.

  13. Auditory spatial attention representations in the human cerebral cortex.

    PubMed

    Kong, Lingqiang; Michalka, Samantha W; Rosen, Maya L; Sheremata, Summer L; Swisher, Jascha D; Shinn-Cunningham, Barbara G; Somers, David C

    2014-03-01

    Auditory spatial attention serves important functions in auditory source separation and selection. Although auditory spatial attention mechanisms have been generally investigated, the neural substrates encoding spatial information acted on by attention have not been identified in the human neocortex. We performed functional magnetic resonance imaging experiments to identify cortical regions that support auditory spatial attention and to test 2 hypotheses regarding the coding of auditory spatial attention: 1) auditory spatial attention might recruit the visuospatial maps of the intraparietal sulcus (IPS) to create multimodal spatial attention maps; 2) auditory spatial information might be encoded without explicit cortical maps. We mapped visuotopic IPS regions in individual subjects and measured auditory spatial attention effects within these regions of interest. Contrary to the multimodal map hypothesis, we observed that auditory spatial attentional modulations spared the visuotopic maps of IPS; the parietal regions activated by auditory attention lacked map structure. However, multivoxel pattern analysis revealed that the superior temporal gyrus and the supramarginal gyrus contained significant information about the direction of spatial attention. These findings support the hypothesis that auditory spatial information is coded without a cortical map representation. Our findings suggest that audiospatial and visuospatial attention utilize distinctly different spatial coding schemes. PMID:23180753

  14. The plastic ear and perceptual relearning in auditory spatial perception

    PubMed Central

    Carlile, Simon

    2014-01-01

    The auditory system of adult listeners has been shown to accommodate to altered spectral cues to sound location which presumably provides the basis for recalibration to changes in the shape of the ear over a life time. Here we review the role of auditory and non-auditory inputs to the perception of sound location and consider a range of recent experiments looking at the role of non-auditory inputs in the process of accommodation to these altered spectral cues. A number of studies have used small ear molds to modify the spectral cues that result in significant degradation in localization performance. Following chronic exposure (10–60 days) performance recovers to some extent and recent work has demonstrated that this occurs for both audio-visual and audio-only regions of space. This begs the questions as to the teacher signal for this remarkable functional plasticity in the adult nervous system. Following a brief review of influence of the motor state in auditory localization, we consider the potential role of auditory-motor learning in the perceptual recalibration of the spectral cues. Several recent studies have considered how multi-modal and sensory-motor feedback might influence accommodation to altered spectral cues produced by ear molds or through virtual auditory space stimulation using non-individualized spectral cues. The work with ear molds demonstrates that a relatively short period of training involving audio-motor feedback (5–10 days) significantly improved both the rate and extent of accommodation to altered spectral cues. This has significant implications not only for the mechanisms by which this complex sensory information is encoded to provide spatial cues but also for adaptive training to altered auditory inputs. The review concludes by considering the implications for rehabilitative training with hearing aids and cochlear prosthesis. PMID:25147497

  15. Transfer of Noncorresponding Spatial Associations to the Auditory Simon Task

    ERIC Educational Resources Information Center

    Proctor, Robert W.; Yamaguchi, Motonori; Vu, Kim-Phuong L.

    2007-01-01

    Four experiments examined transfer of noncorresponding spatial stimulus-response associations to an auditory Simon task for which stimulus location was irrelevant. Experiment 1 established that, for a horizontal auditory Simon task, transfer of spatial associations occurs after 300 trials of practice with an incompatible mapping of auditory

  16. Impairment of auditory spatial localization in congenitally blind human subjects.

    PubMed

    Gori, Monica; Sandini, Giulio; Martinoli, Cristina; Burr, David C

    2014-01-01

    Several studies have demonstrated enhanced auditory processing in the blind, suggesting that they compensate their visual impairment in part with greater sensitivity of the other senses. However, several physiological studies show that early visual deprivation can impact negatively on auditory spatial localization. Here we report for the first time severely impaired auditory localization in the congenitally blind: thresholds for spatially bisecting three consecutive, spatially-distributed sound sources were seriously compromised, on average 4.2-fold typical thresholds, and half performing at random. In agreement with previous studies, these subjects showed no deficits on simpler auditory spatial tasks or with auditory temporal bisection, suggesting that the encoding of Euclidean auditory relationships is specifically compromised in the congenitally blind. It points to the importance of visual experience in the construction and calibration of auditory spatial maps, with implications for rehabilitation strategies for the congenitally blind. PMID:24271326

  17. Impairment of auditory spatial localization in congenitally blind human subjects

    PubMed Central

    Gori, Monica; Sandini, Giulio; Martinoli, Cristina

    2014-01-01

    Several studies have demonstrated enhanced auditory processing in the blind, suggesting that they compensate their visual impairment in part with greater sensitivity of the other senses. However, several physiological studies show that early visual deprivation can impact negatively on auditory spatial localization. Here we report for the first time severely impaired auditory localization in the congenitally blind: thresholds for spatially bisecting three consecutive, spatially-distributed sound sources were seriously compromised, on average 4.2-fold typical thresholds, and half performing at random. In agreement with previous studies, these subjects showed no deficits on simpler auditory spatial tasks or with auditory temporal bisection, suggesting that the encoding of Euclidean auditory relationships is specifically compromised in the congenitally blind. It points to the importance of visual experience in the construction and calibration of auditory spatial maps, with implications for rehabilitation strategies for the congenitally blind. PMID:24271326

  18. Multichannel Spatial Auditory Display for Speed Communications

    NASA Technical Reports Server (NTRS)

    Begault, Durand R.; Erbe, Tom

    1994-01-01

    A spatial auditory display for multiple speech communications was developed at NASA/Ames Research Center. Input is spatialized by the use of simplifiedhead-related transfer functions, adapted for FIR filtering on Motorola 56001 digital signal processors. Hardware and firmware design implementations are overviewed for the initial prototype developed for NASA-Kennedy Space Center. An adaptive staircase method was used to determine intelligibility levels of four-letter call signs used by launch personnel at NASA against diotic speech babble. Spatial positions at 30 degree azimuth increments were evaluated. The results from eight subjects showed a maximum intelligibility improvement of about 6-7 dB when the signal was spatialized to 60 or 90 degree azimuth positions.

  19. Multichannel spatial auditory display for speech communications

    NASA Technical Reports Server (NTRS)

    Begault, D. R.; Erbe, T.; Wenzel, E. M. (Principal Investigator)

    1994-01-01

    A spatial auditory display for multiple speech communications was developed at NASA/Ames Research Center. Input is spatialized by the use of simplified head-related transfer functions, adapted for FIR filtering on Motorola 56001 digital signal processors. Hardware and firmware design implementations are overviewed for the initial prototype developed for NASA-Kennedy Space Center. An adaptive staircase method was used to determine intelligibility levels of four-letter call signs used by launch personnel at NASA against diotic speech babble. Spatial positions at 30 degrees azimuth increments were evaluated. The results from eight subjects showed a maximum intelligibility improvement of about 6-7 dB when the signal was spatialized to 60 or 90 degrees azimuth positions.

  20. Sonic morphology: Aesthetic dimensional auditory spatial awareness

    NASA Astrophysics Data System (ADS)

    Whitehouse, Martha M.

    The sound and ceramic sculpture installation, " Skirting the Edge: Experiences in Sound & Form," is an integration of art and science demonstrating the concept of sonic morphology. "Sonic morphology" is herein defined as aesthetic three-dimensional auditory spatial awareness. The exhibition explicates my empirical phenomenal observations that sound has a three-dimensional form. Composed of ceramic sculptures that allude to different social and physical situations, coupled with sound compositions that enhance and create a three-dimensional auditory and visual aesthetic experience (see accompanying DVD), the exhibition supports the research question, "What is the relationship between sound and form?" Precisely how people aurally experience three-dimensional space involves an integration of spatial properties, auditory perception, individual history, and cultural mores. People also utilize environmental sound events as a guide in social situations and in remembering their personal history, as well as a guide in moving through space. Aesthetically, sound affects the fascination, meaning, and attention one has within a particular space. Sonic morphology brings art forms such as a movie, video, sound composition, and musical performance into the cognitive scope by generating meaning from the link between the visual and auditory senses. This research examined sonic morphology as an extension of musique concrete, sound as object, originating in Pierre Schaeffer's work in the 1940s. Pointing, as John Cage did, to the corporeal three-dimensional experience of "all sound," I composed works that took their total form only through the perceiver-participant's participation in the exhibition. While contemporary artist Alvin Lucier creates artworks that draw attention to making sound visible, "Skirting the Edge" engages the perceiver-participant visually and aurally, leading to recognition of sonic morphology.

  1. Auditory spatial processing in Alzheimer’s disease

    PubMed Central

    Golden, Hannah L.; Nicholas, Jennifer M.; Yong, Keir X. X.; Downey, Laura E.; Schott, Jonathan M.; Mummery, Catherine J.; Crutch, Sebastian J.

    2015-01-01

    The location and motion of sounds in space are important cues for encoding the auditory world. Spatial processing is a core component of auditory scene analysis, a cognitively demanding function that is vulnerable in Alzheimer’s disease. Here we designed a novel neuropsychological battery based on a virtual space paradigm to assess auditory spatial processing in patient cohorts with clinically typical Alzheimer’s disease (n = 20) and its major variant syndrome, posterior cortical atrophy (n = 12) in relation to healthy older controls (n = 26). We assessed three dimensions of auditory spatial function: externalized versus non-externalized sound discrimination, moving versus stationary sound discrimination and stationary auditory spatial position discrimination, together with non-spatial auditory and visual spatial control tasks. Neuroanatomical correlates of auditory spatial processing were assessed using voxel-based morphometry. Relative to healthy older controls, both patient groups exhibited impairments in detection of auditory motion, and stationary sound position discrimination. The posterior cortical atrophy group showed greater impairment for auditory motion processing and the processing of a non-spatial control complex auditory property (timbre) than the typical Alzheimer’s disease group. Voxel-based morphometry in the patient cohort revealed grey matter correlates of auditory motion detection and spatial position discrimination in right inferior parietal cortex and precuneus, respectively. These findings delineate auditory spatial processing deficits in typical and posterior Alzheimer’s disease phenotypes that are related to posterior cortical regions involved in both syndromic variants and modulated by the syndromic profile of brain degeneration. Auditory spatial deficits contribute to impaired spatial awareness in Alzheimer’s disease and may constitute a novel perceptual model for probing brain network disintegration across the Alzheimer

  2. Auditory Learning Materials for Special Education: Catalog.

    ERIC Educational Resources Information Center

    Smith, Marsha C.; O'Connor, Phyllis

    The catalog (developed by the Great Lakes Region Special Education Instructional Materials Center) provides information on more than 100 auditory learning materials for use in special education. Described in the first section of the catalog are procedures used to evaluate and classify auditory instructional materials, including a list of…

  3. Auditory and visual spatial impression: Recent studies of three auditoria

    NASA Astrophysics Data System (ADS)

    Nguyen, Andy; Cabrera, Densil

    2004-10-01

    Auditory spatial impression is widely studied for its contribution to auditorium acoustical quality. By contrast, visual spatial impression in auditoria has received relatively little attention in formal studies. This paper reports results from a series of experiments investigating the auditory and visual spatial impression of concert auditoria. For auditory stimuli, a fragment of an anechoic recording of orchestral music was convolved with calibrated binaural impulse responses, which had been made with the dummy head microphone at a wide range of positions in three auditoria and the sound source on the stage. For visual stimuli, greyscale photographs were used, taken at the same positions in the three auditoria, with a visual target on the stage. Subjective experiments were conducted with auditory stimuli alone, visual stimuli alone, and visual and auditory stimuli combined. In these experiments, subjects rated apparent source width, listener envelopment, intimacy and source distance (auditory stimuli), and spaciousness, envelopment, stage dominance, intimacy and target distance (visual stimuli). Results show target distance to be of primary importance in auditory and visual spatial impression-thereby providing a basis for covariance between some attributes of auditory and visual spatial impression. Nevertheless, some attributes of spatial impression diverge between the senses.

  4. Six Degrees of Auditory Spatial Separation.

    PubMed

    Carlile, Simon; Fox, Alex; Orchard-Mills, Emily; Leung, Johahn; Alais, David

    2016-06-01

    The location of a sound is derived computationally from acoustical cues rather than being inherent in the topography of the input signal, as in vision. Since Lord Rayleigh, the descriptions of that representation have swung between "labeled line" and "opponent process" models. Employing a simple variant of a two-point separation judgment using concurrent speech sounds, we found that spatial discrimination thresholds changed nonmonotonically as a function of the overall separation. Rather than increasing with separation, spatial discrimination thresholds first declined as two-point separation increased before reaching a turning point and increasing thereafter with further separation. This "dipper" function, with a minimum at 6 ° of separation, was seen for regions around the midline as well as for more lateral regions (30 and 45 °). The discrimination thresholds for the binaural localization cues were linear over the same range, so these cannot explain the shape of these functions. These data and a simple computational model indicate that the perception of auditory space involves a local code or multichannel mapping emerging subsequent to the binaural cue coding. PMID:27033087

  5. Visual task enhances spatial selectivity in the human auditory cortex.

    PubMed

    Salminen, Nelli H; Aho, Joanna; Sams, Mikko

    2013-01-01

    The auditory cortex represents spatial locations differently from other sensory modalities. While visual and tactile cortices utilize topographical space maps, for audition no such cortical map has been found. Instead, auditory cortical neurons have wide spatial receptive fields and together they form a population rate code of sound source location. Recent studies have shown that this code is modulated by task conditions so that during auditory tasks it provides better selectivity to sound source location than during idle listening. The goal of this study was to establish whether the neural representation of auditory space can also be influenced by task conditions involving other sensory modalities than hearing. Therefore, we conducted magnetoencephalography (MEG) recordings in which auditory spatial selectivity of the human cortex was probed with an adaptation paradigm while subjects performed a visual task. Engaging in the task led to an increase in neural selectivity to sound source location compared to when no task was performed. This suggests that an enhancement in the population rate code of auditory space took place during task performance. This enhancement in auditory spatial selectivity was independent of the direction of visual orientation. Together with previous studies, these findings suggest that performing any demanding task, even one in which sounds and their source locations are irrelevant, can lead to enhancements in the neural representation of auditory space. Such mechanisms may have great survival value as sounds are capable of producing location information on potentially relevant events in all directions and over long distances. PMID:23543781

  6. Auditory and motor imagery modulate learning in music performance

    PubMed Central

    Brown, Rachel M.; Palmer, Caroline

    2013-01-01

    Skilled performers such as athletes or musicians can improve their performance by imagining the actions or sensory outcomes associated with their skill. Performers vary widely in their auditory and motor imagery abilities, and these individual differences influence sensorimotor learning. It is unknown whether imagery abilities influence both memory encoding and retrieval. We examined how auditory and motor imagery abilities influence musicians' encoding (during Learning, as they practiced novel melodies), and retrieval (during Recall of those melodies). Pianists learned melodies by listening without performing (auditory learning) or performing without sound (motor learning); following Learning, pianists performed the melodies from memory with auditory feedback (Recall). During either Learning (Experiment 1) or Recall (Experiment 2), pianists experienced either auditory interference, motor interference, or no interference. Pitch accuracy (percentage of correct pitches produced) and temporal regularity (variability of quarter-note interonset intervals) were measured at Recall. Independent tests measured auditory and motor imagery skills. Pianists' pitch accuracy was higher following auditory learning than following motor learning and lower in motor interference conditions (Experiments 1 and 2). Both auditory and motor imagery skills improved pitch accuracy overall. Auditory imagery skills modulated pitch accuracy encoding (Experiment 1): Higher auditory imagery skill corresponded to higher pitch accuracy following auditory learning with auditory or motor interference, and following motor learning with motor or no interference. These findings suggest that auditory imagery abilities decrease vulnerability to interference and compensate for missing auditory feedback at encoding. Auditory imagery skills also influenced temporal regularity at retrieval (Experiment 2): Higher auditory imagery skill predicted greater temporal regularity during Recall in the presence of

  7. Auditory and motor imagery modulate learning in music performance.

    PubMed

    Brown, Rachel M; Palmer, Caroline

    2013-01-01

    Skilled performers such as athletes or musicians can improve their performance by imagining the actions or sensory outcomes associated with their skill. Performers vary widely in their auditory and motor imagery abilities, and these individual differences influence sensorimotor learning. It is unknown whether imagery abilities influence both memory encoding and retrieval. We examined how auditory and motor imagery abilities influence musicians' encoding (during Learning, as they practiced novel melodies), and retrieval (during Recall of those melodies). Pianists learned melodies by listening without performing (auditory learning) or performing without sound (motor learning); following Learning, pianists performed the melodies from memory with auditory feedback (Recall). During either Learning (Experiment 1) or Recall (Experiment 2), pianists experienced either auditory interference, motor interference, or no interference. Pitch accuracy (percentage of correct pitches produced) and temporal regularity (variability of quarter-note interonset intervals) were measured at Recall. Independent tests measured auditory and motor imagery skills. Pianists' pitch accuracy was higher following auditory learning than following motor learning and lower in motor interference conditions (Experiments 1 and 2). Both auditory and motor imagery skills improved pitch accuracy overall. Auditory imagery skills modulated pitch accuracy encoding (Experiment 1): Higher auditory imagery skill corresponded to higher pitch accuracy following auditory learning with auditory or motor interference, and following motor learning with motor or no interference. These findings suggest that auditory imagery abilities decrease vulnerability to interference and compensate for missing auditory feedback at encoding. Auditory imagery skills also influenced temporal regularity at retrieval (Experiment 2): Higher auditory imagery skill predicted greater temporal regularity during Recall in the presence of

  8. Perceptual Learning In The Developing Auditory Cortex

    PubMed Central

    Bao, Shaowen

    2015-01-01

    A hallmark of the developing auditory cortex is the heightened plasticity in the critical period, during which acoustic inputs can indelibly alter cortical function. However, not all sounds in the natural acoustic environment are ethologically relevant. How does the auditory system resolve relevant sounds from the acoustic environment in such an early developmental stage when most associative learning mechanisms are not yet fully functional? What can the auditory system learn from one of the most important classes of sounds—animal vocalizations? How does naturalistic acoustic experience shape cortical sound representation and perception? To answer these questions, we need to consider an unusual strategy—statistical learning—where what the system needs to learn is embedded in the sensory input. Here, I will review recent findings on how certain statistical structure of natural animal vocalizations shapes auditory cortical acoustic representations, and how cortical plasticity may underlie learned categorical sound perception. These results will be discussed in the context of human speech perception. PMID:25728188

  9. Negative emotion provides cues for orienting auditory spatial attention

    PubMed Central

    Asutay, Erkin; Västfjäll, Daniel

    2015-01-01

    The auditory stimuli provide information about the objects and events around us. They can also carry biologically significant emotional information (such as unseen dangers and conspecific vocalizations), which provides cues for allocation of attention and mental resources. Here, we investigated whether task-irrelevant auditory emotional information can provide cues for orientation of auditory spatial attention. We employed a covert spatial orienting task: the dot-probe task. In each trial, two task-irrelevant auditory cues were simultaneously presented at two separate locations (left–right or front–back). Environmental sounds were selected to form emotional vs. neutral, emotional vs. emotional, and neutral vs. neutral cue pairs. The participants’ task was to detect the location of an acoustic target that was presented immediately after the task-irrelevant auditory cues. The target was presented at the same location as one of the auditory cues. The results indicated that participants were significantly faster to locate the target when it replaced the negative cue compared to when it replaced the neutral cue. The positive cues did not produce a clear attentional bias. Further, same valence pairs (emotional–emotional or neutral–neutral) did not modulate reaction times due to a lack of spatial attention capture by one cue in the pair. Taken together, the results indicate that negative affect can provide cues for the orientation of spatial attention in the auditory domain. PMID:26029149

  10. Negative emotion provides cues for orienting auditory spatial attention.

    PubMed

    Asutay, Erkin; Västfjäll, Daniel

    2015-01-01

    The auditory stimuli provide information about the objects and events around us. They can also carry biologically significant emotional information (such as unseen dangers and conspecific vocalizations), which provides cues for allocation of attention and mental resources. Here, we investigated whether task-irrelevant auditory emotional information can provide cues for orientation of auditory spatial attention. We employed a covert spatial orienting task: the dot-probe task. In each trial, two task-irrelevant auditory cues were simultaneously presented at two separate locations (left-right or front-back). Environmental sounds were selected to form emotional vs. neutral, emotional vs. emotional, and neutral vs. neutral cue pairs. The participants' task was to detect the location of an acoustic target that was presented immediately after the task-irrelevant auditory cues. The target was presented at the same location as one of the auditory cues. The results indicated that participants were significantly faster to locate the target when it replaced the negative cue compared to when it replaced the neutral cue. The positive cues did not produce a clear attentional bias. Further, same valence pairs (emotional-emotional or neutral-neutral) did not modulate reaction times due to a lack of spatial attention capture by one cue in the pair. Taken together, the results indicate that negative affect can provide cues for the orientation of spatial attention in the auditory domain. PMID:26029149

  11. Covert Auditory Spatial Orienting: An Evaluation of the Spatial Relevance Hypothesis

    ERIC Educational Resources Information Center

    Roberts, Katherine L.; Summerfield, A. Quentin; Hall, Deborah A.

    2009-01-01

    The spatial relevance hypothesis (J. J. McDonald & L. M. Ward, 1999) proposes that covert auditory spatial orienting can only be beneficial to auditory processing when task stimuli are encoded spatially. We present a series of experiments that evaluate 2 key aspects of the hypothesis: (a) that "reflexive activation of location-sensitive neurons is…

  12. From ear to body: the auditory-motor loop in spatial cognition.

    PubMed

    Viaud-Delmon, Isabelle; Warusfel, Olivier

    2014-01-01

    SPATIAL MEMORY IS MAINLY STUDIED THROUGH THE VISUAL SENSORY MODALITY: navigation tasks in humans rarely integrate dynamic and spatial auditory information. In order to study how a spatial scene can be memorized on the basis of auditory and idiothetic cues only, we constructed an auditory equivalent of the Morris water maze, a task widely used to assess spatial learning and memory in rodents. Participants were equipped with wireless headphones, which delivered a soundscape updated in real time according to their movements in 3D space. A wireless tracking system (video infrared with passive markers) was used to send the coordinates of the subject's head to the sound rendering system. The rendering system used advanced HRTF-based synthesis of directional cues and room acoustic simulation for the auralization of a realistic acoustic environment. Participants were guided blindfolded in an experimental room. Their task was to explore a delimitated area in order to find a hidden auditory target, i.e., a sound that was only triggered when walking on a precise location of the area. The position of this target could be coded in relationship to auditory landmarks constantly rendered during the exploration of the area. The task was composed of a practice trial, 6 acquisition trials during which they had to memorize the localization of the target, and 4 test trials in which some aspects of the auditory scene were modified. The task ended with a probe trial in which the auditory target was removed. The configuration of searching paths allowed observing how auditory information was coded to memorize the position of the target. They suggested that space can be efficiently coded without visual information in normal sighted subjects. In conclusion, space representation can be based on sensorimotor and auditory cues only, providing another argument in favor of the hypothesis that the brain has access to a modality-invariant representation of external space. PMID:25249933

  13. From ear to body: the auditory-motor loop in spatial cognition

    PubMed Central

    Viaud-Delmon, Isabelle; Warusfel, Olivier

    2014-01-01

    Spatial memory is mainly studied through the visual sensory modality: navigation tasks in humans rarely integrate dynamic and spatial auditory information. In order to study how a spatial scene can be memorized on the basis of auditory and idiothetic cues only, we constructed an auditory equivalent of the Morris water maze, a task widely used to assess spatial learning and memory in rodents. Participants were equipped with wireless headphones, which delivered a soundscape updated in real time according to their movements in 3D space. A wireless tracking system (video infrared with passive markers) was used to send the coordinates of the subject's head to the sound rendering system. The rendering system used advanced HRTF-based synthesis of directional cues and room acoustic simulation for the auralization of a realistic acoustic environment. Participants were guided blindfolded in an experimental room. Their task was to explore a delimitated area in order to find a hidden auditory target, i.e., a sound that was only triggered when walking on a precise location of the area. The position of this target could be coded in relationship to auditory landmarks constantly rendered during the exploration of the area. The task was composed of a practice trial, 6 acquisition trials during which they had to memorize the localization of the target, and 4 test trials in which some aspects of the auditory scene were modified. The task ended with a probe trial in which the auditory target was removed. The configuration of searching paths allowed observing how auditory information was coded to memorize the position of the target. They suggested that space can be efficiently coded without visual information in normal sighted subjects. In conclusion, space representation can be based on sensorimotor and auditory cues only, providing another argument in favor of the hypothesis that the brain has access to a modality-invariant representation of external space. PMID:25249933

  14. Early auditory enrichment with music enhances auditory discrimination learning and alters NR2B protein expression in rat auditory cortex.

    PubMed

    Xu, Jinghong; Yu, Liping; Cai, Rui; Zhang, Jiping; Sun, Xinde

    2009-01-01

    Previous studies have shown that the functional development of auditory system is substantially influenced by the structure of environmental acoustic inputs in early life. In our present study, we investigated the effects of early auditory enrichment with music on rat auditory discrimination learning. We found that early auditory enrichment with music from postnatal day (PND) 14 enhanced learning ability in auditory signal-detection task and in sound duration-discrimination task. In parallel, a significant increase was noted in NMDA receptor subunit NR2B protein expression in the auditory cortex. Furthermore, we found that auditory enrichment with music starting from PND 28 or 56 did not influence NR2B expression in the auditory cortex. No difference was found in the NR2B expression in the inferior colliculus (IC) between music-exposed and normal rats, regardless of when the auditory enrichment with music was initiated. Our findings suggest that early auditory enrichment with music influences NMDA-mediated neural plasticity, which results in enhanced auditory discrimination learning. PMID:18706452

  15. Auditory spatial localization: Developmental delay in children with visual impairments.

    PubMed

    Cappagli, Giulia; Gori, Monica

    2016-01-01

    For individuals with visual impairments, auditory spatial localization is one of the most important features to navigate in the environment. Many works suggest that blind adults show similar or even enhanced performance for localization of auditory cues compared to sighted adults (Collignon, Voss, Lassonde, & Lepore, 2009). To date, the investigation of auditory spatial localization in children with visual impairments has provided contrasting results. Here we report, for the first time, that contrary to visually impaired adults, children with low vision or total blindness show a significant impairment in the localization of static sounds. These results suggest that simple auditory spatial tasks are compromised in children, and that this capacity recovers over time. PMID:27002960

  16. Auditory plasticity and speech motor learning

    PubMed Central

    Nasir, Sazzad M.; Ostry, David J.

    2009-01-01

    Is plasticity in sensory and motor systems linked? Here, in the context of speech motor learning and perception, we test the idea sensory function is modified by motor learning and, in particular, that speech motor learning affects a speaker's auditory map. We assessed speech motor learning by using a robotic device that displaced the jaw and selectively altered somatosensory feedback during speech. We found that with practice speakers progressively corrected for the mechanical perturbation and after motor learning they also showed systematic changes in their perceptual classification of speech sounds. The perceptual shift was tied to motor learning. Individuals that displayed greater amounts of learning also showed greater perceptual change. Perceptual change was not observed in control subjects that produced the same movements, but in the absence of a force field, nor in subjects that experienced the force field but failed to adapt to the mechanical load. The perceptual effects observed here indicate the involvement of the somatosensory system in the neural processing of speech sounds and suggest that speech motor learning results in changes to auditory perceptual function. PMID:19884506

  17. Auditory Discrimination Learning: Role of Working Memory

    PubMed Central

    Zhang, Yu-Xuan; Moore, David R.; Guiraud, Jeanne; Molloy, Katharine; Yan, Ting-Ting; Amitay, Sygal

    2016-01-01

    Perceptual training is generally assumed to improve perception by modifying the encoding or decoding of sensory information. However, this assumption is incompatible with recent demonstrations that transfer of learning can be enhanced by across-trial variation of training stimuli or task. Here we present three lines of evidence from healthy adults in support of the idea that the enhanced transfer of auditory discrimination learning is mediated by working memory (WM). First, the ability to discriminate small differences in tone frequency or duration was correlated with WM measured with a tone n-back task. Second, training frequency discrimination around a variable frequency transferred to and from WM learning, but training around a fixed frequency did not. The transfer of learning in both directions was correlated with a reduction of the influence of stimulus variation in the discrimination task, linking WM and its improvement to across-trial stimulus interaction in auditory discrimination. Third, while WM training transferred broadly to other WM and auditory discrimination tasks, variable-frequency training on duration discrimination did not improve WM, indicating that stimulus variation challenges and trains WM only if the task demands stimulus updating in the varied dimension. The results provide empirical evidence as well as a theoretic framework for interactions between cognitive and sensory plasticity during perceptual experience. PMID:26799068

  18. Auditory Discrimination Learning: Role of Working Memory.

    PubMed

    Zhang, Yu-Xuan; Moore, David R; Guiraud, Jeanne; Molloy, Katharine; Yan, Ting-Ting; Amitay, Sygal

    2016-01-01

    Perceptual training is generally assumed to improve perception by modifying the encoding or decoding of sensory information. However, this assumption is incompatible with recent demonstrations that transfer of learning can be enhanced by across-trial variation of training stimuli or task. Here we present three lines of evidence from healthy adults in support of the idea that the enhanced transfer of auditory discrimination learning is mediated by working memory (WM). First, the ability to discriminate small differences in tone frequency or duration was correlated with WM measured with a tone n-back task. Second, training frequency discrimination around a variable frequency transferred to and from WM learning, but training around a fixed frequency did not. The transfer of learning in both directions was correlated with a reduction of the influence of stimulus variation in the discrimination task, linking WM and its improvement to across-trial stimulus interaction in auditory discrimination. Third, while WM training transferred broadly to other WM and auditory discrimination tasks, variable-frequency training on duration discrimination did not improve WM, indicating that stimulus variation challenges and trains WM only if the task demands stimulus updating in the varied dimension. The results provide empirical evidence as well as a theoretic framework for interactions between cognitive and sensory plasticity during perceptual experience. PMID:26799068

  19. Spatial processing in the auditory cortex of the macaque monkey

    NASA Astrophysics Data System (ADS)

    Recanzone, Gregg H.

    2000-10-01

    The patterns of cortico-cortical and cortico-thalamic connections of auditory cortical areas in the rhesus monkey have led to the hypothesis that acoustic information is processed in series and in parallel in the primate auditory cortex. Recent physiological experiments in the behaving monkey indicate that the response properties of neurons in different cortical areas are both functionally distinct from each other, which is indicative of parallel processing, and functionally similar to each other, which is indicative of serial processing. Thus, auditory cortical processing may be similar to the serial and parallel "what" and "where" processing by the primate visual cortex. If "where" information is serially processed in the primate auditory cortex, neurons in cortical areas along this pathway should have progressively better spatial tuning properties. This prediction is supported by recent experiments that have shown that neurons in the caudomedial field have better spatial tuning properties than neurons in the primary auditory cortex. Neurons in the caudomedial field are also better than primary auditory cortex neurons at predicting the sound localization ability across different stimulus frequencies and bandwidths in both azimuth and elevation. These data support the hypothesis that the primate auditory cortex processes acoustic information in a serial and parallel manner and suggest that this may be a general cortical mechanism for sensory perception.

  20. Cortical Synaptic Inhibition Declines during Auditory Learning

    PubMed Central

    von Trapp, Gardiner; Mowery, Todd M.; Kotak, Vibhakar C.; Sanes, Dan H.

    2015-01-01

    Auditory learning is associated with an enhanced representation of acoustic cues in primary auditory cortex, and modulation of inhibitory strength is causally involved in learning. If this inhibitory plasticity is associated with task learning and improvement, its expression should emerge and persist until task proficiency is achieved. We tested this idea by measuring changes to cortical inhibitory synaptic transmission as adult gerbils progressed through the process of associative learning and perceptual improvement. Using either of two procedures, aversive or appetitive conditioning, animals were trained to detect amplitude-modulated noise and then tested daily. Following each training session, a thalamocortical brain slice was generated, and inhibitory synaptic properties were recorded from layer 2/3 pyramidal neurons. Initial associative learning was accompanied by a profound reduction in the amplitude of spontaneous IPSCs (sIPSCs). However, sIPSC amplitude returned to control levels when animals reached asymptotic behavioral performance. In contrast, paired-pulse ratios decreased in trained animals as well as in control animals that experienced unpaired conditioned and unconditioned stimuli. This latter observation suggests that inhibitory release properties are modified during behavioral conditioning, even when an association between the sound and reinforcement cannot occur. These results suggest that associative learning is accompanied by a reduction of postsynaptic inhibitory strength that persists for several days during learning and perceptual improvement. PMID:25904785

  1. Call sign intelligibility improvement using a spatial auditory display

    NASA Technical Reports Server (NTRS)

    Begault, Durand R.

    1993-01-01

    A spatial auditory display was used to convolve speech stimuli, consisting of 130 different call signs used in the communications protocol of NASA's John F. Kennedy Space Center, to different virtual auditory positions. An adaptive staircase method was used to determine intelligibility levels of the signal against diotic speech babble, with spatial positions at 30 deg azimuth increments. Non-individualized, minimum-phase approximations of head-related transfer functions were used. The results showed a maximal intelligibility improvement of about 6 dB when the signal was spatialized to 60 deg or 90 deg azimuth positions.

  2. Call sign intelligibility improvement using a spatial auditory display

    NASA Technical Reports Server (NTRS)

    Begault, Durand R.

    1994-01-01

    A spatial auditory display was designed for separating the multiple communication channels usually heard over one ear to different virtual auditory positions. The single 19 foot rack mount device utilizes digital filtering algorithms to separate up to four communication channels. The filters use four different binaural transfer functions, synthesized from actual outer ear measurements, to impose localization cues on the incoming sound. Hardware design features include 'fail-safe' operation in the case of power loss, and microphone/headset interfaces to the mobile launch communication system in use at KSC. An experiment designed to verify the intelligibility advantage of the display used 130 different call signs taken from the communications protocol used at NASA KSC. A 6 to 7 dB intelligibility advantage was found when multiple channels were spatially displayed, compared to monaural listening. The findings suggest that the use of a spatial auditory display could enhance both occupational and operational safety and efficiency of NASA operations.

  3. Attention Modulates the Auditory Cortical Processing of Spatial and Category Cues in Naturalistic Auditory Scenes

    PubMed Central

    Renvall, Hanna; Staeren, Noël; Barz, Claudia S.; Ley, Anke; Formisano, Elia

    2016-01-01

    This combined fMRI and MEG study investigated brain activations during listening and attending to natural auditory scenes. We first recorded, using in-ear microphones, vocal non-speech sounds, and environmental sounds that were mixed to construct auditory scenes containing two concurrent sound streams. During the brain measurements, subjects attended to one of the streams while spatial acoustic information of the scene was either preserved (stereophonic sounds) or removed (monophonic sounds). Compared to monophonic sounds, stereophonic sounds evoked larger blood-oxygenation-level-dependent (BOLD) fMRI responses in the bilateral posterior superior temporal areas, independent of which stimulus attribute the subject was attending to. This finding is consistent with the functional role of these regions in the (automatic) processing of auditory spatial cues. Additionally, significant differences in the cortical activation patterns depending on the target of attention were observed. Bilateral planum temporale and inferior frontal gyrus were preferentially activated when attending to stereophonic environmental sounds, whereas when subjects attended to stereophonic voice sounds, the BOLD responses were larger at the bilateral middle superior temporal gyrus and sulcus, previously reported to show voice sensitivity. In contrast, the time-resolved MEG responses were stronger for mono- than stereophonic sounds in the bilateral auditory cortices at ~360 ms after the stimulus onset when attending to the voice excerpts within the combined sounds. The observed effects suggest that during the segregation of auditory objects from the auditory background, spatial sound cues together with other relevant temporal and spectral cues are processed in an attention-dependent manner at the cortical locations generally involved in sound recognition. More synchronous neuronal activation during monophonic than stereophonic sound processing, as well as (local) neuronal inhibitory mechanisms in

  4. Computational Characterization of Visually Induced Auditory Spatial Adaptation

    PubMed Central

    Wozny, David R.; Shams, Ladan

    2011-01-01

    Recent research investigating the principles governing human perception has provided increasing evidence for probabilistic inference in human perception. For example, human auditory and visual localization judgments closely resemble that of a Bayesian causal inference observer, where the underlying causal structure of the stimuli are inferred based on both the available sensory evidence and prior knowledge. However, most previous studies have focused on characterization of perceptual inference within a static environment, and therefore, little is known about how this inference process changes when observers are exposed to a new environment. In this study we aimed to computationally characterize the change in auditory spatial perception induced by repeated auditory–visual spatial conflict, known as the ventriloquist aftereffect. In theory, this change could reflect a shift in the auditory sensory representations (i.e., shift in auditory likelihood distribution), a decrease in the precision of the auditory estimates (i.e., increase in spread of likelihood distribution), a shift in the auditory bias (i.e., shift in prior distribution), or an increase/decrease in strength of the auditory bias (i.e., the spread of prior distribution), or a combination of these. By quantitatively estimating the parameters of the perceptual process for each individual observer using a Bayesian causal inference model, we found that the shift in the perceived locations after exposure was associated with a shift in the mean of the auditory likelihood functions in the direction of the experienced visual offset. The results suggest that repeated exposure to a fixed auditory–visual discrepancy is attributed by the nervous system to sensory representation error and as a result, the sensory map of space is recalibrated to correct the error. PMID:22069383

  5. Spatial and nonspatial peripheral auditory processing in congenitally blind people.

    PubMed

    Chen, Qi; Zhang, Ming; Zhou, Xiaolin

    2006-09-18

    Congenitally blind adults' performance in spatial and nonspatial peripheral auditory attention tasks was compared with that of sighted adults in a paradigm manipulating location-based and frequency-based inhibition of return concurrently. Blind study participants responded faster in spatial attention tasks (detection/localization) and slower in the nonspatial frequency discrimination task than sighted participants. Both groups, however, showed the same patterns of interaction between location-based and frequency-based inhibition of return. These results suggest that early vision deprivation enhances the function of the posterior-dorsal auditory 'where' pathway but impairs the function of the anterior-ventral 'what' pathway during peripheral auditory attention. The altered processing speed in the blind, however, is not accompanied by alteration in attentional orienting mechanisms that may be localized to higher cortices. PMID:16932156

  6. Sensorimotor Learning Enhances Expectations During Auditory Perception.

    PubMed

    Mathias, Brian; Palmer, Caroline; Perrin, Fabien; Tillmann, Barbara

    2015-08-01

    Sounds that have been produced with one's own motor system tend to be remembered better than sounds that have only been perceived, suggesting a role of motor information in memory for auditory stimuli. To address potential contributions of the motor network to the recognition of previously produced sounds, we used event-related potential, electric current density, and behavioral measures to investigate memory for produced and perceived melodies. Musicians performed or listened to novel melodies, and then heard the melodies either in their original version or with single pitch alterations. Production learning enhanced subsequent recognition accuracy and increased amplitudes of N200, P300, and N400 responses to pitch alterations. Premotor and supplementary motor regions showed greater current density during the initial detection of alterations in previously produced melodies than in previously perceived melodies, associated with the N200. Primary motor cortex was more strongly engaged by alterations in previously produced melodies within the P300 and N400 timeframes. Motor memory traces may therefore interface with auditory pitch percepts in premotor regions as early as 200 ms following perceived pitch onsets. Outcomes suggest that auditory-motor interactions contribute to memory benefits conferred by production experience, and support a role of motor prediction mechanisms in the production effect. PMID:24621528

  7. Integrated processing of spatial cues in human auditory cortex.

    PubMed

    Salminen, Nelli H; Takanen, Marko; Santala, Olli; Lamminsalo, Jarkko; Altoè, Alessandro; Pulkki, Ville

    2015-09-01

    Human sound source localization relies on acoustical cues, most importantly, the interaural differences in time and level (ITD and ILD). For reaching a unified representation of auditory space the auditory nervous system needs to combine the information provided by these two cues. In search for such a unified representation, we conducted a magnetoencephalography (MEG) experiment that took advantage of the location-specific adaptation of the auditory cortical N1 response. In general, the attenuation caused by a preceding adaptor sound to the response elicited by a probe depends on their spatial arrangement: if the two sounds coincide, adaptation is stronger than when the locations differ. Here, we presented adaptor-probe pairs that contained different localization cues, for instance, adaptors with ITD and probes with ILD. We found that the adaptation of the N1 amplitude was location-specific across localization cues. This result can be explained by the existence of auditory cortical neurons that are sensitive to sound source location independent on which cue, ITD or ILD, provides the location information. Such neurons would form a cue-independent, unified representation of auditory space in human auditory cortex. PMID:26074304

  8. Emergence of Spatial Stream Segregation in the Ascending Auditory Pathway

    PubMed Central

    Yao, Justin D.; Bremen, Peter

    2015-01-01

    Stream segregation enables a listener to disentangle multiple competing sequences of sounds. A recent study from our laboratory demonstrated that cortical neurons in anesthetized cats exhibit spatial stream segregation (SSS) by synchronizing preferentially to one of two sequences of noise bursts that alternate between two source locations. Here, we examine the emergence of SSS along the ascending auditory pathway. Extracellular recordings were made in anesthetized rats from the inferior colliculus (IC), the nucleus of the brachium of the IC (BIN), the medial geniculate body (MGB), and the primary auditory cortex (A1). Stimuli consisted of interleaved sequences of broadband noise bursts that alternated between two source locations. At stimulus presentation rates of 5 and 10 bursts per second, at which human listeners report robust SSS, neural SSS is weak in the central nucleus of the IC (ICC), it appears in the nucleus of the brachium of the IC (BIN) and in approximately two-thirds of neurons in the ventral MGB (MGBv), and is prominent throughout A1. The enhancement of SSS at the cortical level reflects both increased spatial sensitivity and increased forward suppression. We demonstrate that forward suppression in A1 does not result from synaptic inhibition at the cortical level. Instead, forward suppression might reflect synaptic depression in the thalamocortical projection. Together, our findings indicate that auditory streams are increasingly segregated along the ascending auditory pathway as distinct mutually synchronized neural populations. SIGNIFICANCE STATEMENT Listeners are capable of disentangling multiple competing sequences of sounds that originate from distinct sources. This stream segregation is aided by differences in spatial location between the sources. A possible substrate of spatial stream segregation (SSS) has been described in the auditory cortex, but the mechanisms leading to those cortical responses are unknown. Here, we investigated SSS in

  9. Consortium on Auditory Learning Materials for the Handicapped: Cumulative Papers.

    ERIC Educational Resources Information Center

    Michigan State Univ., East Lansing. Instructional Media Center.

    Presented is information generated from a Consortium on Auditory Learning Materials for the Handicapped. A list of consortium members and a glossary of 35 terms related to auditory learning are provided in Sections 1 and 2. Section 3 is a chart of projected goals (such as participating in teacher conferences) of the 12 consortium member units…

  10. Bridging the Gap Between Materials and Learners: Maximizing Auditory Instruction. Auditory Learning Monograph Series 5.

    ERIC Educational Resources Information Center

    Carlson, Nancy A.; And Others

    Described is a system (created by the Great Lakes Region Special Education Instructional Materials Center) for classifying auditory learners and matching them to appropriate auditory learning experiences. The learner classification system outlined utilizes an organizational table that accommodates five learner variables (mental age, chronological…

  11. Evidence for auditory feature integration with spatially distributed items.

    PubMed

    Hall, M D; Pastore, R E; Acker, B E; Huang, W

    2000-08-01

    Recent auditory research using sequentially presented, spatially fixed tones has found evidence that, as in vision for simultaneous, spatially distributed objects, attention appears to be important for the integration of perceptual features that enable the identification of auditory events. The present investigation extended these findings to arrays of simultaneously presented, spatially distributed musical tones. In the primary tasks, listeners were required to search for specific cued conjunctions of values for the features of pitch and instrument timbre. In secondary tasks, listeners were required to search for a single cued value of either the pitch or the timbre feature. In the primary tasks, listeners made frequent errors in reporting the presence or absence of target conjunctions. Probability modeling, derived from the visual search literature, revealed that the error rates in the primary tasks reflected the relatively infrequent failure to correctly identify pitch or timbre features, plus the far more frequent illusory conjunction of separately presented pitch and timbre features. Estimates of illusory conjunction rate ranged from 23% to 40%. Thus, a process must exist in audition that integrates separately registered features. The implications of the results for the processing of isolated auditory features, as well as auditory events defined by conjunctions of features, are discussed. PMID:11019620

  12. The cortical dynamics underlying effective switching of auditory spatial attention

    PubMed Central

    Larson, Eric; Lee, Adrian KC

    2012-01-01

    Successful rapid deployment of attention to relevant sensory stimuli is critical for survival. In a complex environment, attention can be captured by salient events or be deployed volitionally. Furthermore, when multiple events are of interest concurrently, effective interaction with one's surroundings hinges on efficient top-down control of shifting attention. It has been hypothesized that two separate cortical networks coordinate attention shifts across multiple modalities. However, the cortical dynamics of these networks and their behavioral relevance to switching of auditory attention are unknown. Here we show that the strength of each subject's right temporal-parietal junction (RTPJ, part of the ventral network) activation was highly correlated with their behavioral performance in an auditory task. We also provide evidence that the recruitment of the RTPJ likely precedes the right frontal eye fields (FEF; participating in both the dorsal and ventral networks) and middle frontal gyrus (MFG) by around 100 ms when subjects switch their auditory spatial attention. PMID:22974974

  13. The Role of Auditory Cues in the Spatial Knowledge of Blind Individuals

    ERIC Educational Resources Information Center

    Papadopoulos, Konstantinos; Papadimitriou, Kimon; Koutsoklenis, Athanasios

    2012-01-01

    The study presented here sought to explore the role of auditory cues in the spatial knowledge of blind individuals by examining the relation between the perceived auditory cues and the landscape of a given area and by investigating how blind individuals use auditory cues to create cognitive maps. The findings reveal that several auditory cues…

  14. Spatial organization of tettigoniid auditory receptors: insights from neuronal tracing.

    PubMed

    Strauß, Johannes; Lehmann, Gerlind U C; Lehmann, Arne W; Lakes-Harlan, Reinhard

    2012-11-01

    The auditory sense organ of Tettigoniidae (Insecta, Orthoptera) is located in the foreleg tibia and consists of scolopidial sensilla which form a row termed crista acustica. The crista acustica is associated with the tympana and the auditory trachea. This ear is a highly ordered, tonotopic sensory system. As the neuroanatomy of the crista acustica has been documented for several species, the most distal somata and dendrites of receptor neurons have occasionally been described as forming an alternating or double row. We investigate the spatial arrangement of receptor cell bodies and dendrites by retrograde tracing with cobalt chloride solution. In six tettigoniid species studied, distal receptor neurons are consistently arranged in double-rows of somata rather than a linear sequence. This arrangement of neurons is shown to affect 30-50% of the overall auditory receptors. No strict correlation of somata positions between the anterio-posterior and dorso-ventral axis was evident within the distal crista acustica. Dendrites of distal receptors occasionally also occur in a double row or are even massed without clear order. Thus, a substantial part of auditory receptors can deviate from a strictly straight organization into a more complex morphology. The linear organization of dendrites is not a morphological criterion that allows hearing organs to be distinguished from nonhearing sense organs serially homologous to ears in all species. Both the crowded arrangement of receptor somata and dendrites may result from functional constraints relating to frequency discrimination, or from developmental constraints of auditory morphogenesis in postembryonic development. PMID:22807283

  15. Listener orientation and spatial judgments of elevated auditory percepts

    NASA Astrophysics Data System (ADS)

    Parks, Anthony J.

    How do listener head rotations affect auditory perception of elevation? This investi-. gation addresses this in the hopes that perceptual judgments of elevated auditory. percepts may be more thoroughly understood in terms of dynamic listening cues. engendered by listener head rotations and that this phenomenon can be psychophys-. ically and computationally modeled. Two listening tests were conducted and a. psychophysical model was constructed to this end. The frst listening test prompted. listeners to detect an elevated auditory event produced by a virtual noise source. orbiting the median plane via 24-channel ambisonic spatialization. Head rotations. were tracked using computer vision algorithms facilitated by camera tracking. The. data were used to construct a dichotomous criteria model using factorial binary. logistic regression model. The second auditory test investigated the validity of the. historically supported frequency dependence of auditory elevation perception using. narrow-band noise for continuous and brief stimuli with fxed and free-head rotation. conditions. The data were used to construct a multinomial logistic regression model. to predict categorical judgments of above, below, and behind. Finally, in light. of the psychophysical data found from the above studies, a functional model of. elevation perception for point sources along the cone of confusion was constructed. using physiologically-inspired signal processing methods along with top-down pro-. cessing utilizing principles of memory and orientation. The model is evaluated using. white noise bursts for 42 subjects' head-related transfer functions. The investigation. concludes with study limitations, possible implications, and speculation on future. research trajectories.

  16. Auditory Cortical Plasticity in Learning to Discriminate Modulation Rate

    PubMed Central

    van Wassenhove, Virginie; Nagarajan, Srikantan S.

    2014-01-01

    The discrimination of temporal information in acoustic inputs is a crucial aspect of auditory perception, yet very few studies have focused on auditory perceptual learning of timing properties and associated plasticity in adult auditory cortex. Here, we trained participants on a temporal discrimination task. The main task used a base stimulus (four tones separated by intervals of 200 ms) that had to be distinguished from a target stimulus (four tones with intervals down to ~180 ms). We show that participants’ auditory temporal sensitivity improves with a short amount of training (3 d, 1 h/d). Learning to discriminate temporal modulation rates was accompanied by a systematic amplitude increase of the early auditory evoked responses to trained stimuli, as measured by magnetoencephalography. Additionally, learning and auditory cortex plasticity partially generalized to interval discrimination but not to frequency discrimination. Auditory cortex plasticity associated with short-term perceptual learning was manifested as an enhancement of auditory cortical responses to trained acoustic features only in the trained task. Plasticity was also manifested as induced non-phase–locked high gamma-band power increases in inferior frontal cortex during performance in the trained task. Functional plasticity in auditory cortex is here interpreted as the product of bottom-up and top-down modulations. PMID:17344404

  17. Auditory feedback in error-based learning of motor regularity.

    PubMed

    van Vugt, Floris T; Tillmann, Barbara

    2015-05-01

    Music and speech are skills that require high temporal precision of motor output. A key question is how humans achieve this timing precision given the poor temporal resolution of somatosensory feedback, which is classically considered to drive motor learning. We hypothesise that auditory feedback critically contributes to learn timing, and that, similarly to visuo-spatial learning models, learning proceeds by correcting a proportion of perceived timing errors. Thirty-six participants learned to tap a sequence regularly in time. For participants in the synchronous-sound group, a tone was presented simultaneously with every keystroke. For the jittered-sound group, the tone was presented after a random delay of 10-190 ms following the keystroke, thus degrading the temporal information that the sound provided about the movement. For the mute group, no keystroke-triggered sound was presented. In line with the model predictions, participants in the synchronous-sound group were able to improve tapping regularity, whereas the jittered-sound and mute group were not. The improved tapping regularity of the synchronous-sound group also transferred to a novel sequence and was maintained when sound was subsequently removed. The present findings provide evidence that humans engage in auditory feedback error-based learning to improve movement quality (here reduce variability in sequence tapping). We thus elucidate the mechanism by which high temporal precision of movement can be achieved through sound in a way that may not be possible with less temporally precise somatosensory modalities. Furthermore, the finding that sound-supported learning generalises to novel sequences suggests potential rehabilitation applications. PMID:25721795

  18. Natural auditory scene statistics shapes human spatial hearing

    PubMed Central

    Parise, Cesare V.; Knorre, Katharina; Ernst, Marc O.

    2014-01-01

    Human perception, cognition, and action are laced with seemingly arbitrary mappings. In particular, sound has a strong spatial connotation: Sounds are high and low, melodies rise and fall, and pitch systematically biases perceived sound elevation. The origins of such mappings are unknown. Are they the result of physiological constraints, do they reflect natural environmental statistics, or are they truly arbitrary? We recorded natural sounds from the environment, analyzed the elevation-dependent filtering of the outer ear, and measured frequency-dependent biases in human sound localization. We find that auditory scene statistics reveals a clear mapping between frequency and elevation. Perhaps more interestingly, this natural statistical mapping is tightly mirrored in both ear-filtering properties and in perceived sound location. This suggests that both sound localization behavior and ear anatomy are fine-tuned to the statistics of natural auditory scenes, likely providing the basis for the spatial connotation of human hearing. PMID:24711409

  19. Natural auditory scene statistics shapes human spatial hearing.

    PubMed

    Parise, Cesare V; Knorre, Katharina; Ernst, Marc O

    2014-04-22

    Human perception, cognition, and action are laced with seemingly arbitrary mappings. In particular, sound has a strong spatial connotation: Sounds are high and low, melodies rise and fall, and pitch systematically biases perceived sound elevation. The origins of such mappings are unknown. Are they the result of physiological constraints, do they reflect natural environmental statistics, or are they truly arbitrary? We recorded natural sounds from the environment, analyzed the elevation-dependent filtering of the outer ear, and measured frequency-dependent biases in human sound localization. We find that auditory scene statistics reveals a clear mapping between frequency and elevation. Perhaps more interestingly, this natural statistical mapping is tightly mirrored in both ear-filtering properties and in perceived sound location. This suggests that both sound localization behavior and ear anatomy are fine-tuned to the statistics of natural auditory scenes, likely providing the basis for the spatial connotation of human hearing. PMID:24711409

  20. The effect of real-time auditory feedback on learning new characters.

    PubMed

    Danna, Jérémy; Fontaine, Maureen; Paz-Villagrán, Vietminh; Gondre, Charles; Thoret, Etienne; Aramaki, Mitsuko; Kronland-Martinet, Richard; Ystad, Sølvi; Velay, Jean-Luc

    2015-10-01

    The present study investigated the effect of handwriting sonification on graphomotor learning. Thirty-two adults, distributed in two groups, learned four new characters with their non-dominant hand. The experimental design included a pre-test, a training session, and two post-tests, one just after the training sessions and another 24h later. Two characters were learned with and two without real-time auditory feedback (FB). The first group first learned the two non-sonified characters and then the two sonified characters whereas the reverse order was adopted for the second group. Results revealed that auditory FB improved the speed and fluency of handwriting movements but reduced, in the short-term only, the spatial accuracy of the trace. Transforming kinematic variables into sounds allows the writer to perceive his/her movement in addition to the written trace and this might facilitate handwriting learning. However, there were no differential effects of auditory FB, neither long-term nor short-term for the subjects who first learned the characters with auditory FB. We hypothesize that the positive effect on the handwriting kinematics was transferred to characters learned without FB. This transfer effect of the auditory FB is discussed in light of the Theory of Event Coding. PMID:25533208

  1. Auditory Processing Learning Disability, Suicidal Ideation, and Transformational Faith

    ERIC Educational Resources Information Center

    Bailey, Frank S.; Yocum, Russell G.

    2015-01-01

    The purpose of this personal experience as a narrative investigation is to describe how an auditory processing learning disability exacerbated--and how spirituality and religiosity relieved--suicidal ideation, through the lived experiences of an individual born and raised in the United States. The study addresses: (a) how an auditory processing…

  2. Does visual experience influence the spatial distribution of auditory attention?

    PubMed

    Lerens, Elodie; Renier, Laurent

    2014-02-01

    Sighted individuals are less accurate and slower to localize sounds coming from the peripheral space than sounds coming from the frontal space. This specific bias in favour of the frontal auditory space seems reduced in early blind individuals, who are particularly better than sighted individuals at localizing sounds coming from the peripheral space. Currently, it is not clear to what extent this bias in the auditory space is a general phenomenon or if it applies only to spatial processing (i.e. sound localization). In our approach we compared the performance of early blind participants with that of sighted subjects during a frequency discrimination task with sounds originating either from frontal or peripheral locations. Results showed that early blind participants discriminated faster than sighted subjects both peripheral and frontal sounds. In addition, sighted subjects were faster at discriminating frontal sounds than peripheral ones, whereas early blind participants showed equal discrimination speed for frontal and peripheral sounds. We conclude that the spatial bias observed in sighted subjects reflects an unbalance in the spatial distribution of auditory attention resources that is induced by visual experience. PMID:24378238

  3. Auditory spatial perception dynamically realigns with changing eye position.

    PubMed

    Razavi, Babak; O'Neill, William E; Paige, Gary D

    2007-09-19

    Audition and vision both form spatial maps of the environment in the brain, and their congruency requires alignment and calibration. Because audition is referenced to the head and vision is referenced to movable eyes, the brain must accurately account for eye position to maintain alignment between the two modalities as well as perceptual space constancy. Changes in eye position are known to variably, but inconsistently, shift sound localization, suggesting subtle shortcomings in the accuracy or use of eye position signals. We systematically and directly quantified sound localization across a broad spatial range and over time after changes in eye position. A sustained fixation task addressed the spatial (steady-state) attributes of eye position-dependent effects on sound localization. Subjects continuously fixated visual reference spots straight ahead (center), to the left (20 degrees), or to the right (20 degrees) of the midline in separate sessions while localizing auditory targets using a laser pointer guided by peripheral vision. An alternating fixation task focused on the temporal (dynamic) aspects of auditory spatial shifts after changes in eye position. Localization proceeded as in sustained fixation, except that eye position alternated between the three fixation references over multiple epochs, each lasting minutes. Auditory space shifted by approximately 40% toward the new eye position and dynamically over several minutes. We propose that this spatial shift reflects an adaptation mechanism for aligning the "straight-ahead" of perceived sensory-motor maps, particularly during early childhood when normal ocular alignment is achieved, but also resolving challenges to normal spatial perception throughout life. PMID:17881531

  4. Transformation of spatial sensitivity along the ascending auditory pathway

    PubMed Central

    Yao, Justin D.; Bremen, Peter

    2015-01-01

    Locations of sounds are computed in the central auditory pathway based primarily on differences in sound level and timing at the two ears. In rats, the results of that computation appear in the primary auditory cortex (A1) as exclusively contralateral hemifield spatial sensitivity, with strong responses to sounds contralateral to the recording site, sharp cutoffs across the midline, and weak, sound-level-tolerant responses to ipsilateral sounds. We surveyed the auditory pathway in anesthetized rats to identify the brain level(s) at which level-tolerant spatial sensitivity arises. Noise-burst stimuli were varied in horizontal sound location and in sound level. Neurons in the central nucleus of the inferior colliculus (ICc) displayed contralateral tuning at low sound levels, but tuning was degraded at successively higher sound levels. In contrast, neurons in the nucleus of the brachium of the inferior colliculus (BIN) showed sharp, level-tolerant spatial sensitivity. The ventral division of the medial geniculate body (MGBv) contained two discrete neural populations, one showing broad sensitivity like the ICc and one showing sharp sensitivity like A1. Dorsal, medial, and shell regions of the MGB showed fairly sharp spatial sensitivity, likely reflecting inputs from A1 and/or the BIN. The results demonstrate two parallel brainstem pathways for spatial hearing. The tectal pathway, in which sharp, level-tolerant spatial sensitivity arises between ICc and BIN, projects to the superior colliculus and could support reflexive orientation to sounds. The lemniscal pathway, in which such sensitivity arises between ICc and the MGBv, projects to the forebrain to support perception of sound location. PMID:25744891

  5. Auditory-Perceptual Learning Improves Speech Motor Adaptation in Children

    PubMed Central

    Shiller, Douglas M.; Rochon, Marie-Lyne

    2015-01-01

    Auditory feedback plays an important role in children’s speech development by providing the child with information about speech outcomes that is used to learn and fine-tune speech motor plans. The use of auditory feedback in speech motor learning has been extensively studied in adults by examining oral motor responses to manipulations of auditory feedback during speech production. Children are also capable of adapting speech motor patterns to perceived changes in auditory feedback, however it is not known whether their capacity for motor learning is limited by immature auditory-perceptual abilities. Here, the link between speech perceptual ability and the capacity for motor learning was explored in two groups of 5–7-year-old children who underwent a period of auditory perceptual training followed by tests of speech motor adaptation to altered auditory feedback. One group received perceptual training on a speech acoustic property relevant to the motor task while a control group received perceptual training on an irrelevant speech contrast. Learned perceptual improvements led to an enhancement in speech motor adaptation (proportional to the perceptual change) only for the experimental group. The results indicate that children’s ability to perceive relevant speech acoustic properties has a direct influence on their capacity for sensory-based speech motor adaptation. PMID:24842067

  6. Quadri-stability of a spatially ambiguous auditory illusion

    PubMed Central

    Bainbridge, Constance M.; Bainbridge, Wilma A.; Oliva, Aude

    2014-01-01

    In addition to vision, audition plays an important role in sound localization in our world. One way we estimate the motion of an auditory object moving towards or away from us is from changes in volume intensity. However, the human auditory system has unequally distributed spatial resolution, including difficulty distinguishing sounds in front vs. behind the listener. Here, we introduce a novel quadri-stable illusion, the Transverse-and-Bounce Auditory Illusion, which combines front-back confusion with changes in volume levels of a nonspatial sound to create ambiguous percepts of an object approaching and withdrawing from the listener. The sound can be perceived as traveling transversely from front to back or back to front, or “bouncing” to remain exclusively in front of or behind the observer. Here we demonstrate how human listeners experience this illusory phenomenon by comparing ambiguous and unambiguous stimuli for each of the four possible motion percepts. When asked to rate their confidence in perceiving each sound’s motion, participants reported equal confidence for the illusory and unambiguous stimuli. Participants perceived all four illusory motion percepts, and could not distinguish the illusion from the unambiguous stimuli. These results show that this illusion is effectively quadri-stable. In a second experiment, the illusory stimulus was looped continuously in headphones while participants identified its perceived path of motion to test properties of perceptual switching, locking, and biases. Participants were biased towards perceiving transverse compared to bouncing paths, and they became perceptually locked into alternating between front-to-back and back-to-front percepts, perhaps reflecting how auditory objects commonly move in the real world. This multi-stable auditory illusion opens opportunities for studying the perceptual, cognitive, and neural representation of objects in motion, as well as exploring multimodal perceptual awareness. PMID

  7. Multi-channel spatial auditory display for speech communications

    NASA Technical Reports Server (NTRS)

    Begault, Durand; Erbe, Tom

    1993-01-01

    A spatial auditory display for multiple speech communications was developed at NASA-Ames Research Center. Input is spatialized by use of simplified head-related transfer functions, adapted for FIR filtering on Motorola 56001 digital signal processors. Hardware and firmware design implementations are overviewed for the initial prototype developed for NASA-Kennedy Space Center. An adaptive staircase method was used to determine intelligibility levels of four letter call signs used by launch personnel at NASA, against diotic speech babble. Spatial positions at 30 deg azimuth increments were evaluated. The results from eight subjects showed a maximal intelligibility improvement of about 6 to 7 dB when the signal was spatialized to 60 deg or 90 deg azimuth positions.

  8. Biological impact of auditory expertise across the life span: musicians as a model of auditory learning

    PubMed Central

    Strait, Dana L.; Kraus, Nina

    2013-01-01

    Experience-dependent characteristics of auditory function, especially with regard to speech-evoked auditory neurophysiology, have garnered increasing attention in recent years. This interest stems from both pragmatic and theoretical concerns as it bears implications for the prevention and remediation of language-based learning impairment in addition to providing insight into mechanisms engendering experience-dependent changes in human sensory function. Musicians provide an attractive model for studying the experience-dependency of auditory processing in humans due to their distinctive neural enhancements compared to nonmusicians. We have only recently begun to address whether these enhancements are observable early in life, during the initial years of music training when the auditory system is under rapid development, as well as later in life, after the onset of the aging process. Here we review neural enhancements in musically trained individuals across the life span in the context of cellular mechanisms that underlie learning, identified in animal models. Musicians’ subcortical physiologic enhancements are interpreted according to a cognitive framework for auditory learning, providing a model by which to study mechanisms of experience-dependent changes in auditory function in humans. PMID:23988583

  9. Biological impact of auditory expertise across the life span: musicians as a model of auditory learning.

    PubMed

    Strait, Dana L; Kraus, Nina

    2014-02-01

    Experience-dependent characteristics of auditory function, especially with regard to speech-evoked auditory neurophysiology, have garnered increasing attention in recent years. This interest stems from both pragmatic and theoretical concerns as it bears implications for the prevention and remediation of language-based learning impairment in addition to providing insight into mechanisms engendering experience-dependent changes in human sensory function. Musicians provide an attractive model for studying the experience-dependency of auditory processing in humans due to their distinctive neural enhancements compared to nonmusicians. We have only recently begun to address whether these enhancements are observable early in life, during the initial years of music training when the auditory system is under rapid development, as well as later in life, after the onset of the aging process. Here we review neural enhancements in musically trained individuals across the life span in the context of cellular mechanisms that underlie learning, identified in animal models. Musicians' subcortical physiologic enhancements are interpreted according to a cognitive framework for auditory learning, providing a model in which to study mechanisms of experience-dependent changes in human auditory function. PMID:23988583

  10. A lateralized auditory evoked potential elicited when auditory objects are defined by spatial motion.

    PubMed

    Butcher, Andrew; Govenlock, Stanley W; Tata, Matthew S

    2011-02-01

    Scene analysis involves the process of segmenting a field of overlapping objects from each other and from the background. It is a fundamental stage of perception in both vision and hearing. The auditory system encodes complex cues that allow listeners to find boundaries between sequential objects, even when no gap of silence exists between them. In this sense, object perception in hearing is similar to perceiving visual objects defined by isoluminant color, motion or binocular disparity. Motion is one such cue: when a moving sound abruptly disappears from one location and instantly reappears somewhere else, the listener perceives two sequential auditory objects. Smooth reversals of motion direction do not produce this segmentation. We investigated the brain electrical responses evoked by this spatial segmentation cue and compared them to the familiar auditory evoked potential elicited by sound onsets. Segmentation events evoke a pattern of negative and positive deflections that are unlike those evoked by onsets. We identified a negative component in the waveform - the Lateralized Object-Related Negativity - generated by the hemisphere contralateral to the side on which the new sound appears. The relationship between this component and similar components found in related paradigms is considered. PMID:21056097

  11. Level dependence of spatial processing in the primate auditory cortex

    PubMed Central

    Wang, Xiaoqin

    2012-01-01

    Sound localization in both humans and monkeys is tolerant to changes in sound levels. The underlying neural mechanism, however, is not well understood. This study reports the level dependence of individual neurons' spatial receptive fields (SRFs) in the primary auditory cortex (A1) and the adjacent caudal field in awake marmoset monkeys. We found that most neurons' excitatory SRF components were spatially confined in response to broadband noise stimuli delivered from the upper frontal sound field. Approximately half the recorded neurons exhibited little change in spatial tuning width over a ∼20-dB change in sound level, whereas the remaining neurons showed either expansion or contraction in their tuning widths. Increased sound levels did not alter the percent distribution of tuning width for neurons collected in either cortical field. The population-averaged responses remained tuned between 30- and 80-dB sound pressure levels for neuronal groups preferring contralateral, midline, and ipsilateral locations. We further investigated the spatial extent and level dependence of the suppressive component of SRFs using a pair of sequentially presented stimuli. Forward suppression was observed when the stimuli were delivered from “far” locations, distant to the excitatory center of an SRF. In contrast to spatially confined excitation, the strength of suppression typically increased with stimulus level at both the excitatory center and far regions of an SRF. These findings indicate that although the spatial tuning of individual neurons varied with stimulus levels, their ensemble responses were level tolerant. Widespread spatial suppression may play an important role in limiting the sizes of SRFs at high sound levels in the auditory cortex. PMID:22592309

  12. Auditory perceptual learning and the cochlear implant.

    PubMed

    Watson, C S

    1991-01-01

    Recent studies of the perception of complex nonspeech sounds have shown that individual parts of spectral-temporal waveforms become more salient through experience or selective training. One consequence of this is that the same sound can be perceived quite differently, depending on prior experience and also on the listener's expectations. The time course of learning to identify initially unfamiliar speech sounds by normal-hearing listeners has been shown to extend over many months, possibly even years, before reaching a stable high level of performance. If implant users or users of other types of speech aids (acoustic hearing aids, vibrotactile aids) are required to learn to interpret sounds as unfamiliar as the nonspeech sounds used in research are to normal listeners, similar lengthy experience should be required for them to achieve maximum performance. Why this has not been the case in some clinical studies is a puzzle. A possible explanation is that speech perception strongly depends on abilities other than sensory acuity or resolving power. Studies of individual differences in auditory temporal and spectral acuity have not shown strong correlations between individual differences in those abilities and individual differences in speech perception. It is argued that one way to interpret this observation is that differences in the ability to hear speech (as by two hearing-impaired listeners with the same audiogram) may be the result of central differences in the ability to infer an original stimulus from its fragments; this ability may be independent of the sensory modality in which the information is presented. PMID:2069193

  13. Auditory Spatial Coding Flexibly Recruits Anterior, but Not Posterior, Visuotopic Parietal Cortex.

    PubMed

    Michalka, Samantha W; Rosen, Maya L; Kong, Lingqiang; Shinn-Cunningham, Barbara G; Somers, David C

    2016-03-01

    Audition and vision both convey spatial information about the environment, but much less is known about mechanisms of auditory spatial cognition than visual spatial cognition. Human cortex contains >20 visuospatial map representations but no reported auditory spatial maps. The intraparietal sulcus (IPS) contains several of these visuospatial maps, which support visuospatial attention and short-term memory (STM). Neuroimaging studies also demonstrate that parietal cortex is activated during auditory spatial attention and working memory tasks, but prior work has not demonstrated that auditory activation occurs within visual spatial maps in parietal cortex. Here, we report both cognitive and anatomical distinctions in the auditory recruitment of visuotopically mapped regions within the superior parietal lobule. An auditory spatial STM task recruited anterior visuotopic maps (IPS2-4, SPL1), but an auditory temporal STM task with equivalent stimuli failed to drive these regions significantly. Behavioral and eye-tracking measures rule out task difficulty and eye movement explanations. Neither auditory task recruited posterior regions IPS0 or IPS1, which appear to be exclusively visual. These findings support the hypothesis of multisensory spatial processing in the anterior, but not posterior, superior parietal lobule and demonstrate that recruitment of these maps depends on auditory task demands. PMID:26656996

  14. Auditory Spatial Coding Flexibly Recruits Anterior, but Not Posterior, Visuotopic Parietal Cortex

    PubMed Central

    Michalka, Samantha W.; Rosen, Maya L.; Kong, Lingqiang; Shinn-Cunningham, Barbara G.; Somers, David C.

    2016-01-01

    Audition and vision both convey spatial information about the environment, but much less is known about mechanisms of auditory spatial cognition than visual spatial cognition. Human cortex contains >20 visuospatial map representations but no reported auditory spatial maps. The intraparietal sulcus (IPS) contains several of these visuospatial maps, which support visuospatial attention and short-term memory (STM). Neuroimaging studies also demonstrate that parietal cortex is activated during auditory spatial attention and working memory tasks, but prior work has not demonstrated that auditory activation occurs within visual spatial maps in parietal cortex. Here, we report both cognitive and anatomical distinctions in the auditory recruitment of visuotopically mapped regions within the superior parietal lobule. An auditory spatial STM task recruited anterior visuotopic maps (IPS2–4, SPL1), but an auditory temporal STM task with equivalent stimuli failed to drive these regions significantly. Behavioral and eye-tracking measures rule out task difficulty and eye movement explanations. Neither auditory task recruited posterior regions IPS0 or IPS1, which appear to be exclusively visual. These findings support the hypothesis of multisensory spatial processing in the anterior, but not posterior, superior parietal lobule and demonstrate that recruitment of these maps depends on auditory task demands. PMID:26656996

  15. Influence of Syllable Structure on L2 Auditory Word Learning

    ERIC Educational Resources Information Center

    Hamada, Megumi; Goya, Hideki

    2015-01-01

    This study investigated the role of syllable structure in L2 auditory word learning. Based on research on cross-linguistic variation of speech perception and lexical memory, it was hypothesized that Japanese L1 learners of English would learn English words with an open-syllable structure without consonant clusters better than words with a…

  16. The Auditory Verbal Learning Test (Rey AVLT): An Arabic Version

    ERIC Educational Resources Information Center

    Sharoni, Varda; Natur, Nazeh

    2014-01-01

    The goals of this study were to adapt the Rey Auditory Verbal Learning Test (AVLT) into Arabic, to compare recall functioning among age groups (6:0 to 17:11), and to compare gender differences on various memory dimensions (immediate and delayed recall, learning rate, recognition, proactive interferences, and retroactive interferences). This…

  17. Sensory Substitution: The Spatial Updating of Auditory Scenes “Mimics” the Spatial Updating of Visual Scenes

    PubMed Central

    Pasqualotto, Achille; Esenkaya, Tayfun

    2016-01-01

    Visual-to-auditory sensory substitution is used to convey visual information through audition, and it was initially created to compensate for blindness; it consists of software converting the visual images captured by a video-camera into the equivalent auditory images, or “soundscapes”. Here, it was used by blindfolded sighted participants to learn the spatial position of simple shapes depicted in images arranged on the floor. Very few studies have used sensory substitution to investigate spatial representation, while it has been widely used to investigate object recognition. Additionally, with sensory substitution we could study the performance of participants actively exploring the environment through audition, rather than passively localizing sound sources. Blindfolded participants egocentrically learnt the position of six images by using sensory substitution and then a judgment of relative direction task (JRD) was used to determine how this scene was represented. This task consists of imagining being in a given location, oriented in a given direction, and pointing towards the required image. Before performing the JRD task, participants explored a map that provided allocentric information about the scene. Although spatial exploration was egocentric, surprisingly we found that performance in the JRD task was better for allocentric perspectives. This suggests that the egocentric representation of the scene was updated. This result is in line with previous studies using visual and somatosensory scenes, thus supporting the notion that different sensory modalities produce equivalent spatial representation(s). Moreover, our results have practical implications to improve training methods with sensory substitution devices (SSD). PMID:27148000

  18. Perceptual learning and auditory training in cochlear implant recipients.

    PubMed

    Fu, Qian-Jie; Galvin, John J

    2007-09-01

    Learning electrically stimulated speech patterns can be a new and difficult experience for cochlear implant (CI) recipients. Recent studies have shown that most implant recipients at least partially adapt to these new patterns via passive, daily-listening experiences. Gradually introducing a speech processor parameter (eg, the degree of spectral mismatch) may provide for more complete and less stressful adaptation. Although the implant device restores hearing sensation and the continued use of the implant provides some degree of adaptation, active auditory rehabilitation may be necessary to maximize the benefit of implantation for CI recipients. Currently, there are scant resources for auditory rehabilitation for adult, postlingually deafened CI recipients. We recently developed a computer-assisted speech-training program to provide the means to conduct auditory rehabilitation at home. The training software targets important acoustic contrasts among speech stimuli, provides auditory and visual feedback, and incorporates progressive training techniques, thereby maintaining recipients' interest during the auditory training exercises. Our recent studies demonstrate the effectiveness of targeted auditory training in improving CI recipients' speech and music perception. Provided with an inexpensive and effective auditory training program, CI recipients may find the motivation and momentum to get the most from the implant device. PMID:17709574

  19. Late Maturation of Auditory Perceptual Learning

    ERIC Educational Resources Information Center

    Huyck, Julia Jones; Wright, Beverly A.

    2011-01-01

    Adults can improve their performance on many perceptual tasks with training, but when does the response to training become mature? To investigate this question, we trained 11-year-olds, 14-year-olds and adults on a basic auditory task (temporal-interval discrimination) using a multiple-session training regimen known to be effective for adults. The…

  20. Auditory-Visual Speech Integration by Adults with and without Language-Learning Disabilities

    ERIC Educational Resources Information Center

    Norrix, Linda W.; Plante, Elena; Vance, Rebecca

    2006-01-01

    Auditory and auditory-visual (AV) speech perception skills were examined in adults with and without language-learning disabilities (LLD). The AV stimuli consisted of congruent consonant-vowel syllables (auditory and visual syllables matched in terms of syllable being produced) and incongruent McGurk syllables (auditory syllable differed from…

  1. Effects of category learning on auditory perception and cortical maps

    NASA Astrophysics Data System (ADS)

    Guenther, Frank H.

    2002-05-01

    Our ability to discriminate sounds is not uniform throughout acoustic space. One example of auditory space warping, termed the perceptual magnet effect by Kuhl and colleagues, appears to arise from exposure to the phonemes of an infant's native language. We have developed a neural model that accounts for the magnet effect in terms of neural map dynamics in auditory cortex. This model predicts that it should be possible to induce a magnet effect for non-speech stimuli. This prediction was verified by a psychophysical experiment in which subjects underwent categorization training involving non-speech auditory stimuli that were not categorical prior to training. The model further predicts that the magnet effect arises because prototypical vowels have a smaller cortical representation than non-prototypical vowels. This prediction was supported by an fMRI experiment involving prototypical and non-prototypical examples of the vowel /i/. Finally, the model predicts that categorization training with non-speech stimuli should lead to a decreased cortical representation for stimuli near the center of the category. This prediction was supported by an fMRI experiment involving categorization training with non-speech auditory stimuli. These results provide strong support for the model's account of the effects of category learning on auditory perception and auditory cortical maps.

  2. Lack of Generalization of Auditory Learning in Typically Developing Children

    ERIC Educational Resources Information Center

    Halliday, Lorna F.; Taylor, Jenny L.; Millward, Kerri E.; Moore, David R.

    2012-01-01

    Purpose: To understand the components of auditory learning in typically developing children by assessing generalization across stimuli, across modalities (i.e., hearing, vision), and to higher level language tasks. Method: Eighty-six 8- to 10-year-old typically developing children were quasi-randomly assigned to 4 groups. Three of the groups…

  3. Switching auditory attention using spatial and non-spatial features recruits different cortical networks

    PubMed Central

    Larson, Eric; Lee, Adrian KC

    2013-01-01

    Switching attention between different stimuli of interest based on particular task demands is important in many everyday settings. In audition in particular, switching attention between different speakers of interest that are talking concurrently is often necessary for effective communication. Recently, it has been shown by multiple studies that auditory selective attention suppresses the representation of unwanted streams in auditory cortical areas in favor of the target stream of interest. However, the neural processing that guides this selective attention process is not well understood. Here we investigated the cortical mechanisms involved in switching attention based on two different types of auditory features. By combining magneto- and electroencephalography (M-EEG) with an anatomical MRI constraint, we examined the cortical dynamics involved in switching auditory attention based on either spatial or pitch features. We designed a paradigm where listeners were cued in the beginning of each trial to switch or maintain attention halfway through the presentation of concurrent target and masker streams. By allowing listeners time to switch during a gap in the continuous target and masker stimuli, we were able to isolate the mechanisms involved in endogenous, top-down attention switching. Our results show a double dissociation between the involvement of right temporoparietal junction (RTPJ) and the left inferior parietal supramarginal part (LIPSP) in tasks requiring listeners to switch attention based on space and pitch features, respectively, suggesting that switching attention based on these features involves at least partially separate processes or behavioral strategies. PMID:24096028

  4. Using Spatial Manipulation to Examine Interactions between Visual and Auditory Encoding of Pitch and Time

    PubMed Central

    McLachlan, Neil M.; Greco, Loretta J.; Toner, Emily C.; Wilson, Sarah J.

    2010-01-01

    Music notations use both symbolic and spatial representation systems. Novice musicians do not have the training to associate symbolic information with musical identities, such as chords or rhythmic and melodic patterns. They provide an opportunity to explore the mechanisms underpinning multimodal learning when spatial encoding strategies of feature dimensions might be expected to dominate. In this study, we applied a range of transformations (such as time reversal) to short melodies and rhythms and asked novice musicians to identify them with or without the aid of notation. Performance using a purely spatial (graphic) notation was contrasted with the more symbolic, traditional western notation over a series of weekly sessions. The results showed learning effects for both notation types, but performance improved more for graphic notation. This points to greater compatibility of auditory and visual neural codes for novice musicians when using spatial notation, suggesting that pitch and time may be spatially encoded in multimodal associative memory. The findings also point to new strategies for training novice musicians. PMID:21833287

  5. Using Spatial Manipulation to Examine Interactions between Visual and Auditory Encoding of Pitch and Time.

    PubMed

    McLachlan, Neil M; Greco, Loretta J; Toner, Emily C; Wilson, Sarah J

    2010-01-01

    Music notations use both symbolic and spatial representation systems. Novice musicians do not have the training to associate symbolic information with musical identities, such as chords or rhythmic and melodic patterns. They provide an opportunity to explore the mechanisms underpinning multimodal learning when spatial encoding strategies of feature dimensions might be expected to dominate. In this study, we applied a range of transformations (such as time reversal) to short melodies and rhythms and asked novice musicians to identify them with or without the aid of notation. Performance using a purely spatial (graphic) notation was contrasted with the more symbolic, traditional western notation over a series of weekly sessions. The results showed learning effects for both notation types, but performance improved more for graphic notation. This points to greater compatibility of auditory and visual neural codes for novice musicians when using spatial notation, suggesting that pitch and time may be spatially encoded in multimodal associative memory. The findings also point to new strategies for training novice musicians. PMID:21833287

  6. The Time Course of Neural Changes Underlying Auditory Perceptual Learning

    PubMed Central

    Atienza, Mercedes; Cantero, Jose L.; Dominguez-Marin, Elena

    2002-01-01

    Improvement in perception takes place within the training session and from one session to the next. The present study aims at determining the time course of perceptual learning as revealed by changes in auditory event-related potentials (ERPs) reflecting preattentive processes. Subjects were trained to discriminate two complex auditory patterns in a single session. ERPs were recorded just before and after training, while subjects read a book and ignored stimulation. ERPs showed a negative wave called mismatch negativity (MMN)—which indexes automatic detection of a change in a homogeneous auditory sequence—just after subjects learned to consciously discriminate the two patterns. ERPs were recorded again 12, 24, 36, and 48 h later, just before testing performance on the discrimination task. Additional behavioral and neurophysiological changes were found several hours after the training session: an enhanced P2 at 24 h followed by shorter reaction times, and an enhanced MMN at 36 h. These results indicate that gains in performance on the discrimination of two complex auditory patterns are accompanied by different learning-dependent neurophysiological events evolving within different time frames, supporting the hypothesis that fast and slow neural changes underlie the acquisition of improved perception. PMID:12075002

  7. Rapid cortical dynamics associated with auditory spatial attention gradients

    PubMed Central

    Mock, Jeffrey R.; Seay, Michael J.; Charney, Danielle R.; Holmes, John L.; Golob, Edward J.

    2015-01-01

    Behavioral and EEG studies suggest spatial attention is allocated as a gradient in which processing benefits decrease away from an attended location. Yet the spatiotemporal dynamics of cortical processes that contribute to attentional gradients are unclear. We measured EEG while participants (n = 35) performed an auditory spatial attention task that required a button press to sounds at one target location on either the left or right. Distractor sounds were randomly presented at four non-target locations evenly spaced up to 180° from the target location. Attentional gradients were quantified by regressing ERP amplitudes elicited by distractors against their spatial location relative to the target. Independent component analysis was applied to each subject's scalp channel data, allowing isolation of distinct cortical sources. Results from scalp ERPs showed a tri-phasic response with gradient slope peaks at ~300 ms (frontal, positive), ~430 ms (posterior, negative), and a plateau starting at ~550 ms (frontal, positive). Corresponding to the first slope peak, a positive gradient was found within a central component when attending to both target locations and for two lateral frontal components when contralateral to the target location. Similarly, a central posterior component had a negative gradient that corresponded to the second slope peak regardless of target location. A right posterior component had both an ipsilateral followed by a contralateral gradient. Lateral posterior clusters also had decreases in α and β oscillatory power with a negative slope and contralateral tuning. Only the left posterior component (120–200 ms) corresponded to absolute sound location. The findings indicate a rapid, temporally-organized sequence of gradients thought to reflect interplay between frontal and parietal regions. We conclude these gradients support a target-based saliency map exhibiting aspects of both right-hemisphere dominance and opponent process models. PMID:26082679

  8. Neurofeedback in Learning Disabled Children: Visual versus Auditory Reinforcement.

    PubMed

    Fernández, Thalía; Bosch-Bayard, Jorge; Harmony, Thalía; Caballero, María I; Díaz-Comas, Lourdes; Galán, Lídice; Ricardo-Garcell, Josefina; Aubert, Eduardo; Otero-Ojeda, Gloria

    2016-03-01

    Children with learning disabilities (LD) frequently have an EEG characterized by an excess of theta and a deficit of alpha activities. NFB using an auditory stimulus as reinforcer has proven to be a useful tool to treat LD children by positively reinforcing decreases of the theta/alpha ratio. The aim of the present study was to optimize the NFB procedure by comparing the efficacy of visual (with eyes open) versus auditory (with eyes closed) reinforcers. Twenty LD children with an abnormally high theta/alpha ratio were randomly assigned to the Auditory or the Visual group, where a 500 Hz tone or a visual stimulus (a white square), respectively, was used as a positive reinforcer when the value of the theta/alpha ratio was reduced. Both groups had signs consistent with EEG maturation, but only the Auditory Group showed behavioral/cognitive improvements. In conclusion, the auditory reinforcer was more efficacious in reducing the theta/alpha ratio, and it improved the cognitive abilities more than the visual reinforcer. PMID:26294269

  9. Effect of task-related continuous auditory feedback during learning of tracking motion exercises

    PubMed Central

    2012-01-01

    Background This paper presents the results of a set of experiments in which we used continuous auditory feedback to augment motor training exercises. This feedback modality is mostly underexploited in current robotic rehabilitation systems, which usually implement only very basic auditory interfaces. Our hypothesis is that properly designed continuous auditory feedback could be used to represent temporal and spatial information that could in turn, improve performance and motor learning. Methods We implemented three different experiments on healthy subjects, who were asked to track a target on a screen by moving an input device (controller) with their hand. Different visual and auditory feedback modalities were envisaged. The first experiment investigated whether continuous task-related auditory feedback can help improve performance to a greater extent than error-related audio feedback, or visual feedback alone. In the second experiment we used sensory substitution to compare different types of auditory feedback with equivalent visual feedback, in order to find out whether mapping the same information on a different sensory channel (the visual channel) yielded comparable effects with those gained in the first experiment. The final experiment applied a continuously changing visuomotor transformation between the controller and the screen and mapped kinematic information, computed in either coordinate system (controller or video), to the audio channel, in order to investigate which information was more relevant to the user. Results Task-related audio feedback significantly improved performance with respect to visual feedback alone, whilst error-related feedback did not. Secondly, performance in audio tasks was significantly better with respect to the equivalent sensory-substituted visual tasks. Finally, with respect to visual feedback alone, video-task-related sound feedback decreased the tracking error during the learning of a novel visuomotor perturbation, whereas

  10. Selective Increase of Auditory Cortico-Striatal Coherence during Auditory-Cued Go/NoGo Discrimination Learning

    PubMed Central

    Schulz, Andreas L.; Woldeit, Marie L.; Gonçalves, Ana I.; Saldeitis, Katja; Ohl, Frank W.

    2016-01-01

    Goal directed behavior and associated learning processes are tightly linked to neuronal activity in the ventral striatum. Mechanisms that integrate task relevant sensory information into striatal processing during decision making and learning are implicitly assumed in current reinforcement models, yet they are still weakly understood. To identify the functional activation of cortico-striatal subpopulations of connections during auditory discrimination learning, we trained Mongolian gerbils in a two-way active avoidance task in a shuttlebox to discriminate between falling and rising frequency modulated tones with identical spectral properties. We assessed functional coupling by analyzing the field-field coherence between the auditory cortex and the ventral striatum of animals performing the task. During the course of training, we observed a selective increase of functional coupling during Go-stimulus presentations. These results suggest that the auditory cortex functionally interacts with the ventral striatum during auditory learning and that the strengthening of these functional connections is selectively goal-directed. PMID:26793085

  11. Feedback delays eliminate auditory-motor learning in speech production.

    PubMed

    Max, Ludo; Maffett, Derek G

    2015-03-30

    Neurologically healthy individuals use sensory feedback to alter future movements by updating internal models of the effector system and environment. For example, when visual feedback about limb movements or auditory feedback about speech movements is experimentally perturbed, the planning of subsequent movements is adjusted - i.e., sensorimotor adaptation occurs. A separate line of studies has demonstrated that experimentally delaying the sensory consequences of limb movements causes the sensory input to be attributed to external sources rather than to one's own actions. Yet similar feedback delays have remarkably little effect on visuo-motor adaptation (although the rate of learning varies, the amount of adaptation is only moderately affected with delays of 100-200ms, and adaptation still occurs even with a delay as long as 5000ms). Thus, limb motor learning remains largely intact even in conditions where error assignment favors external factors. Here, we show a fundamentally different result for sensorimotor control of speech articulation: auditory-motor adaptation to formant-shifted feedback is completely eliminated with delays of 100ms or more. Thus, for speech motor learning, real-time auditory feedback is critical. This novel finding informs theoretical models of human motor control in general and speech motor control in particular, and it has direct implications for the application of motor learning principles in the habilitation and rehabilitation of individuals with various sensorimotor speech disorders. PMID:25676810

  12. Analysis of Mean Learning of Normal Participants on the Rey Auditory-Verbal Learning Test

    ERIC Educational Resources Information Center

    Poreh, Amir

    2005-01-01

    Analysis of the mean performance of 58 groups of normal adults and children on the free-recall trials of the Rey Auditory-Verbal Learning Test shows that the mean auditory-verbal learning of each group is described by the function R1+Sln(t), where R1 is a measure of the mean immediate memory span, S is the slope of the mean logarithmic learning…

  13. Motor-related signals in the auditory system for listening and learning.

    PubMed

    Schneider, David M; Mooney, Richard

    2015-08-01

    In the auditory system, corollary discharge signals are theorized to facilitate normal hearing and the learning of acoustic behaviors, including speech and music. Despite clear evidence of corollary discharge signals in the auditory cortex and their presumed importance for hearing and auditory-guided motor learning, the circuitry and function of corollary discharge signals in the auditory cortex are not well described. In this review, we focus on recent developments in the mouse and songbird that provide insights into the circuitry that transmits corollary discharge signals to the auditory system and the function of these signals in the context of hearing and vocal learning. PMID:25827273

  14. Auditory middle latency response in children with learning difficulties

    PubMed Central

    Frizzo, Ana Claudia Figueiredo; Issac, Myriam Lima; Pontes-Fernandes, Angela Cristina; Menezes, Pedro de Lemos; Funayama, Carolina Araújo Rodrigues

    2012-01-01

    Summary Introduction: This is an objective laboratory assessment of the central auditory systems of children with learning disabilities. Aim: To examine and determine the properties of the components of the Auditory Middle Latency Response in a sample of children with learning disabilities. Methods: This was a prospective, cross-sectional cohort study with quantitative, descriptive, and exploratory outcomes. We included 50 children aged 8–13 years of both genders with and without learning disorders. Those with disorders of known organic, environmental, or genetic causes were excluded. Results and Conclusions: The Na, Pa, and Nb waves were identified in all subjects. The ranges of the latency component values were as follows: Na = 9.8–32.3 ms, Pa = 19.0–51.4 ms, Nb = 30.0–64.3 ms (learning disorders group) and Na = 13.2–29.6 ms, Pa = 21.8–42.8 ms, Nb = 28.4–65.8 ms (healthy group). The values of the Na-Pa amplitude ranged from 0.3 to 6.8 ìV (learning disorders group) or 0.2–3.6 ìV (learning disorders group). Upon analysis, the functional characteristics of the groups were distinct: the left hemisphere Nb latency was longer in the study group than in the control group. Peculiarities of the electrophysiological measures were observed in the children with learning disorders. This study has provided information on the Auditory Middle Latency Response and can serve as a reference for other clinical and experimental studies in children with these disorders. PMID:25991954

  15. Rapid auditory learning of temporal gap detection.

    PubMed

    Mishra, Srikanta K; Panda, Manasa R

    2016-07-01

    The rapid initial phase of training-induced improvement has been shown to reflect a genuine sensory change in perception. Several features of early and rapid learning, such as generalization and stability, remain to be characterized. The present study demonstrated that learning effects from brief training on a temporal gap detection task using spectrally similar narrowband noise markers defining the gap (within-channel task), transfer across ears, however, not across spectrally dissimilar markers (between-channel task). The learning effects associated with brief training on a gap detection task were found to be stable for at least a day. These initial findings have significant implications for characterizing early and rapid learning effects. PMID:27475211

  16. Perception of auditory, visual, and egocentric spatial alignment adapts differently to changes in eye position.

    PubMed

    Cui, Qi N; Razavi, Babak; O'Neill, William E; Paige, Gary D

    2010-02-01

    Vision and audition represent the outside world in spatial synergy that is crucial for guiding natural activities. Input conveying eye-in-head position is needed to maintain spatial congruence because the eyes move in the head while the ears remain head-fixed. Recently, we reported that the human perception of auditory space shifts with changes in eye position. In this study, we examined whether this phenomenon is 1) dependent on a visual fixation reference, 2) selective for frequency bands (high-pass and low-pass noise) related to specific auditory spatial channels, 3) matched by a shift in the perceived straight-ahead (PSA), and 4) accompanied by a spatial shift for visual and/or bimodal (visual and auditory) targets. Subjects were tested in a dark echo-attenuated chamber with their heads fixed facing a cylindrical screen, behind which a mobile speaker/LED presented targets across the frontal field. Subjects fixated alternating reference spots (0, +/-20 degrees ) horizontally or vertically while either localizing targets or indicating PSA using a laser pointer. Results showed that the spatial shift induced by ocular eccentricity is 1) preserved for auditory targets without a visual fixation reference, 2) generalized for all frequency bands, and thus all auditory spatial channels, 3) paralleled by a shift in PSA, and 4) restricted to auditory space. Findings are consistent with a set-point control strategy by which eye position governs multimodal spatial alignment. The phenomenon is robust for auditory space and egocentric perception, and highlights the importance of controlling for eye position in the examination of spatial perception and behavior. PMID:19846626

  17. Disruption of auditory spatial working memory by inactivation of the forebrain archistriatum in barn owls.

    PubMed

    Knudsen, E I; Knudsen, P F

    1996-10-01

    Barn owls not only localize auditory stimuli with great accuracy, they also remember the locations of auditory stimuli and can use this remembered spatial information to guide their flight and strike. Although the mechanisms of sound localization have been studied extensively, the neurobiological basis of auditory spatial memory has not. Here we show that the ability of barn owls to orient their gaze towards and fly to the remembered location of auditory targets is lost during pharmacological inactivation of a small region in the forebrain, the anterior archistriatum. In contrast, archistriatal inactivation has no effect on stimulus-guided responses to auditory targets. The memory-dependent deficit is evident only for acoustic events that occur in the hemifield contralateral to the side that is inactivated. The data demonstrate that in the avian archistriatum, as in the mammalian frontal cortex, there exists a region that is essential for the expression of spatial working memory and that, in the barn owl, this region encodes auditory spatial memory. PMID:8837773

  18. Spatial representations of temporal and spectral sound cues in human auditory cortex.

    PubMed

    Herdener, Marcus; Esposito, Fabrizio; Scheffler, Klaus; Schneider, Peter; Logothetis, Nikos K; Uludag, Kamil; Kayser, Christoph

    2013-01-01

    Natural and behaviorally relevant sounds are characterized by temporal modulations of their waveforms, which carry important cues for sound segmentation and communication. Still, there is little consensus as to how this temporal information is represented in auditory cortex. Here, by using functional magnetic resonance imaging (fMRI) optimized for studying the auditory system, we report the existence of a topographically ordered spatial representation of temporal sound modulation rates in human auditory cortex. We found a topographically organized sensitivity within auditory cortex to sounds with varying modulation rates, with enhanced responses to lower modulation rates (2 and 4 Hz) on lateral parts of Heschl's gyrus (HG) and faster modulation rates (16 and 32 Hz) on medial HG. The representation of temporal modulation rates was distinct from the representation of sound frequencies (tonotopy) that was orientated roughly orthogonal. Moreover, the combination of probabilistic anatomical maps with a previously proposed functional delineation of auditory fields revealed that the distinct maps of temporal and spectral sound features both prevail within two presumed primary auditory fields hA1 and hR. Our results reveal a topographically ordered representation of temporal sound cues in human primary auditory cortex that is complementary to maps of spectral cues. They thereby enhance our understanding of the functional parcellation and organization of auditory cortical processing. PMID:23706955

  19. Spatial Language Learning

    ERIC Educational Resources Information Center

    Fu, Zhengling

    2016-01-01

    Spatial language constitutes part of the basic fabric of language. Although languages may have the same number of terms to cover a set of spatial relations, they do not always do so in the same way. Spatial languages differ across languages quite radically, thus providing a real semantic challenge for second language learners. The essay first…

  20. Interactive coding of visual spatial frequency and auditory amplitude-modulation rate.

    PubMed

    Guzman-Martinez, Emmanuel; Ortega, Laura; Grabowecky, Marcia; Mossbridge, Julia; Suzuki, Satoru

    2012-03-01

    Spatial frequency is a fundamental visual feature coded in primary visual cortex, relevant for perceiving textures, objects, hierarchical structures, and scenes, as well as for directing attention and eye movements. Temporal amplitude-modulation (AM) rate is a fundamental auditory feature coded in primary auditory cortex, relevant for perceiving auditory objects, scenes, and speech. Spatial frequency and temporal AM rate are thus fundamental building blocks of visual and auditory perception. Recent results suggest that crossmodal interactions are commonplace across the primary sensory cortices and that some of the underlying neural associations develop through consistent multisensory experience such as audio-visually perceiving speech, gender, and objects. We demonstrate that people consistently and absolutely (rather than relatively) match specific auditory AM rates to specific visual spatial frequencies. We further demonstrate that this crossmodal mapping allows amplitude-modulated sounds to guide attention to and modulate awareness of specific visual spatial frequencies. Additional results show that the crossmodal association is approximately linear, based on physical spatial frequency, and generalizes to tactile pulses, suggesting that the association develops through multisensory experience during manual exploration of surfaces. PMID:22326023

  1. Pip and Pop: Nonspatial Auditory Signals Improve Spatial Visual Search

    ERIC Educational Resources Information Center

    Van der Burg, Erik; Olivers, Christian N. L.; Bronkhorst, Adelbert W.; Theeuwes, Jan

    2008-01-01

    Searching for an object within a cluttered, continuously changing environment can be a very time-consuming process. The authors show that a simple auditory pip drastically decreases search times for a synchronized visual object that is normally very difficult to find. This effect occurs even though the pip contains no information on the location…

  2. Learning Anatomy Enhances Spatial Ability

    ERIC Educational Resources Information Center

    Vorstenbosch, Marc A. T. M.; Klaassen, Tim P. F. M.; Donders, A. R. T.; Kooloos, Jan G. M.; Bolhuis, Sanneke M.; Laan, Roland F. J. M.

    2013-01-01

    Spatial ability is an important factor in learning anatomy. Students with high scores on a mental rotation test (MRT) systematically score higher on anatomy examinations. This study aims to investigate if learning anatomy also oppositely improves the MRT-score. Five hundred first year students of medicine ("n" = 242, intervention) and…

  3. Auditory Discrimination as a Condition for E-Learning Based Speech Therapy: A Proposal for an Auditory Discrimination Test (ADT) for Adult Dysarthric Speakers

    ERIC Educational Resources Information Center

    Beijer, L. J.; Rietveld, A. C. M.; van Stiphout, A. J. L.

    2011-01-01

    Background: Web based speech training for dysarthric speakers, such as E-learning based Speech Therapy (EST), puts considerable demands on auditory discrimination abilities. Aims: To discuss the development and the evaluation of an auditory discrimination test (ADT) for the assessment of auditory speech discrimination skills in Dutch adult…

  4. Learning Auditory Space: Generalization and Long-Term Effects

    PubMed Central

    Mendonça, Catarina; Campos, Guilherme; Dias, Paulo; Santos, Jorge A.

    2013-01-01

    Background Previous findings have shown that humans can learn to localize with altered auditory space cues. Here we analyze such learning processes and their effects up to one month on both localization accuracy and sound externalization. Subjects were trained and retested, focusing on the effects of stimulus type in learning, stimulus type in localization, stimulus position, previous experience, externalization levels, and time. Method We trained listeners in azimuth and elevation discrimination in two experiments. Half participated in the azimuth experiment first and half in the elevation first. In each experiment, half were trained in speech sounds and half in white noise. Retests were performed at several time intervals: just after training and one hour, one day, one week and one month later. In a control condition, we tested the effect of systematic retesting over time with post-tests only after training and either one day, one week, or one month later. Results With training all participants lowered their localization errors. This benefit was still present one month after training. Participants were more accurate in the second training phase, revealing an effect of previous experience on a different task. Training with white noise led to better results than training with speech sounds. Moreover, the training benefit generalized to untrained stimulus-position pairs. Throughout the post-tests externalization levels increased. In the control condition the long-term localization improvement was not lower without additional contact with the trained sounds, but externalization levels were lower. Conclusion Our findings suggest that humans adapt easily to altered auditory space cues and that such adaptation spreads to untrained positions and sound types. We propose that such learning depends on all available cues, but each cue type might be learned and retrieved differently. The process of localization learning is global, not limited to stimulus-position pairs, and

  5. Task-dependent calibration of auditory spatial perception through environmental visual observation.

    PubMed

    Tonelli, Alessia; Brayda, Luca; Gori, Monica

    2015-01-01

    Visual information is paramount to space perception. Vision influences auditory space estimation. Many studies show that simultaneous visual and auditory cues improve precision of the final multisensory estimate. However, the amount or the temporal extent of visual information, that is sufficient to influence auditory perception, is still unknown. It is therefore interesting to know if vision can improve auditory precision through a short-term environmental observation preceding the audio task and whether this influence is task-specific or environment-specific or both. To test these issues we investigate possible improvements of acoustic precision with sighted blindfolded participants in two audio tasks [minimum audible angle (MAA) and space bisection] and two acoustically different environments (normal room and anechoic room). With respect to a baseline of auditory precision, we found an improvement of precision in the space bisection task but not in the MAA after the observation of a normal room. No improvement was found when performing the same task in an anechoic chamber. In addition, no difference was found between a condition of short environment observation and a condition of full vision during the whole experimental session. Our results suggest that even short-term environmental observation can calibrate auditory spatial performance. They also suggest that echoes can be the cue that underpins visual calibration. Echoes may mediate the transfer of information from the visual to the auditory system. PMID:26082692

  6. Spatial pattern of intra-laminar connectivity in supragranular mouse auditory cortex

    PubMed Central

    Watkins, Paul V.; Kao, Joseph P. Y.; Kanold, Patrick O.

    2014-01-01

    Neuronal responses and topographic organization of feature selectivity in the cerebral cortex are shaped by ascending inputs and by intracortical connectivity. The mammalian primary auditory cortex has a tonotopic arrangement at large spatial scales (greater than 300 microns). This large-scale architecture breaks down in supragranular layers at smaller scales (around 300 microns), where nearby frequency and sound level tuning properties can be quite heterogeneous. Since layer 4 has a more homogeneous architecture, the heterogeneity in supragranular layers might be caused by heterogeneous ascending input or via heterogeneous intralaminar connections. Here we measure the functional 2-dimensional spatial connectivity pattern of the supragranular auditory cortex on micro-column scales. In general connection probability decreases with radial distance from each neuron, but the decrease is steeper in the isofrequency axis leading to an anisotropic distribution of connection probability with respect to the tonotopic axis. In addition to this radial decrease in connection probability we find a patchy organization of inhibitory and excitatory synaptic inputs that is also anisotropic with respect to the tonotopic axis. These periodicities are at spatial scales of ~100 and ~300 μm. While these spatial periodicities show anisotropy in auditory cortex, they are isotropic in visual cortex, indicating region specific differences in intralaminar connections. Together our results show that layer 2/3 neurons in auditory cortex show specific spatial intralaminar connectivity despite the overtly heterogeneous tuning properties. PMID:24653677

  7. Interface Design Implications for Recalling the Spatial Configuration of Virtual Auditory Environments

    NASA Astrophysics Data System (ADS)

    McMullen, Kyla A.

    Although the concept of virtual spatial audio has existed for almost twenty-five years, only in the past fifteen years has modern computing technology enabled the real-time processing needed to deliver high-precision spatial audio. Furthermore, the concept of virtually walking through an auditory environment did not exist. The applications of such an interface have numerous potential uses. Spatial audio has the potential to be used in various manners ranging from enhancing sounds delivered in virtual gaming worlds to conveying spatial locations in real-time emergency response systems. To incorporate this technology in real-world systems, various concerns should be addressed. First, to widely incorporate spatial audio into real-world systems, head-related transfer functions (HRTFs) must be inexpensively created for each user. The present study further investigated an HRTF subjective selection procedure previously developed within our research group. Users discriminated auditory cues to subjectively select their preferred HRTF from a publicly available database. Next, the issue of training to find virtual sources was addressed. Listeners participated in a localization training experiment using their selected HRTFs. The training procedure was created from the characterization of successful search strategies in prior auditory search experiments. Search accuracy significantly improved after listeners performed the training procedure. Next, in the investigation of auditory spatial memory, listeners completed three search and recall tasks with differing recall methods. Recall accuracy significantly decreased in tasks that required the storage of sound source configurations in memory. To assess the impacts of practical scenarios, the present work assessed the performance effects of: signal uncertainty, visual augmentation, and different attenuation modeling. Fortunately, source uncertainty did not affect listeners' ability to recall or identify sound sources. The present

  8. Differential Effects of Music and Video Gaming During Breaks on Auditory and Visual Learning.

    PubMed

    Liu, Shuyan; Kuschpel, Maxim S; Schad, Daniel J; Heinz, Andreas; Rapp, Michael A

    2015-11-01

    The interruption of learning processes by breaks filled with diverse activities is common in everyday life. This study investigated the effects of active computer gaming and passive relaxation (rest and music) breaks on auditory versus visual memory performance. Young adults were exposed to breaks involving (a) open eyes resting, (b) listening to music, and (c) playing a video game, immediately after memorizing auditory versus visual stimuli. To assess learning performance, words were recalled directly after the break (an 8:30 minute delay) and were recalled and recognized again after 7 days. Based on linear mixed-effects modeling, it was found that playing the Angry Birds video game during a short learning break impaired long-term retrieval in auditory learning but enhanced long-term retrieval in visual learning compared with the music and rest conditions. These differential effects of video games on visual versus auditory learning suggest specific interference of common break activities on learning. PMID:26448497

  9. Neuromagnetic fields reveal cortical plasticity when learning an auditory discrimination task.

    PubMed

    Cansino, S; Williamson, S J

    1997-08-01

    Auditory evoked neuromagnetic fields of the primary and association auditory cortices were recorded while subjects learned to discriminate small differences in frequency and intensity between two consecutive tones. When discrimination was no better than chance, evoked field patterns across the scalp manifested no significant differences between correct and incorrect responses. However, when performance was correct on at least 75% of the trials, the spatial pattern of magnetic field differed significantly between correct and incorrect responses during the first 70 ms following the onset of the second tone. In this respect, the magnetic field pattern predicted when the subject would make an incorrect judgment more than 100 ms prior to indicating the judgment by a button press. One subject improved discrimination for much smaller differences between stimuli after 200 h of training. Evidence of cortical plasticity with improved discrimination is provided by an accompanying decrease of the relative magnetic field amplitude of the 100 ms response components in the primary and association auditory cortices. PMID:9295193

  10. Relative contributions of visual and auditory spatial representations to tactile localization.

    PubMed

    Noel, Jean-Paul; Wallace, Mark

    2016-02-01

    Spatial localization of touch is critically dependent upon coordinate transformation between different reference frames, which must ultimately allow for alignment between somatotopic and external representations of space. Although prior work has shown an important role for cues such as body posture in influencing the spatial localization of touch, the relative contributions of the different sensory systems to this process are unknown. In the current study, we had participants perform a tactile temporal order judgment (TOJ) under different body postures and conditions of sensory deprivation. Specifically, participants performed non-speeded judgments about the order of two tactile stimuli presented in rapid succession on their ankles during conditions in which their legs were either uncrossed or crossed (and thus bringing somatotopic and external reference frames into conflict). These judgments were made in the absence of 1) visual, 2) auditory, or 3) combined audio-visual spatial information by blindfolding and/or placing participants in an anechoic chamber. As expected, results revealed that tactile temporal acuity was poorer under crossed than uncrossed leg postures. Intriguingly, results also revealed that auditory and audio-visual deprivation exacerbated the difference in tactile temporal acuity between uncrossed to crossed leg postures, an effect not seen for visual-only deprivation. Furthermore, the effects under combined audio-visual deprivation were greater than those seen for auditory deprivation. Collectively, these results indicate that mechanisms governing the alignment between somatotopic and external reference frames extend beyond those imposed by body posture to include spatial features conveyed by the auditory and visual modalities - with a heavier weighting of auditory than visual spatial information. Thus, sensory modalities conveying exteroceptive spatial information contribute to judgments regarding the localization of touch. PMID:26768124

  11. Auditory experience-dependent cortical circuit shaping for memory formation in bird song learning

    PubMed Central

    Yanagihara, Shin; Yazaki-Sugiyama, Yoko

    2016-01-01

    As in human speech acquisition, songbird vocal learning depends on early auditory experience. During development, juvenile songbirds listen to and form auditory memories of adult tutor songs, which they use to shape their own vocalizations in later sensorimotor learning. The higher-level auditory cortex, called the caudomedial nidopallium (NCM), is a potential storage site for tutor song memory, but no direct electrophysiological evidence of tutor song memory has been found. Here, we identify the neuronal substrate for tutor song memory by recording single-neuron activity in the NCM of behaving juvenile zebra finches. After tutor song experience, a small subset of NCM neurons exhibit highly selective auditory responses to the tutor song. Moreover, blockade of GABAergic inhibition, and sleep decrease their selectivity. Taken together, these results suggest that experience-dependent recruitment of GABA-mediated inhibition shapes auditory cortical circuits, leading to sparse representation of tutor song memory in auditory cortical neurons. PMID:27327620

  12. Auditory experience-dependent cortical circuit shaping for memory formation in bird song learning.

    PubMed

    Yanagihara, Shin; Yazaki-Sugiyama, Yoko

    2016-01-01

    As in human speech acquisition, songbird vocal learning depends on early auditory experience. During development, juvenile songbirds listen to and form auditory memories of adult tutor songs, which they use to shape their own vocalizations in later sensorimotor learning. The higher-level auditory cortex, called the caudomedial nidopallium (NCM), is a potential storage site for tutor song memory, but no direct electrophysiological evidence of tutor song memory has been found. Here, we identify the neuronal substrate for tutor song memory by recording single-neuron activity in the NCM of behaving juvenile zebra finches. After tutor song experience, a small subset of NCM neurons exhibit highly selective auditory responses to the tutor song. Moreover, blockade of GABAergic inhibition, and sleep decrease their selectivity. Taken together, these results suggest that experience-dependent recruitment of GABA-mediated inhibition shapes auditory cortical circuits, leading to sparse representation of tutor song memory in auditory cortical neurons. PMID:27327620

  13. The Use of Spatialized Speech in Auditory Interfaces for Computer Users Who Are Visually Impaired

    ERIC Educational Resources Information Center

    Sodnik, Jaka; Jakus, Grega; Tomazic, Saso

    2012-01-01

    Introduction: This article reports on a study that explored the benefits and drawbacks of using spatially positioned synthesized speech in auditory interfaces for computer users who are visually impaired (that is, are blind or have low vision). The study was a practical application of such systems--an enhanced word processing application compared…

  14. Spatial and temporal relationships of electrocorticographic alpha and gamma activity during auditory processing.

    PubMed

    Potes, Cristhian; Brunner, Peter; Gunduz, Aysegul; Knight, Robert T; Schalk, Gerwin

    2014-08-15

    Neuroimaging approaches have implicated multiple brain sites in musical perception, including the posterior part of the superior temporal gyrus and adjacent perisylvian areas. However, the detailed spatial and temporal relationship of neural signals that support auditory processing is largely unknown. In this study, we applied a novel inter-subject analysis approach to electrophysiological signals recorded from the surface of the brain (electrocorticography (ECoG)) in ten human subjects. This approach allowed us to reliably identify those ECoG features that were related to the processing of a complex auditory stimulus (i.e., continuous piece of music) and to investigate their spatial, temporal, and causal relationships. Our results identified stimulus-related modulations in the alpha (8-12 Hz) and high gamma (70-110 Hz) bands at neuroanatomical locations implicated in auditory processing. Specifically, we identified stimulus-related ECoG modulations in the alpha band in areas adjacent to primary auditory cortex, which are known to receive afferent auditory projections from the thalamus (80 of a total of 15,107 tested sites). In contrast, we identified stimulus-related ECoG modulations in the high gamma band not only in areas close to primary auditory cortex but also in other perisylvian areas known to be involved in higher-order auditory processing, and in superior premotor cortex (412/15,107 sites). Across all implicated areas, modulations in the high gamma band preceded those in the alpha band by 280 ms, and activity in the high gamma band causally predicted alpha activity, but not vice versa (Granger causality, p<1e(-8)). Additionally, detailed analyses using Granger causality identified causal relationships of high gamma activity between distinct locations in early auditory pathways within superior temporal gyrus (STG) and posterior STG, between posterior STG and inferior frontal cortex, and between STG and premotor cortex. Evidence suggests that these

  15. Auditory artificial grammar learning in macaque and marmoset monkeys.

    PubMed

    Wilson, Benjamin; Slater, Heather; Kikuchi, Yukiko; Milne, Alice E; Marslen-Wilson, William D; Smith, Kenny; Petkov, Christopher I

    2013-11-27

    Artificial grammars (AG) are designed to emulate aspects of the structure of language, and AG learning (AGL) paradigms can be used to study the extent of nonhuman animals' structure-learning capabilities. However, different AG structures have been used with nonhuman animals and are difficult to compare across studies and species. We developed a simple quantitative parameter space, which we used to summarize previous nonhuman animal AGL results. This was used to highlight an under-studied AG with a forward-branching structure, designed to model certain aspects of the nondeterministic nature of word transitions in natural language and animal song. We tested whether two monkey species could learn aspects of this auditory AG. After habituating the monkeys to the AG, analysis of video recordings showed that common marmosets (New World monkeys) differentiated between well formed, correct testing sequences and those violating the AG structure based primarily on simple learning strategies. By comparison, Rhesus macaques (Old World monkeys) showed evidence for deeper levels of AGL. A novel eye-tracking approach confirmed this result in the macaques and demonstrated evidence for more complex AGL. This study provides evidence for a previously unknown level of AGL complexity in Old World monkeys that seems less evident in New World monkeys, which are more distant evolutionary relatives to humans. The findings allow for the development of both marmosets and macaques as neurobiological model systems to study different aspects of AGL at the neuronal level. PMID:24285889

  16. Binding of Verbal and Spatial Features in Auditory Working Memory

    ERIC Educational Resources Information Center

    Maybery, Murray T.; Clissa, Peter J.; Parmentier, Fabrice B. R.; Leung, Doris; Harsa, Grefin; Fox, Allison M.; Jones, Dylan M.

    2009-01-01

    The present study investigated the binding of verbal identity and spatial location in the retention of sequences of spatially distributed acoustic stimuli. Study stimuli varying in verbal content and spatial location (e.g. V[subscript 1]S[subscript 1], V[subscript 2]S[subscript 2], V[subscript 3]S[subscript 3], V[subscript 4]S[subscript 4]) were…

  17. Independent impacts of age and hearing loss on spatial release in a complex auditory environment

    PubMed Central

    Gallun, Frederick J.; Diedesch, Anna C.; Kampel, Sean D.; Jakien, Kasey M.

    2013-01-01

    Listeners in complex auditory environments can benefit from the ability to use a variety of spatial and spectrotemporal cues for sound source segregation. Probing these abilities is an essential part of gaining a more complete understanding of why listeners differ in navigating the auditory environment. Two fundamental processes that can impact the auditory systems of individual listeners are aging and hearing loss. One difficulty with uncovering the independent effects of age and hearing loss on spatial release is the commonly observed phenomenon of age-related hearing loss. In order to reveal the effects of aging on spatial hearing, it is essential to develop testing methods that reduce the influence of hearing loss on the outcomes. The statistical power needed for such testing generally requires a larger number of participants than can easily be tested using traditional behavioral methods. This work describes the development and validation of a rapid method by which listeners can be categorized in terms of their ability to use spatial and spectrotemporal cues to separate competing speech streams. Results show that when age and audibility are not covarying, age alone can be shown to substantially reduce spatial release from masking. These data support the hypothesis that aging, independent of an individual's hearing threshold, can result in changes in the cortical and/or subcortical structures essential for spatial hearing. PMID:24391535

  18. Cross-modal activation of auditory regions during visuo-spatial working memory in early deafness.

    PubMed

    Ding, Hao; Qin, Wen; Liang, Meng; Ming, Dong; Wan, Baikun; Li, Qiang; Yu, Chunshui

    2015-09-01

    Early deafness can reshape deprived auditory regions to enable the processing of signals from the remaining intact sensory modalities. Cross-modal activation has been observed in auditory regions during non-auditory tasks in early deaf subjects. In hearing subjects, visual working memory can evoke activation of the visual cortex, which further contributes to behavioural performance. In early deaf subjects, however, whether and how auditory regions participate in visual working memory remains unclear. We hypothesized that auditory regions may be involved in visual working memory processing and activation of auditory regions may contribute to the superior behavioural performance of early deaf subjects. In this study, 41 early deaf subjects (22 females and 19 males, age range: 20-26 years, age of onset of deafness < 2 years) and 40 age- and gender-matched hearing controls underwent functional magnetic resonance imaging during a visuo-spatial delayed recognition task that consisted of encoding, maintenance and recognition stages. The early deaf subjects exhibited faster reaction times on the spatial working memory task than did the hearing controls. Compared with hearing controls, deaf subjects exhibited increased activation in the superior temporal gyrus bilaterally during the recognition stage. This increased activation amplitude predicted faster and more accurate working memory performance in deaf subjects. Deaf subjects also had increased activation in the superior temporal gyrus bilaterally during the maintenance stage and in the right superior temporal gyrus during the encoding stage. These increased activation amplitude also predicted faster reaction times on the spatial working memory task in deaf subjects. These findings suggest that cross-modal plasticity occurs in auditory association areas in early deaf subjects. These areas are involved in visuo-spatial working memory. Furthermore, amplitudes of cross-modal activation during the maintenance stage were

  19. Changes in Auditory Frequency Guide Visual-Spatial Attention

    ERIC Educational Resources Information Center

    Mossbridge, Julia A.; Grabowecky, Marcia; Suzuki, Satoru

    2011-01-01

    How do the characteristics of sounds influence the allocation of visual-spatial attention? Natural sounds typically change in frequency. Here we demonstrate that the direction of frequency change guides visual-spatial attention more strongly than the average or ending frequency, and provide evidence suggesting that this cross-modal effect may be…

  20. Selective Attention Modulates Human Auditory Brainstem Responses: Relative Contributions of Frequency and Spatial Cues

    PubMed Central

    Lehmann, Alexandre; Schönwiesner, Marc

    2014-01-01

    Selective attention is the mechanism that allows focusing one’s attention on a particular stimulus while filtering out a range of other stimuli, for instance, on a single conversation in a noisy room. Attending to one sound source rather than another changes activity in the human auditory cortex, but it is unclear whether attention to different acoustic features, such as voice pitch and speaker location, modulates subcortical activity. Studies using a dichotic listening paradigm indicated that auditory brainstem processing may be modulated by the direction of attention. We investigated whether endogenous selective attention to one of two speech signals affects amplitude and phase locking in auditory brainstem responses when the signals were either discriminable by frequency content alone, or by frequency content and spatial location. Frequency-following responses to the speech sounds were significantly modulated in both conditions. The modulation was specific to the task-relevant frequency band. The effect was stronger when both frequency and spatial information were available. Patterns of response were variable between participants, and were correlated with psychophysical discriminability of the stimuli, suggesting that the modulation was biologically relevant. Our results demonstrate that auditory brainstem responses are susceptible to efferent modulation related to behavioral goals. Furthermore they suggest that mechanisms of selective attention actively shape activity at early subcortical processing stages according to task relevance and based on frequency and spatial cues. PMID:24454869

  1. Effects of spatially correlated acoustic-tactile information on judgments of auditory circular direction

    NASA Astrophysics Data System (ADS)

    Cohen, Annabel J.; Lamothe, M. J. Reina; Toms, Ian D.; Fleming, Richard A. G.

    2002-05-01

    Cohen, Lamothe, Fleming, MacIsaac, and Lamoureux [J. Acoust. Soc. Am. 109, 2460 (2001)] reported that proximity governed circular direction judgments (clockwise/counterclockwise) of two successive tones emanating from all pairs of 12 speakers located at 30-degree intervals around a listeners' head (cranium). Many listeners appeared to experience systematic front-back confusion. Diametrically opposed locations (180-degrees-theoretically ambiguous direction) produced a direction bias pattern resembling Deutsch's tritone paradox [Deutsch, Kuyper, and Fisher, Music Percept. 5, 7992 (1987)]. In Experiment 1 of the present study, the circular direction task was conducted in the tactile domain using 12 circumcranial points of vibration. For all 5 participants, proximity governed direction (without front-back confusion) and a simple clockwise bias was shown for 180-degree pairs. Experiment 2 tested 9 new participants in one unimodal auditory condition and two bimodal auditory-tactile conditions (spatially-correlated/spatially-uncorrelated). Correlated auditory-tactile information eliminated front-back confusion for 8 participants and replaced the ``paradoxical'' bias for 180-degree pairs with the clockwise bias. Thus, spatially correlated audio-tactile location information improves the veridical representation of 360-degree acoustic space, and modality-specific principles are implicated by the unique circular direction bias patterns for 180-degree pairs in the separate auditory and tactile modalities. [Work supported by NSERC.

  2. Auditory Model: Effects on Learning under Blocked and Random Practice Schedules

    ERIC Educational Resources Information Center

    Han, Dong-Wook; Shea, Charles H.

    2008-01-01

    An experiment was conducted to determine the impact of an auditory model on blocked, random, and mixed practice schedules of three five-segment timing sequences (relative time constant). We were interested in whether or not the auditory model differentially affected the learning of relative and absolute timing under blocked and random practice.…

  3. Brain activity during auditory and visual phonological, spatial and simple discrimination tasks.

    PubMed

    Salo, Emma; Rinne, Teemu; Salonen, Oili; Alho, Kimmo

    2013-02-16

    We used functional magnetic resonance imaging to measure human brain activity during tasks demanding selective attention to auditory or visual stimuli delivered in concurrent streams. Auditory stimuli were syllables spoken by different voices and occurring in central or peripheral space. Visual stimuli were centrally or more peripherally presented letters in darker or lighter fonts. The participants performed a phonological, spatial or "simple" (speaker-gender or font-shade) discrimination task in either modality. Within each modality, we expected a clear distinction between brain activations related to nonspatial and spatial processing, as reported in previous studies. However, within each modality, different tasks activated largely overlapping areas in modality-specific (auditory and visual) cortices, as well as in the parietal and frontal brain regions. These overlaps may be due to effects of attention common for all three tasks within each modality or interaction of processing task-relevant features and varying task-irrelevant features in the attended-modality stimuli. Nevertheless, brain activations caused by auditory and visual phonological tasks overlapped in the left mid-lateral prefrontal cortex, while those caused by the auditory and visual spatial tasks overlapped in the inferior parietal cortex. These overlapping activations reveal areas of multimodal phonological and spatial processing. There was also some evidence for intermodal attention-related interaction. Most importantly, activity in the superior temporal sulcus elicited by unattended speech sounds was attenuated during the visual phonological task in comparison with the other visual tasks. This effect might be related to suppression of processing irrelevant speech presumably distracting the phonological task involving the letters. PMID:23261663

  4. Hierarchical and serial processing in the spatial auditory cortical pathway is degraded by natural aging

    PubMed Central

    Juarez-Salinas, Dina L.; Engle, James R.; Navarro, Xochi O.; Recanzone, Gregg H.

    2010-01-01

    The compromised abilities to localize sounds and to understand speech are two hallmark deficits in aged individuals. The auditory cortex is necessary for these processes, yet we know little about how normal aging affects these early cortical fields. In this study, we recorded the spatial tuning of single neurons in primary (area A1) and secondary (area CL) auditory cortical areas in young and aged alert rhesus macaques. We found that the neurons of aged animals had greater spontaneous and driven activity, and broader spatial tuning compared to those of younger animals. Importantly, spatial tuning was not sharpened between A1 and CL in aged monkeys as it is in younger monkeys. This implies that a major effect of normal aging is a degradation of the hierarchical processing between serially connected cortical areas, which could be a key contributing mechanism of the general cognitive decline that is commonly observed in normal aging. PMID:21048138

  5. An exploration of spatial auditory BCI paradigms with different sounds: music notes versus beeps.

    PubMed

    Huang, Minqiang; Daly, Ian; Jin, Jing; Zhang, Yu; Wang, Xingyu; Cichocki, Andrzej

    2016-06-01

    Visual brain-computer interfaces (BCIs) are not suitable for people who cannot reliably maintain their eye gaze. Considering that this group usually maintains audition, an auditory based BCI may be a good choice for them. In this paper, we explore two auditory patterns: (1) a pattern utilizing symmetrical spatial cues with multiple frequency beeps [called the high low medium (HLM) pattern], and (2) a pattern utilizing non-symmetrical spatial cues with six tones derived from the diatonic scale [called the diatonic scale (DS) pattern]. These two patterns are compared to each other in terms of accuracy to determine which auditory pattern is better. The HLM pattern uses three different frequency beeps and has a symmetrical spatial distribution. The DS pattern uses six spoken stimuli, which are six notes solmizated as "do", "re", "mi", "fa", "sol" and "la", and derived from the diatonic scale. These six sounds are distributed to six, spatially distributed, speakers. Thus, we compare a BCI paradigm using beeps with another BCI paradigm using tones on the diatonic scale, when the stimuli are spatially distributed. Although no significant differences are found between the ERPs, the HLM pattern performs better than the DS pattern: the online accuracy achieved with the HLM pattern is significantly higher than that achieved with the DS pattern (p = 0.0028). PMID:27275376

  6. Eye movement preparation causes spatially-specific modulation of auditory processing: New evidence from event-related brain potentials

    PubMed Central

    Gherri, Elena; Driver, Jon; Eimer, Martin

    2009-01-01

    To investigate whether saccade preparation can modulate processing of auditory stimuli in a spatially-specific fashion, ERPs were recorded for a Saccade task, in which the direction of a prepared saccade was cued, prior to an imperative auditory stimulus indicating whether to execute or withhold that saccade. For comparison, we also ran a conventional Covert Attention task, where the same cue now indicated the direction for a covert endogenous attentional shift prior to an auditory target-nontarget discrimination. Lateralised components previously observed during cued shifts of attention (ADAN, LDAP) did not differ significantly across tasks, indicating commonalities between auditory spatial attention and oculomotor control. Moreover, in both tasks, spatially-specific modulation of auditory processing was subsequently found, with enhanced negativity for lateral auditory nontarget stimuli at cued versus uncued locations. This modulation started earlier and was more pronounced for the Covert Attention task, but was also reliably present in the Saccade task, demonstrating that the effects of covert saccade preparation on auditory processing can be similar to effects of endogenous covert attentional orienting, albeit smaller. These findings provide new evidence for similarities but also some differences between oculomotor preparation and shifts of endogenous spatial attention. They also show that saccade preparation can affect not just vision, but also sensory processing of auditory events. PMID:18614157

  7. Speech motor learning changes the neural response to both auditory and somatosensory signals

    PubMed Central

    Ito, Takayuki; Coppola, Joshua H.; Ostry, David J.

    2016-01-01

    In the present paper, we present evidence for the idea that speech motor learning is accompanied by changes to the neural coding of both auditory and somatosensory stimuli. Participants in our experiments undergo adaptation to altered auditory feedback, an experimental model of speech motor learning which like visuo-motor adaptation in limb movement, requires that participants change their speech movements and associated somatosensory inputs to correct for systematic real-time changes to auditory feedback. We measure the sensory effects of adaptation by examining changes to auditory and somatosensory event-related responses. We find that adaptation results in progressive changes to speech acoustical outputs that serve to correct for the perturbation. We also observe changes in both auditory and somatosensory event-related responses that are correlated with the magnitude of adaptation. These results indicate that sensory change occurs in conjunction with the processes involved in speech motor adaptation. PMID:27181603

  8. Spatial learning while navigating with severely degraded viewing: The role of attention and mobility monitoring

    PubMed Central

    Rand, Kristina M.; Creem-Regehr, Sarah H.; Thompson, William B.

    2015-01-01

    The ability to navigate without getting lost is an important aspect of quality of life. In five studies, we evaluated how spatial learning is affected by the increased demands of keeping oneself safe while walking with degraded vision (mobility monitoring). We proposed that safe low-vision mobility requires attentional resources, providing competition for those needed to learn a new environment. In Experiments 1 and 2 participants navigated along paths in a real-world indoor environment with simulated degraded vision or normal vision. Memory for object locations seen along the paths was better with normal compared to degraded vision. With degraded vision, memory was better when participants were guided by an experimenter (low monitoring demands) versus unguided (high monitoring demands). In Experiments 3 and 4, participants walked while performing an auditory task. Auditory task performance was superior with normal compared to degraded vision. With degraded vision, auditory task performance was better when guided compared to unguided. In Experiment 5, participants performed both the spatial learning and auditory tasks under degraded vision. Results showed that attention mediates the relationship between mobility-monitoring demands and spatial learning. These studies suggest that more attention is required and spatial learning is impaired when navigating with degraded viewing. PMID:25706766

  9. Spatial learning while navigating with severely degraded viewing: The role of attention and mobility monitoring.

    PubMed

    Rand, Kristina M; Creem-Regehr, Sarah H; Thompson, William B

    2015-06-01

    The ability to navigate without getting lost is an important aspect of quality of life. In 5 studies, we evaluated how spatial learning is affected by the increased demands of keeping oneself safe while walking with degraded vision (mobility monitoring). We proposed that safe low vision mobility requires attentional resources, providing competition for those needed to learn a new environment. In Experiments 1 and 2, participants navigated along paths in a real-world indoor environment with simulated degraded vision or normal vision. Memory for object locations seen along the paths was better with normal compared with degraded vision. With degraded vision, memory was better when participants were guided by an experimenter (low monitoring demands) versus unguided (high monitoring demands). In Experiments 3 and 4, participants walked while performing an auditory task. Auditory task performance was superior with normal compared with degraded vision. With degraded vision, auditory task performance was better when guided compared with unguided. In Experiment 5, participants performed both the spatial learning and auditory tasks under degraded vision. Results showed that attention mediates the relationship between mobility-monitoring demands and spatial learning. These studies suggest that more attention is required and spatial learning is impaired when navigating with degraded viewing. PMID:25706766

  10. Neural Correlates of Auditory Processing, Learning and Memory Formation in Songbirds

    NASA Astrophysics Data System (ADS)

    Pinaud, R.; Terleph, T. A.; Wynne, R. D.; Tremere, L. A.

    Songbirds have emerged as powerful experimental models for the study of auditory processing of complex natural communication signals. Intact hearing is necessary for several behaviors in developing and adult animals including vocal learning, territorial defense, mate selection and individual recognition. These behaviors are thought to require the processing, discrimination and memorization of songs. Although much is known about the brain circuits that participate in sensorimotor (auditory-vocal) integration, especially the ``song-control" system, less is known about the anatomical and functional organization of central auditory pathways. Here we discuss findings associated with a telencephalic auditory area known as the caudomedial nidopallium (NCM). NCM has attracted significant interest as it exhibits functional properties that may support higher order auditory functions such as stimulus discrimination and the formation of auditory memories. NCM neurons are vigorously dr iven by auditory stimuli. Interestingly, these responses are selective to conspecific, relative to heterospecific songs and artificial stimuli. In addition, forms of experience-dependent plasticity occur in NCM and are song-specific. Finally, recent experiments employing high-throughput quantitative proteomics suggest that complex protein regulatory pathways are engaged in NCM as a result of auditory experience. These molecular cascades are likely central to experience-associated plasticity of NCM circuitry and may be part of a network of calcium-driven molecular events that support the formation of auditory memory traces.

  11. Spatial auditory regularity encoding and prediction: Human middle-latency and long-latency auditory evoked potentials.

    PubMed

    Cornella, M; Bendixen, A; Grimm, S; Leung, S; Schröger, E; Escera, C

    2015-11-11

    By encoding acoustic regularities present in the environment, the human brain can generate predictions of what is likely to occur next. Recent studies suggest that deviations from encoded regularities are detected within 10-50ms after stimulus onset, as indicated by electrophysiological effects in the middle latency response (MLR) range. This is upstream of previously known long-latency (LLR) signatures of deviance detection such as the mismatch negativity (MMN) component. In the present study, we created predictable and unpredictable contexts to investigate MLR and LLR signatures of the encoding of spatial auditory regularities and the generation of predictions from these regularities. Chirps were monaurally delivered in an either regular (predictable: left-right-left-right) or a random (unpredictable left/right alternation or repetition) manner. Occasional stimulus omissions occurred in both types of sequences. Results showed that the Na component (peaking at 34ms after stimulus onset) was attenuated for regular relative to random chirps, albeit no differences were observed for stimulus omission responses in the same latency range. In the LLR range, larger chirp-and omission-evoked responses were elicited for the regular than for the random condition, and predictability effects were more prominent over the right hemisphere. We discuss our findings in the framework of a hierarchical organization of spatial regularity encoding. This article is part of a Special Issue entitled SI: Prediction and Attention. PMID:25912975

  12. Auditory processing deficits among language-learning disordered children and adults

    NASA Astrophysics Data System (ADS)

    Wayland, Ratree; Lombardino, Linda

    2003-10-01

    It has been estimated that approximately 5%-9% of school-aged children in the United States are diagnosed with some kind of learning disorders. Moreover, previous research has established that many of these children exhibited perceptual deficits in response to auditory stimuli, suggesting that an auditory perceptual deficit may underlie their learning disabilities. The goal of this research is to examine the ability to auditorily process speech and nonspeech stimuli among language-learning disabled (LLD) children and adults. The two questions that will be addressed in this study are: (a) Are there subtypes of LLD children/adults based on their auditory processing deficit, and (b) Is there any relationship between types of auditory processing deficits and types of language deficits as measured by a battery of psychoeducational tests.

  13. Modulation of human auditory spatial scene analysis by transcranial direct current stimulation.

    PubMed

    Lewald, Jörg

    2016-04-01

    Localizing and selectively attending to the source of a sound of interest in a complex auditory environment is an important capacity of the human auditory system. The underlying neural mechanisms have, however, still not been clarified in detail. This issue was addressed by using bilateral bipolar-balanced transcranial direct current stimulation (tDCS) in combination with a task demanding free-field sound localization in the presence of multiple sound sources, thus providing a realistic simulation of the so-called "cocktail-party" situation. With left-anode/right-cathode, but not with right-anode/left-cathode, montage of bilateral electrodes, tDCS over superior temporal gyrus, including planum temporale and auditory cortices, was found to improve the accuracy of target localization in left hemispace. No effects were found for tDCS over inferior parietal lobule or with off-target active stimulation over somatosensory-motor cortex that was used to control for non-specific effects. Also, the absolute error in localization remained unaffected by tDCS, thus suggesting that general response precision was not modulated by brain polarization. This finding can be explained in the framework of a model assuming that brain polarization modulated the suppression of irrelevant sound sources, thus resulting in more effective spatial separation of the target from the interfering sound in the complex auditory scene. PMID:26825012

  14. Spatial and temporal auditory processing deficits following right hemisphere infarction. A psychophysical study.

    PubMed

    Griffiths, T D; Rees, A; Witton, C; Cross, P M; Shakir, R A; Green, G G

    1997-05-01

    Higher auditory function in a patient was investigated following a right hemisphere infarction between the middle and posterior cerebral artery territories involving the insula. The patient complained of lack of musical appreciation and a battery of tests confirmed a dissociated receptive musical deficit in the presence of normal appreciation of environmental sounds and speech. The ability to detect continuous changes in sound frequency in the form of sinusoidal frequency modulation was preserved. There was, however, a deficit in the analysis of rapid temporal sequences of notes which could underlie his musical deficit. This case provides further evidence for the existence of amusia as a distinct form of auditory agnosia, but does not support the hypothesis that bilateral lesions are required to produce such a deficit. Unexpectedly, the patient was also found to have a deficit in the perception of apparent sound-source movement. We suggest that this deficit is analogous to the visual phenomenon of akinetopsia, and is in accord with PET work suggesting involvement of areas outside primary auditory cortex in sound movement perception. A possible common deficit in auditory temporal and spatial 'scene analysis' is discussed. PMID:9183249

  15. The Spatially Competent Child with Learning Disabilities (SCLD): The Evidence from Research.

    ERIC Educational Resources Information Center

    Bannatyne, Alexander

    Research is reviewed in support of the author's hypothesis that the majority (60 to 80 percent) of learning disabled children are not brain damaged but have above average spatial ability and major deficits in auditory-vocal memory processing which are genetic in nature. Research is reported to support other aspects of his hypothesis such as the…

  16. Investigating Verbal and Visual Auditory Learning After Conformal Radiation Therapy for Childhood Ependymoma

    SciTech Connect

    Di Pinto, Marcos; Conklin, Heather M.; Li Chenghong; Xiong Xiaoping; Merchant, Thomas E.

    2010-07-15

    Purpose: The primary objective of this study was to determine whether children with localized ependymoma experience a decline in verbal or visual-auditory learning after conformal radiation therapy (CRT). The secondary objective was to investigate the impact of age and select clinical factors on learning before and after treatment. Methods and Materials: Learning in a sample of 71 patients with localized ependymoma was assessed with the California Verbal Learning Test (CVLT-C) and the Visual-Auditory Learning Test (VAL). Learning measures were administered before CRT, at 6 months, and then yearly for a total of 5 years. Results: There was no significant decline on measures of verbal or visual-auditory learning after CRT; however, younger age, more surgeries, and cerebrospinal fluid shunting did predict lower scores at baseline. There were significant longitudinal effects (improved learning scores after treatment) among older children on the CVLT-C and children that did not receive pre-CRT chemotherapy on the VAL. Conclusion: There was no evidence of global decline in learning after CRT in children with localized ependymoma. Several important implications from the findings include the following: (1) identification of and differentiation among variables with transient vs. long-term effects on learning, (2) demonstration that children treated with chemotherapy before CRT had greater risk of adverse visual-auditory learning performance, and (3) establishment of baseline and serial assessment as critical in ascertaining necessary sensitivity and specificity for the detection of modest effects.

  17. Auditory spatial discrimination by barn owls in simulated echoic conditions

    NASA Astrophysics Data System (ADS)

    Spitzer, Matthew W.; Bala, Avinash D. S.; Takahashi, Terry T.

    2003-03-01

    In humans, directional hearing in reverberant conditions is characterized by a ``precedence effect,'' whereby directional information conveyed by leading sounds dominates perceived location, and listeners are relatively insensitive to directional information conveyed by lagging sounds. Behavioral studies provide evidence of precedence phenomena in a wide range of species. The present study employs a discrimination paradigm, based on habituation and recovery of the pupillary dilation response, to provide quantitative measures of precedence phenomena in the barn owl. As in humans, the owl's ability to discriminate changes in the location of lagging sources is impaired relative to that for single sources. Spatial discrimination of lead sources is also impaired, but to a lesser extent than discrimination of lagging sources. Results of a control experiment indicate that sensitivity to monaural cues cannot account for discrimination of lag source location. Thus, impairment of discrimination ability in the two-source conditions most likely reflects a reduction in sensitivity to binaural directional information. These results demonstrate a similarity of precedence effect phenomena in barn owls and humans, and provide a basis for quantitative comparison with neuronal data from the same species.

  18. Auditory spatial resolution in horizontal, vertical, and diagonal planes

    NASA Astrophysics Data System (ADS)

    Grantham, D. Wesley; Hornsby, Benjamin W. Y.; Erpenbeck, Eric A.

    2003-08-01

    Minimum audible angle (MAA) and minimum audible movement angle (MAMA) thresholds were measured for stimuli in horizontal, vertical, and diagonal (60°) planes. A pseudovirtual technique was employed in which signals were recorded through KEMAR's ears and played back to subjects through insert earphones. Thresholds were obtained for wideband, high-pass, and low-pass noises. Only 6 of 20 subjects obtained wideband vertical-plane MAAs less than 10°, and only these 6 subjects were retained for the complete study. For all three filter conditions thresholds were lowest in the horizontal plane, slightly (but significantly) higher in the diagonal plane, and highest for the vertical plane. These results were similar in magnitude and pattern to those reported by Perrott and Saberi [J. Acoust. Soc. Am. 87, 1728-1731 (1990)] and Saberi and Perrott [J. Acoust. Soc. Am. 88, 2639-2644 (1990)], except that these investigators generally found that thresholds for diagonal planes were as good as those for the horizontal plane. The present results are consistent with the hypothesis that diagonal-plane performance is based on independent contributions from a horizontal-plane system (sensitive to interaural differences) and a vertical-plane system (sensitive to pinna-based spectral changes). Measurements of the stimuli recorded through KEMAR indicated that sources presented from diagonal planes can produce larger interaural level differences (ILDs) in certain frequency regions than would be expected based on the horizontal projection of the trajectory. Such frequency-specific ILD cues may underlie the very good performance reported in previous studies for diagonal spatial resolution. Subjects in the present study could apparently not take advantage of these cues in the diagonal-plane condition, possibly because they did not externalize the images to their appropriate positions in space or possibly because of the absence of a patterned visual field.

  19. Polarity-specific transcranial direct current stimulation disrupts auditory pitch learning

    PubMed Central

    Matsushita, Reiko; Andoh, Jamila; Zatorre, Robert J.

    2015-01-01

    Transcranial direct current stimulation (tDCS) is attracting increasing interest because of its potential for therapeutic use. While its effects have been investigated mainly with motor and visual tasks, less is known in the auditory domain. Past tDCS studies with auditory tasks demonstrated various behavioral outcomes, possibly due to differences in stimulation parameters, task-induced brain activity, or task measurements used in each study. Further research, using well-validated tasks is therefore required for clarification of behavioral effects of tDCS on the auditory system. Here, we took advantage of findings from a prior functional magnetic resonance imaging study, which demonstrated that the right auditory cortex is modulated during fine-grained pitch learning of microtonal melodic patterns. Targeting the right auditory cortex with tDCS using this same task thus allowed us to test the hypothesis that this region is causally involved in pitch learning. Participants in the current study were trained for 3 days while we measured pitch discrimination thresholds using microtonal melodies on each day using a psychophysical staircase procedure. We administered anodal, cathodal, or sham tDCS to three groups of participants over the right auditory cortex on the second day of training during performance of the task. Both the sham and the cathodal groups showed the expected significant learning effect (decreased pitch threshold) over the 3 days of training; in contrast we observed a blocking effect of anodal tDCS on auditory pitch learning, such that this group showed no significant change in thresholds over the 3 days. The results support a causal role for the right auditory cortex in pitch discrimination learning. PMID:26041982

  20. Polarity-specific transcranial direct current stimulation disrupts auditory pitch learning.

    PubMed

    Matsushita, Reiko; Andoh, Jamila; Zatorre, Robert J

    2015-01-01

    Transcranial direct current stimulation (tDCS) is attracting increasing interest because of its potential for therapeutic use. While its effects have been investigated mainly with motor and visual tasks, less is known in the auditory domain. Past tDCS studies with auditory tasks demonstrated various behavioral outcomes, possibly due to differences in stimulation parameters, task-induced brain activity, or task measurements used in each study. Further research, using well-validated tasks is therefore required for clarification of behavioral effects of tDCS on the auditory system. Here, we took advantage of findings from a prior functional magnetic resonance imaging study, which demonstrated that the right auditory cortex is modulated during fine-grained pitch learning of microtonal melodic patterns. Targeting the right auditory cortex with tDCS using this same task thus allowed us to test the hypothesis that this region is causally involved in pitch learning. Participants in the current study were trained for 3 days while we measured pitch discrimination thresholds using microtonal melodies on each day using a psychophysical staircase procedure. We administered anodal, cathodal, or sham tDCS to three groups of participants over the right auditory cortex on the second day of training during performance of the task. Both the sham and the cathodal groups showed the expected significant learning effect (decreased pitch threshold) over the 3 days of training; in contrast we observed a blocking effect of anodal tDCS on auditory pitch learning, such that this group showed no significant change in thresholds over the 3 days. The results support a causal role for the right auditory cortex in pitch discrimination learning. PMID:26041982

  1. A blueprint for vocal learning: auditory predispositions from brains to genomes.

    PubMed

    Wheatcroft, David; Qvarnström, Anna

    2015-08-01

    Memorizing and producing complex strings of sound are requirements for spoken human language. We share these behaviours with likely more than 4000 species of songbirds, making birds our primary model for studying the cognitive basis of vocal learning and, more generally, an important model for how memories are encoded in the brain. In songbirds, as in humans, the sounds that a juvenile learns later in life depend on auditory memories formed early in development. Experiments on a wide variety of songbird species suggest that the formation and lability of these auditory memories, in turn, depend on auditory predispositions that stimulate learning when a juvenile hears relevant, species-typical sounds. We review evidence that variation in key features of these auditory predispositions are determined by variation in genes underlying the development of the auditory system. We argue that increased investigation of the neuronal basis of auditory predispositions expressed early in life in combination with modern comparative genomic approaches may provide insights into the evolution of vocal learning. PMID:26246333

  2. A blueprint for vocal learning: auditory predispositions from brains to genomes

    PubMed Central

    Wheatcroft, David; Qvarnström, Anna

    2015-01-01

    Memorizing and producing complex strings of sound are requirements for spoken human language. We share these behaviours with likely more than 4000 species of songbirds, making birds our primary model for studying the cognitive basis of vocal learning and, more generally, an important model for how memories are encoded in the brain. In songbirds, as in humans, the sounds that a juvenile learns later in life depend on auditory memories formed early in development. Experiments on a wide variety of songbird species suggest that the formation and lability of these auditory memories, in turn, depend on auditory predispositions that stimulate learning when a juvenile hears relevant, species-typical sounds. We review evidence that variation in key features of these auditory predispositions are determined by variation in genes underlying the development of the auditory system. We argue that increased investigation of the neuronal basis of auditory predispositions expressed early in life in combination with modern comparative genomic approaches may provide insights into the evolution of vocal learning. PMID:26246333

  3. Learning to produce speech with an altered vocal tract: The role of auditory feedback

    NASA Astrophysics Data System (ADS)

    Jones, Jeffery A.; Munhall, K. G.

    2003-01-01

    Modifying the vocal tract alters a speaker's previously learned acoustic-articulatory relationship. This study investigated the contribution of auditory feedback to the process of adapting to vocal-tract modifications. Subjects said the word /tas/ while wearing a dental prosthesis that extended the length of their maxillary incisor teeth. The prosthesis affected /s/ productions and the subjects were asked to learn to produce ``normal'' /s/'s. They alternately received normal auditory feedback and noise that masked their natural feedback during productions. Acoustic analysis of the speakers' /s/ productions showed that the distribution of energy across the spectra moved toward that of normal, unperturbed production with increased experience with the prosthesis. However, the acoustic analysis did not show any significant differences in learning dependent on auditory feedback. By contrast, when naive listeners were asked to rate the quality of the speakers' utterances, productions made when auditory feedback was available were evaluated to be closer to the subjects' normal productions than when feedback was masked. The perceptual analysis showed that speakers were able to use auditory information to partially compensate for the vocal-tract modification. Furthermore, utterances produced during the masked conditions also improved over a session, demonstrating that the compensatory articulations were learned and available after auditory feedback was removed.

  4. Effect of GIS Learning on Spatial Thinking

    ERIC Educational Resources Information Center

    Lee, Jongwon; Bednarz, Robert

    2009-01-01

    A spatial-skills test is used to examine the effect of GIS learning on the spatial thinking ability of college students. Eighty students at a large state university completed pre- and post- spatial-skills tests administered during the 2003 fall semester. Analysis of changes in the students' test scores revealed that GIS learning helped students…

  5. Subthreshold resonance properties contribute to the efficient coding of auditory spatial cues.

    PubMed

    Remme, Michiel W H; Donato, Roberta; Mikiel-Hunter, Jason; Ballestero, Jimena A; Foster, Simon; Rinzel, John; McAlpine, David

    2014-06-01

    Neurons in the medial superior olive (MSO) and lateral superior olive (LSO) of the auditory brainstem code for sound-source location in the horizontal plane, extracting interaural time differences (ITDs) from the stimulus fine structure and interaural level differences (ILDs) from the stimulus envelope. Here, we demonstrate a postsynaptic gradient in temporal processing properties across the presumed tonotopic axis; neurons in the MSO and the low-frequency limb of the LSO exhibit fast intrinsic electrical resonances and low input impedances, consistent with their processing of ITDs in the temporal fine structure. Neurons in the high-frequency limb of the LSO show low-pass electrical properties, indicating they are better suited to extracting information from the slower, modulated envelopes of sounds. Using a modeling approach, we assess ITD and ILD sensitivity of the neural filters to natural sounds, demonstrating that the transformation in temporal processing along the tonotopic axis contributes to efficient extraction of auditory spatial cues. PMID:24843153

  6. Experience-dependent learning of auditory temporal resolution: evidence from Carnatic-trained musicians.

    PubMed

    Mishra, Srikanta K; Panda, Manasa R

    2014-01-22

    Musical training and experience greatly enhance the cortical and subcortical processing of sounds, which may translate to superior auditory perceptual acuity. Auditory temporal resolution is a fundamental perceptual aspect that is critical for speech understanding in noise in listeners with normal hearing, auditory disorders, cochlear implants, and language disorders, yet very few studies have focused on music-induced learning of temporal resolution. This report demonstrates that Carnatic musical training and experience have a significant impact on temporal resolution assayed by gap detection thresholds. This experience-dependent learning in Carnatic-trained musicians exhibits the universal aspects of human perception and plasticity. The present work adds the perceptual component to a growing body of neurophysiological and imaging studies that suggest plasticity of the peripheral auditory system at the level of the brainstem. The present work may be intriguing to researchers and clinicians alike interested in devising cross-cultural training regimens to alleviate listening-in-noise difficulties. PMID:24264076

  7. Representation of Early Sensory Experience in the Adult Auditory Midbrain: Implications for Vocal Learning

    PubMed Central

    van der Kant, Anne; Derégnaucourt, Sébastien; Gahr, Manfred; Van der Linden, Annemie; Poirier, Colline

    2013-01-01

    Vocal learning in songbirds and humans occurs by imitation of adult vocalizations. In both groups, vocal learning includes a perceptual phase during which juveniles birds and infants memorize adult vocalizations. Despite intensive research, the neural mechanisms supporting this auditory memory are still poorly understood. The present functional MRI study demonstrates that in adult zebra finches, the right auditory midbrain nucleus responds selectively to the copied vocalizations. The selective signal is distinct from selectivity for the bird's own song and does not simply reflect acoustic differences between the stimuli. Furthermore, the amplitude of the selective signal is positively correlated with the strength of vocal learning, measured by the amount of song that experimental birds copied from the adult model. These results indicate that early sensory experience can generate a long-lasting memory trace in the auditory midbrain of songbirds that may support song learning. PMID:23637903

  8. A Latent Consolidation Phase in Auditory Identification Learning: Time in the Awake State Is Sufficient

    ERIC Educational Resources Information Center

    Roth, Daphne Ari-Even; Kishon-Rabin, Liat; Hildesheimer, Minka; Karni, Avi

    2005-01-01

    Large gains in performance, evolving hours after practice has terminated, were reported in a number of visual and some motor learning tasks, as well as recently in an auditory nonverbal discrimination task. It was proposed that these gains reflect a latent phase of experience-triggered memory consolidation in human skill learning. It is not clear,…

  9. Hearing impairment induces frequency-specific adjustments in auditory spatial tuning in the optic tectum of young owls.

    PubMed

    Gold, J I; Knudsen, E I

    1999-11-01

    Bimodal, auditory-visual neurons in the optic tectum of the barn owl are sharply tuned for sound source location. The auditory receptive fields (RFs) of these neurons are restricted in space primarily as a consequence of their tuning for interaural time differences and interaural level differences across broad ranges of frequencies. In this study, we examined the extent to which frequency-specific features of early auditory experience shape the auditory spatial tuning of these neurons. We manipulated auditory experience by implanting in one ear canal an acoustic filtering device that altered the timing and level of sound reaching the eardrum in a frequency-dependent fashion. We assessed the auditory spatial tuning at individual tectal sites in normal owls and in owls raised with the filtering device. At each site, we measured a family of auditory RFs using broadband sound and narrowband sounds with different center frequencies both with and without the device in place. In normal owls, the narrowband RFs for a given site all included a common region of space that corresponded with the broadband RF and aligned with the site's visual RF. Acute insertion of the filtering device in normal owls shifted the locations of the narrowband RFs away from the visual RF, the magnitude and direction of the shifts depending on the frequency of the stimulus. In contrast, in owls that were raised wearing the device, narrowband and broadband RFs were aligned with visual RFs so long as the device was in the ear but not after it was removed, indicating that auditory spatial tuning had been adaptively altered by experience with the device. The frequency tuning of tectal neurons in device-reared owls was also altered from normal. The results demonstrate that experience during development adaptively modifies the representation of auditory space in the barn owl's optic tectum in a frequency-dependent manner. PMID:10561399

  10. Interference between postural control and spatial vs. non-spatial auditory reaction time tasks in older adults.

    PubMed

    Fuhrman, Susan I; Redfern, Mark S; Jennings, J Richard; Furman, Joseph M

    2015-01-01

    This study investigated whether spatial aspects of an information processing task influence dual-task interference. Two groups (Older/Young) of healthy adults participated in dual-task experiments. Two auditory information processing tasks included a frequency discrimination choice reaction time task (non-spatial task) and a lateralization choice reaction time task (spatial task). Postural tasks included combinations of standing with eyes open or eyes closed on either a fixed floor or a sway-referenced floor. Reaction times and postural sway via center of pressure were recorded. Baseline measures of reaction time and sway were subtracted from the corresponding dual-task results to calculate reaction time task costs and postural task costs. Reaction time task cost increased with eye closure (p = 0.01), sway-referenced flooring (p < 0.0001), and the spatial task (p = 0.04). Additionally, a significant (p = 0.05) task x vision x age interaction indicated that older subjects had a significant vision X task interaction whereas young subjects did not. However, when analyzed by age group, the young group showed minimal differences in interference for the spatial and non-spatial tasks with eyes open, but showed increased interference on the spatial relative to non-spatial task with eyes closed. On the contrary, older subjects demonstrated increased interference on the spatial relative to the non-spatial task with eyes open, but not with eyes closed. These findings suggest that visual-spatial interference may occur in older subjects when vision is used to maintain posture. PMID:26410669

  11. Registration of neural maps through value-dependent learning: modeling the alignment of auditory and visual maps in the barn owl's optic tectum.

    PubMed

    Rucci, M; Tononi, G; Edelman, G M

    1997-01-01

    In the optic tectum (OT) of the barn owl, visual and auditory maps of space are found in close alignment with each other. Experiments in which such alignment has been disrupted have shown a considerable degree of plasticity in the auditory map. The external nucleus of the inferior colliculus (ICx), an auditory center that projects massively to the tectum, is the main site of plasticity; however, it is unclear by what mechanisms the alignment between the auditory map in the ICx and the visual map in the tectum is established and maintained. In this paper, we propose that such map alignment occurs through a process of value-dependent learning. According to this paradigm, value systems, identifiable with neuromodulatory systems having diffuse projections, respond to innate or acquired salient cues and modulate changes in synaptic efficacy in many brain regions. To test the self-consistency of this proposal, we have developed a computer model of the principal neural structures involved in the process of auditory localization in the barn owl. This is complemented by simulations of aspects of the barn owl phenotype and of the experimental environment. In the model, a value system is activated whenever the owl carries out a foveation toward an auditory stimulus. A term representing the diffuse release of a neuromodulator interacts with local pre- and postsynaptic events to determine synaptic changes in the ICx. Through large-scale simulations, we have replicated a number of experimental observations on the development of spatial alignment between the auditory and visual maps during normal visual experience, after the retinal image is shifted through prismatic goggles, and after the reestablishment of normal visual input. The results suggest that value-dependent learning is sufficient to account for the registration of auditory and visual maps of space in the OT of the barn owl, and they lead to a number of experimental predictions. PMID:8987759

  12. Dependence of auditory spatial updating on vestibular, proprioceptive, and efference copy signals.

    PubMed

    Genzel, Daria; Firzlaff, Uwe; Wiegrebe, Lutz; MacNeilage, Paul R

    2016-08-01

    Humans localize sounds by comparing inputs across the two ears, resulting in a head-centered representation of sound-source position. When the head moves, information about head movement must be combined with the head-centered estimate to correctly update the world-centered sound-source position. Spatial updating has been extensively studied in the visual system, but less is known about how head movement signals interact with binaural information during auditory spatial updating. In the current experiments, listeners compared the world-centered azimuthal position of two sound sources presented before and after a head rotation that depended on condition. In the active condition, subjects rotated their head by ∼35° to the left or right, following a pretrained trajectory. In the passive condition, subjects were rotated along the same trajectory in a rotating chair. In the cancellation condition, subjects rotated their head as in the active condition, but the chair was counter-rotated on the basis of head-tracking data such that the head effectively remained fixed in space while the body rotated beneath it. Subjects updated most accurately in the passive condition but erred in the active and cancellation conditions. Performance is interpreted as reflecting the accuracy of perceived head rotation across conditions, which is modeled as a linear combination of proprioceptive/efference copy signals and vestibular signals. Resulting weights suggest that auditory updating is dominated by vestibular signals but with significant contributions from proprioception/efference copy. Overall, results shed light on the interplay of sensory and motor signals that determine the accuracy of auditory spatial updating. PMID:27169504

  13. The time-course of distractor processing in auditory spatial negative priming.

    PubMed

    Möller, Malte; Mayr, Susanne; Buchner, Axel

    2016-09-01

    The spatial negative priming effect denotes slowed-down and sometimes more error-prone responding to a location that previously contained a distractor as compared with a previously unoccupied location. In vision, this effect has been attributed to the inhibition of irrelevant locations, and recently, of their task-assigned responses. Interestingly, auditory versions of the task did not yield evidence for inhibitory processing of task-irrelevant events which might suggest modality-specific distractor processing in vision and audition. Alternatively, the inhibitory processes may differ in how they develop over time. If this were the case, the absence of inhibitory after-effects might be due to an inappropriate timing of successive presentations in previous auditory spatial negative priming tasks. Specifically, the distractor may not yet have been inhibited or inhibition may already have dissipated at the time performance is assessed. The present study was conducted to test these alternatives. Participants indicated the location of a target sound in the presence of a concurrent distractor sound. Performance was assessed between two successive prime-probe presentations. The time between the prime response and the probe sounds (response-stimulus interval, RSI) was systematically varied between three groups (600, 1250, 1900 ms). For all RSI groups, the results showed no evidence for inhibitory distractor processing but conformed to the predictions of the feature mismatching hypothesis. The results support the assumption that auditory distractor processing does not recruit an inhibitory mechanism but involves the integration of spatial and sound identity features into common representations. PMID:26233234

  14. Influence of age, spatial memory, and ocular fixation on localization of auditory, visual, and bimodal targets by human subjects.

    PubMed

    Dobreva, Marina S; O'Neill, William E; Paige, Gary D

    2012-12-01

    A common complaint of the elderly is difficulty identifying and localizing auditory and visual sources, particularly in competing background noise. Spatial errors in the elderly may pose challenges and even threats to self and others during everyday activities, such as localizing sounds in a crowded room or driving in traffic. In this study, we investigated the influence of aging, spatial memory, and ocular fixation on the localization of auditory, visual, and combined auditory-visual (bimodal) targets. Head-restrained young and elderly subjects localized targets in a dark, echo-attenuated room using a manual laser pointer. Localization accuracy and precision (repeatability) were quantified for both ongoing and transient (remembered) targets at response delays up to 10 s. Because eye movements bias auditory spatial perception, localization was assessed under target fixation (eyes free, pointer guided by foveal vision) and central fixation (eyes fixed straight ahead, pointer guided by peripheral vision) conditions. Spatial localization across the frontal field in young adults demonstrated (1) horizontal overshoot and vertical undershoot for ongoing auditory targets under target fixation conditions, but near-ideal horizontal localization with central fixation; (2) accurate and precise localization of ongoing visual targets guided by foveal vision under target fixation that degraded when guided by peripheral vision during central fixation; (3) overestimation in horizontal central space (±10°) of remembered auditory, visual, and bimodal targets with increasing response delay. In comparison with young adults, elderly subjects showed (1) worse precision in most paradigms, especially when localizing with peripheral vision under central fixation; (2) greatly impaired vertical localization of auditory and bimodal targets; (3) increased horizontal overshoot in the central field for remembered visual and bimodal targets across response delays; (4) greater vulnerability to

  15. Implicit learning of between-group intervals in auditory temporal structures.

    PubMed

    Terry, J; Stevens, C J; Weidemann, G; Tillmann, B

    2016-08-01

    Implicit learning of temporal structure has primarily been reported when events within a sequence (e.g., visual-spatial locations, tones) are systematically ordered and correlated with the temporal structure. An auditory serial reaction time task was used to investigate implicit learning of temporal intervals between pseudorandomly ordered syllables. Over exposure, participants identified syllables presented in sequences with weakly metrical temporal structures. In a test block, the temporal structure differed from exposure only in the duration of the interonset intervals (IOIs) between groups. It was hypothesized that reaction time (RT) to syllables following between-group IOIs would decrease with exposure and increase at test. In Experiments 1 and 2, the sequences presented over exposure and test were counterbalanced across participants (Pattern 1 and Pattern 2 conditions). An RT increase at test to syllables following between-group IOIs was only evident in the condition that presented an exposure structure with a slightly stronger meter (Pattern 1 condition). The Pattern 1 condition also elicited a global expectancy effect: Test block RT slowed to earlier-than-expected syllables (i.e., syllables shifted to an earlier beat) but not to later-than-expected syllables. Learning of between-group IOIs and the global expectancy effect extended to the Pattern 2 condition when meter was strengthened with an external pulse (Experiment 2). Experiment 3 further demonstrated implicit learning of a new weakly metrical structure with only earlier-than-expected violations at test. Overall findings demonstrate learning of weakly metrical rhythms without correlated event structures (i.e., sequential syllable orders). They further suggest the presence of a global expectancy effect mediated by metrical strength. PMID:27301354

  16. Localized Brain Activation Related to the Strength of Auditory Learning in a Parrot

    PubMed Central

    Matsushita, Masanori; Matsuda, Yasushi; Takeuchi, Hiro-Aki; Satoh, Ryohei; Watanabe, Aiko; Zandbergen, Matthijs A.; Manabe, Kazuchika; Kawashima, Takashi; Bolhuis, Johan J.

    2012-01-01

    Parrots and songbirds learn their vocalizations from a conspecific tutor, much like human infants acquire spoken language. Parrots can learn human words and it has been suggested that they can use them to communicate with humans. The caudomedial pallium in the parrot brain is homologous with that of songbirds, and analogous to the human auditory association cortex, involved in speech processing. Here we investigated neuronal activation, measured as expression of the protein product of the immediate early gene ZENK, in relation to auditory learning in the budgerigar (Melopsittacus undulatus), a parrot. Budgerigar males successfully learned to discriminate two Japanese words spoken by another male conspecific. Re-exposure to the two discriminanda led to increased neuronal activation in the caudomedial pallium, but not in the hippocampus, compared to untrained birds that were exposed to the same words, or were not exposed to words. Neuronal activation in the caudomedial pallium of the experimental birds was correlated significantly and positively with the percentage of correct responses in the discrimination task. These results suggest that in a parrot, the caudomedial pallium is involved in auditory learning. Thus, in parrots, songbirds and humans, analogous brain regions may contain the neural substrate for auditory learning and memory. PMID:22701714

  17. Sensorimotor learning in children and adults: Exposure to frequency-altered auditory feedback during speech production.

    PubMed

    Scheerer, N E; Jacobson, D S; Jones, J A

    2016-02-01

    Auditory feedback plays an important role in the acquisition of fluent speech; however, this role may change once speech is acquired and individuals no longer experience persistent developmental changes to the brain and vocal tract. For this reason, we investigated whether the role of auditory feedback in sensorimotor learning differs across children and adult speakers. Participants produced vocalizations while they heard their vocal pitch predictably or unpredictably shifted downward one semitone. The participants' vocal pitches were measured at the beginning of each vocalization, before auditory feedback was available, to assess the extent to which the deviant auditory feedback modified subsequent speech motor commands. Sensorimotor learning was observed in both children and adults, with participants' initial vocal pitch increasing following trials where they were exposed to predictable, but not unpredictable, frequency-altered feedback. Participants' vocal pitch was also measured across each vocalization, to index the extent to which the deviant auditory feedback was used to modify ongoing vocalizations. While both children and adults were found to increase their vocal pitch following predictable and unpredictable changes to their auditory feedback, adults produced larger compensatory responses. The results of the current study demonstrate that both children and adults rapidly integrate information derived from their auditory feedback to modify subsequent speech motor commands. However, these results also demonstrate that children and adults differ in their ability to use auditory feedback to generate compensatory vocal responses during ongoing vocalization. Since vocal variability also differed across the children and adult groups, these results also suggest that compensatory vocal responses to frequency-altered feedback manipulations initiated at vocalization onset may be modulated by vocal variability. PMID:26628403

  18. Utilising reinforcement learning to develop strategies for driving auditory neural implants

    NASA Astrophysics Data System (ADS)

    Lee, Geoffrey W.; Zambetta, Fabio; Li, Xiaodong; Paolini, Antonio G.

    2016-08-01

    Objective. In this paper we propose a novel application of reinforcement learning to the area of auditory neural stimulation. We aim to develop a simulation environment which is based off real neurological responses to auditory and electrical stimulation in the cochlear nucleus (CN) and inferior colliculus (IC) of an animal model. Using this simulator we implement closed loop reinforcement learning algorithms to determine which methods are most effective at learning effective acoustic neural stimulation strategies. Approach. By recording a comprehensive set of acoustic frequency presentations and neural responses from a set of animals we created a large database of neural responses to acoustic stimulation. Extensive electrical stimulation in the CN and the recording of neural responses in the IC provides a mapping of how the auditory system responds to electrical stimuli. The combined dataset is used as the foundation for the simulator, which is used to implement and test learning algorithms. Main results. Reinforcement learning, utilising a modified n-Armed Bandit solution, is implemented to demonstrate the model’s function. We show the ability to effectively learn stimulation patterns which mimic the cochlea’s ability to covert acoustic frequencies to neural activity. Time taken to learn effective replication using neural stimulation takes less than 20 min under continuous testing. Significance. These results show the utility of reinforcement learning in the field of neural stimulation. These results can be coupled with existing sound processing technologies to develop new auditory prosthetics that are adaptable to the recipients current auditory pathway. The same process can theoretically be abstracted to other sensory and motor systems to develop similar electrical replication of neural signals.

  19. Spatial organization of excitatory synaptic inputs to layer 4 neurons in mouse primary auditory cortex.

    PubMed

    Kratz, Megan B; Manis, Paul B

    2015-01-01

    Layer 4 (L4) of primary auditory cortex (A1) receives a tonotopically organized projection from the medial geniculate nucleus of the thalamus. However, individual neurons in A1 respond to a wider range of sound frequencies than would be predicted by their thalamic input, which suggests the existence of cross-frequency intracortical networks. We used laser scanning photostimulation and uncaging of glutamate in brain slices of mouse A1 to characterize the spatial organization of intracortical inputs to L4 neurons. Slices were prepared to include the entire tonotopic extent of A1. We find that L4 neurons receive local vertically organized (columnar) excitation from layers 2 through 6 (L6) and horizontally organized excitation primarily from L4 and L6 neurons in regions centered ~300-500 μm caudal and/or rostral to the cell. Excitatory horizontal synaptic connections from layers 2 and 3 were sparse. The origins of horizontal projections from L4 and L6 correspond to regions in the tonotopic map that are approximately an octave away from the target cell location. Such spatially organized lateral connections may contribute to the detection and processing of auditory objects with specific spectral structures. PMID:25972787

  20. Spatial organization of excitatory synaptic inputs to layer 4 neurons in mouse primary auditory cortex

    PubMed Central

    Kratz, Megan B.; Manis, Paul B.

    2015-01-01

    Layer 4 (L4) of primary auditory cortex (A1) receives a tonotopically organized projection from the medial geniculate nucleus of the thalamus. However, individual neurons in A1 respond to a wider range of sound frequencies than would be predicted by their thalamic input, which suggests the existence of cross-frequency intracortical networks. We used laser scanning photostimulation and uncaging of glutamate in brain slices of mouse A1 to characterize the spatial organization of intracortical inputs to L4 neurons. Slices were prepared to include the entire tonotopic extent of A1. We find that L4 neurons receive local vertically organized (columnar) excitation from layers 2 through 6 (L6) and horizontally organized excitation primarily from L4 and L6 neurons in regions centered ~300–500 μm caudal and/or rostral to the cell. Excitatory horizontal synaptic connections from layers 2 and 3 were sparse. The origins of horizontal projections from L4 and L6 correspond to regions in the tonotopic map that are approximately an octave away from the target cell location. Such spatially organized lateral connections may contribute to the detection and processing of auditory objects with specific spectral structures. PMID:25972787

  1. Developmental shifts in gene expression in the auditory forebrain during the sensitive period for song learning

    PubMed Central

    London, Sarah E.; Dong, Shu; Replogle, Kirstin; Clayton, David F.

    2009-01-01

    A male zebra finch begins to learn to sing by memorizing a tutor’s song during a sensitive period in juvenile development. Tutor song memorization requires molecular signaling within the auditory forebrain. Using microarray and in situ hybridizations, we tested whether the auditory forebrain at an age just prior to tutoring expresses a different set of genes compared to later in life after song learning has ceased. Microarray analysis revealed differences in expression of thousands of genes in the male auditory forebrain at posthatch day 20 (P20) compared to adulthood. Further, song playbacks had essentially no impact on gene expression in P20 auditory forebrain, but altered expression of hundreds of genes in adults. Most genes that were song-responsive in adults were expressed at constitutively high levels at P20. Using in situ hybridization with a representative sample of 44 probes, we confirmed these effects and found that birds at P20 and P45 were similar in their gene expression patterns. Additionally, 8 of the probes showed male-female differences in expression. We conclude that the developing auditory forebrain is in a very different molecular state from the adult, despite its relatively mature gross morphology and electrophysiological responsiveness to song stimuli. Developmental gene expression changes may contribute to fine-tuning of cellular and molecular properties necessary for song learning. PMID:19360720

  2. Is the auditory evoked P2 response a biomarker of learning?

    PubMed

    Tremblay, Kelly L; Ross, Bernhard; Inoue, Kayo; McClannahan, Katrina; Collet, Gregory

    2014-01-01

    Even though auditory training exercises for humans have been shown to improve certain perceptual skills of individuals with and without hearing loss, there is a lack of knowledge pertaining to which aspects of training are responsible for the perceptual gains, and which aspects of perception are changed. To better define how auditory training impacts brain and behavior, electroencephalography (EEG) and magnetoencephalography (MEG) have been used to determine the time course and coincidence of cortical modulations associated with different types of training. Here we focus on P1-N1-P2 auditory evoked responses (AEP), as there are consistent reports of gains in P2 amplitude following various types of auditory training experiences; including music and speech-sound training. The purpose of this experiment was to determine if the auditory evoked P2 response is a biomarker of learning. To do this, we taught native English speakers to identify a new pre-voiced temporal cue that is not used phonemically in the English language so that coinciding changes in evoked neural activity could be characterized. To differentiate possible effects of repeated stimulus exposure and a button-pushing task from learning itself, we examined modulations in brain activity in a group of participants who learned to identify the pre-voicing contrast and compared it to participants, matched in time, and stimulus exposure, that did not. The main finding was that the amplitude of the P2 auditory evoked response increased across repeated EEG sessions for all groups, regardless of any change in perceptual performance. What's more, these effects are retained for months. Changes in P2 amplitude were attributed to changes in neural activity associated with the acquisition process and not the learned outcome itself. A further finding was the expression of a late negativity (LN) wave 600-900 ms post-stimulus onset, post-training exclusively for the group that learned to identify the pre-voiced contrast

  3. Modulation of Auditory Spatial Attention by Angry Prosody: An fMRI Auditory Dot-Probe Study.

    PubMed

    Ceravolo, Leonardo; Frühholz, Sascha; Grandjean, Didier

    2016-01-01

    Emotional stimuli have been shown to modulate attentional orienting through signals sent by subcortical brain regions that modulate visual perception at early stages of processing. Fewer studies, however, have investigated a similar effect of emotional stimuli on attentional orienting in the auditory domain together with an investigation of brain regions underlying such attentional modulation, which is the general aim of the present study. Therefore, we used an original auditory dot-probe paradigm involving simultaneously presented neutral and angry non-speech vocal utterances lateralized to either the left or the right auditory space, immediately followed by a short and lateralized single sine wave tone presented in the same (valid trial) or in the opposite space as the preceding angry voice (invalid trial). Behavioral results showed an expected facilitation effect for target detection during valid trials while functional data showed greater activation in the middle and posterior superior temporal sulci (STS) and in the medial frontal cortex for valid vs. invalid trials. The use of reaction time facilitation [absolute value of the Z-score of valid-(invalid+neutral)] as a group covariate extended enhanced activity in the amygdalae, auditory thalamus, and visual cortex. Taken together, our results suggest the involvement of a large and distributed network of regions among which the STS, thalamus, and amygdala are crucial for the decoding of angry prosody, as well as for orienting and maintaining attention within an auditory space that was previously primed by a vocal emotional event. PMID:27242420

  4. Modulation of Auditory Spatial Attention by Angry Prosody: An fMRI Auditory Dot-Probe Study

    PubMed Central

    Ceravolo, Leonardo; Frühholz, Sascha; Grandjean, Didier

    2016-01-01

    Emotional stimuli have been shown to modulate attentional orienting through signals sent by subcortical brain regions that modulate visual perception at early stages of processing. Fewer studies, however, have investigated a similar effect of emotional stimuli on attentional orienting in the auditory domain together with an investigation of brain regions underlying such attentional modulation, which is the general aim of the present study. Therefore, we used an original auditory dot-probe paradigm involving simultaneously presented neutral and angry non-speech vocal utterances lateralized to either the left or the right auditory space, immediately followed by a short and lateralized single sine wave tone presented in the same (valid trial) or in the opposite space as the preceding angry voice (invalid trial). Behavioral results showed an expected facilitation effect for target detection during valid trials while functional data showed greater activation in the middle and posterior superior temporal sulci (STS) and in the medial frontal cortex for valid vs. invalid trials. The use of reaction time facilitation [absolute value of the Z-score of valid-(invalid+neutral)] as a group covariate extended enhanced activity in the amygdalae, auditory thalamus, and visual cortex. Taken together, our results suggest the involvement of a large and distributed network of regions among which the STS, thalamus, and amygdala are crucial for the decoding of angry prosody, as well as for orienting and maintaining attention within an auditory space that was previously primed by a vocal emotional event. PMID:27242420

  5. The influence of acoustic reflections from diffusive architectural surfaces on spatial auditory perception

    NASA Astrophysics Data System (ADS)

    Robinson, Philip W.

    This thesis addresses the effect of reflections from diffusive architectural surfaces on the perception of echoes and on auditory spatial resolution. Diffusive architectural surfaces play an important role in performance venue design for architectural expression and proper sound distribution. Extensive research has been devoted to the prediction and measurement of the spatial dispersion. However, previous psychoacoustic research on perception of reflections and the precedence effect has focused on specular reflections. This study compares the echo threshold of specular reflections, against those for reflections from realistic architectural surfaces, and against synthesized reflections that isolate individual qualities of reflections from diffusive surfaces, namely temporal dispersion and spectral coloration. In particular, the activation of the precedence effect, as indicated by the echo threshold is measured. Perceptual tests are conducted with direct sound, and simulated or measured reflections with varying temporal dispersion. The threshold for reflections from diffusive architectural surfaces is found to be comparable to that of a specular re ection of similar energy rather than similar amplitude. This is surprising because the amplitude of the dispersed re ection is highly attenuated, and onset cues are reduced. This effect indicates that the auditory system is integrating re ection response energy dispersed over many milliseconds into a single stream. Studies on the effect of a single diffuse reflection are then extended to a full architectural enclosure with various surface properties. This research utilizes auralizations from measured and simulated performance venues to investigate spatial discrimination of multiple acoustic sources in rooms. It is found that discriminating the lateral arrangement of two sources is possible at narrower separation angles when reflections come from at rather than diffusive surfaces. Additionally, subjective impressions are

  6. Auditory Perceptual Learning for Speech Perception Can be Enhanced by Audiovisual Training

    PubMed Central

    Bernstein, Lynne E.; Auer, Edward T.; Eberhardt, Silvio P.; Jiang, Jintao

    2013-01-01

    Speech perception under audiovisual (AV) conditions is well known to confer benefits to perception such as increased speed and accuracy. Here, we investigated how AV training might benefit or impede auditory perceptual learning of speech degraded by vocoding. In Experiments 1 and 3, participants learned paired associations between vocoded spoken nonsense words and nonsense pictures. In Experiment 1, paired-associates (PA) AV training of one group of participants was compared with audio-only (AO) training of another group. When tested under AO conditions, the AV-trained group was significantly more accurate than the AO-trained group. In addition, pre- and post-training AO forced-choice consonant identification with untrained nonsense words showed that AV-trained participants had learned significantly more than AO participants. The pattern of results pointed to their having learned at the level of the auditory phonetic features of the vocoded stimuli. Experiment 2, a no-training control with testing and re-testing on the AO consonant identification, showed that the controls were as accurate as the AO-trained participants in Experiment 1 but less accurate than the AV-trained participants. In Experiment 3, PA training alternated AV and AO conditions on a list-by-list basis within participants, and training was to criterion (92% correct). PA training with AO stimuli was reliably more effective than training with AV stimuli. We explain these discrepant results in terms of the so-called “reverse hierarchy theory” of perceptual learning and in terms of the diverse multisensory and unisensory processing resources available to speech perception. We propose that early AV speech integration can potentially impede auditory perceptual learning; but visual top-down access to relevant auditory features can promote auditory perceptual learning. PMID:23515520

  7. Auditory categories with separable decision boundaries are learned faster with full feedback than with minimal feedback.

    PubMed

    Yi, Han Gyol; Chandrasekaran, Bharath

    2016-08-01

    During visual category learning, full feedback (e.g., "Wrong, that was a category 4."), relative to minimal feedback (e.g., "Wrong."), enhances performance when the relevant dimensions are separable. This pattern is reversed with inseparable dimensions. Here, the interaction between trial-by-trial feedback and separability of dimensions in the auditory domain is examined. Participants were trained to categorize auditory stimuli along separable or inseparable dimensions. One group received full feedback, while the other group received minimal feedback. In the separable-dimensions condition, the full-feedback group achieved higher accuracy than did the minimal-feedback group. In the inseparable-dimensions condition, performance was equivalent across the feedback groups. These results altogether suggest that trial-by-trial feedback affects auditory category learning performance differentially for separable and inseparable categories. PMID:27586759

  8. Rapid Serial Auditory Presentation: A New Measure of Statistical Learning in Speech Segmentation.

    PubMed

    Franco, Ana; Eberlen, Julia; Destrebecqz, Arnaud; Cleeremans, Axel; Bertels, Julie

    2015-01-01

    The Rapid Serial Visual Presentation procedure is a method widely used in visual perception research. In this paper we propose an adaptation of this method which can be used with auditory material and enables assessment of statistical learning in speech segmentation. Adult participants were exposed to an artificial speech stream composed of statistically defined trisyllabic nonsense words. They were subsequently instructed to perform a detection task in a Rapid Serial Auditory Presentation (RSAP) stream in which they had to detect a syllable in a short speech stream. Results showed that reaction times varied as a function of the statistical predictability of the syllable: second and third syllables of each word were responded to faster than first syllables. This result suggests that the RSAP procedure provides a reliable and sensitive indirect measure of auditory statistical learning. PMID:26592534

  9. Air flow cued spatial learning in mice.

    PubMed

    Bouchekioua, Youcef; Mimura, Masaru; Watanabe, Shigeru

    2015-01-01

    Spatial learning experiments in rodents typically employ visual cues that are associated with a goal place, even though it is now well established that they have poor visual acuity. We assessed here the possibility of spatial learning in mice based on an air flow cue in a dry version of the Morris water maze task. A miniature fan was placed at each of the four cardinal points of the circular maze, but only one blew air towards the centre of the maze. The three other fans were blowing towards their own box. The mice were able to learn the task only if the spatial relationship between the air flow cue and the position of the goal place was kept constant across trials. A change of this spatial relationship resulted in an increase in the time to find the goal place. We report here the first evidence of spatial learning relying on an air flow cue. PMID:25257773

  10. Less Is More: Latent Learning Is Maximized by Shorter Training Sessions in Auditory Perceptual Learning

    PubMed Central

    Molloy, Katharine; Moore, David R.; Sohoglu, Ediz; Amitay, Sygal

    2012-01-01

    Background The time course and outcome of perceptual learning can be affected by the length and distribution of practice, but the training regimen parameters that govern these effects have received little systematic study in the auditory domain. We asked whether there was a minimum requirement on the number of trials within a training session for learning to occur, whether there was a maximum limit beyond which additional trials became ineffective, and whether multiple training sessions provided benefit over a single session. Methodology/Principal Findings We investigated the efficacy of different regimens that varied in the distribution of practice across training sessions and in the overall amount of practice received on a frequency discrimination task. While learning was relatively robust to variations in regimen, the group with the shortest training sessions (∼8 min) had significantly faster learning in early stages of training than groups with longer sessions. In later stages, the group with the longest training sessions (>1 hr) showed slower learning than the other groups, suggesting overtraining. Between-session improvements were inversely correlated with performance; they were largest at the start of training and reduced as training progressed. In a second experiment we found no additional longer-term improvement in performance, retention, or transfer of learning for a group that trained over 4 sessions (∼4 hr in total) relative to a group that trained for a single session (∼1 hr). However, the mechanisms of learning differed; the single-session group continued to improve in the days following cessation of training, whereas the multi-session group showed no further improvement once training had ceased. Conclusions/Significance Shorter training sessions were advantageous because they allowed for more latent, between-session and post-training learning to emerge. These findings suggest that efficient regimens should use short training sessions, and

  11. Auditory Middle Latency Response and Phonological Awareness in Students with Learning Disabilities

    PubMed Central

    Romero, Ana Carla Leite; Funayama, Carolina Araújo Rodrigues; Capellini, Simone Aparecida; Frizzo, Ana Claudia Figueiredo

    2015-01-01

    Introduction Behavioral tests of auditory processing have been applied in schools and highlight the association between phonological awareness abilities and auditory processing, confirming that low performance on phonological awareness tests may be due to low performance on auditory processing tests. Objective To characterize the auditory middle latency response and the phonological awareness tests and to investigate correlations between responses in a group of children with learning disorders. Methods The study included 25 students with learning disabilities. Phonological awareness and auditory middle latency response were tested with electrodes placed on the left and right hemispheres. The correlation between the measurements was performed using the Spearman rank correlation coefficient. Results There is some correlation between the tests, especially between the Pa component and syllabic awareness, where moderate negative correlation is observed. Conclusion In this study, when phonological awareness subtests were performed, specifically phonemic awareness, the students showed a low score for the age group, although for the objective examination, prolonged Pa latency in the contralateral via was observed. Negative weak to moderate correlation for Pa wave latency was observed, as was positive weak correlation for Na-Pa amplitude. PMID:26491479

  12. The Effect of Auditory Integration Training on the Working Memory of Adults with Different Learning Preferences

    ERIC Educational Resources Information Center

    Ryan, Tamara E.

    2014-01-01

    The purpose of this study was to determine the effects of auditory integration training (AIT) on a component of the executive function of working memory; specifically, to determine if learning preferences might have an interaction with AIT to increase the outcome for some learners. The question asked by this quantitative pretest posttest design is…

  13. ONTOGENY OF EYEBLINK CONDITIONING IN THE RAT: AUDITORY FREQUENCY AND DISCRIMINATION LEARNING EFFECTS

    EPA Science Inventory

    The present study sought to determine whether acoustic properties of the auditory conditioned stimulus (CS) or the use of a discrimination learning procedure would alter the emergence of eyeblink conditioning between Postnatal Day 17 and 24 (PND17-24) in the rat. n Experiment 1, ...

  14. Auditory Training for Experienced and Inexperienced Second-Language Learners: Native French Speakers Learning English Vowels

    ERIC Educational Resources Information Center

    Iverson, Paul; Pinet, Melanie; Evans, Bronwen G.

    2012-01-01

    This study examined whether high-variability auditory training on natural speech can benefit experienced second-language English speakers who already are exposed to natural variability in their daily use of English. The subjects were native French speakers who had learned English in school; experienced listeners were tested in England and the less…

  15. Auditory Learning Using a Portable Real-Time Vocoder: Preliminary Findings

    ERIC Educational Resources Information Center

    Casserly, Elizabeth D.; Pisoni, David B.

    2015-01-01

    Purpose: Although traditional study of auditory training has been in controlled laboratory settings, interest has been increasing in more interactive options. The authors examine whether such interactive training can result in short-term perceptual learning, and the range of perceptual skills it impacts. Method: Experiments 1 (N = 37) and 2 (N =…

  16. Learning the Phonological Forms of New Words: Effects of Orthographic and Auditory Input

    ERIC Educational Resources Information Center

    Hayes-Harb, Rachel; Nicol, Janet; Barker, Jason

    2010-01-01

    We investigated the relationship between the phonological and orthographic representations of new words for adult learners. Three groups of native English speakers learned a set of auditorily-presented pseudowords along with pictures indicating their "meanings". They were later tested on their memory of the words via an auditory word-picture…

  17. Auditory Spatial Discrimination and the Mismatch Negativity Response in Hearing-Impaired Individuals

    PubMed Central

    Cai, Yuexin; Zheng, Yiqing; Liang, Maojin; Zhao, Fei; Yu, Guangzheng; Liu, Yu; Chen, Yuebo; Chen, Guisheng

    2015-01-01

    The aims of the present study were to investigate the ability of hearing-impaired (HI) individuals with different binaural hearing conditions to discriminate spatial auditory-sources at the midline and lateral positions, and to explore the possible central processing mechanisms by measuring the minimal audible angle (MAA) and mismatch negativity (MMN) response. To measure MAA at the left/right 0°, 45° and 90° positions, 12 normal-hearing (NH) participants and 36 patients with sensorineural hearing loss, which included 12 patients with symmetrical hearing loss (SHL) and 24 patients with asymmetrical hearing loss (AHL) [12 with unilateral hearing loss on the left (UHLL) and 12 with unilateral hearing loss on the right (UHLR)] were recruited. In addition, 128-electrode electroencephalography was used to record the MMN response in a separate group of 60 patients (20 UHLL, 20 UHLR and 20 SHL patients) and 20 NH participants. The results showed MAA thresholds of the NH participants to be significantly lower than the HI participants. Also, a significantly smaller MAA threshold was obtained at the midline position than at the lateral position in both NH and SHL groups. However, in the AHL group, MAA threshold for the 90° position on the affected side was significantly smaller than the MMA thresholds obtained at other positions. Significantly reduced amplitudes and prolonged latencies of the MMN were found in the HI groups compared to the NH group. In addition, contralateral activation was found in the UHL group for sounds emanating from the 90° position on the affected side and in the NH group. These findings suggest that the abilities of spatial discrimination at the midline and lateral positions vary significantly in different hearing conditions. A reduced MMN amplitude and prolonged latency together with bilaterally symmetrical cortical activations over the auditory hemispheres indicate possible cortical compensatory changes associated with poor behavioral spatial

  18. Different response patterns between auditory spectral and spatial temporal order judgment (TOJ).

    PubMed

    Fostick, Leah; Babkoff, Harvey

    2013-01-01

    Temporal order judgment (TOJ) thresholds have been widely reported as valid estimates of the temporal disparity necessary for correctly identifying the order of two stimuli. Data for two auditory TOJ paradigms are often reported in the literature: (1) spatially-based TOJ in which the order of presentation of the same stimulus to the right and left ear differs; and (2) spectrally-based TOJ in which the order of two stimuli differing in frequency is presented to one ear or to both ears simultaneously. Since the thresholds reported using the two paradigms differ, the aim of the current study was to compare their response patterns. The results from three different experiments showed that: (1) while almost none of the participants were able to perform the spatial TOJ task when ISI = 5 ms, with the spectral task, 50% reached an accuracy level of 75% when ISI = 5 ms; (2) temporal separation was only a partial predictor for performance in the spectral task, while it fully predicted performance in the spatial task; and (3) training improved performance markedly in the spectral TOJ task, but had no effect on spatial TOJ. These results suggest that the two paradigms may reflect different perceptual mechanisms. PMID:23820944

  19. Auditory attention strategy depends on target linguistic properties and spatial configurationa)

    PubMed Central

    McCloy, Daniel R.; Lee, Adrian K. C.

    2015-01-01

    Whether crossing a busy intersection or attending a large dinner party, listeners sometimes need to attend to multiple spatially distributed sound sources or streams concurrently. How they achieve this is not clear—some studies suggest that listeners cannot truly simultaneously attend to separate streams, but instead combine attention switching with short-term memory to achieve something resembling divided attention. This paper presents two oddball detection experiments designed to investigate whether directing attention to phonetic versus semantic properties of the attended speech impacts listeners' ability to divide their auditory attention across spatial locations. Each experiment uses four spatially distinct streams of monosyllabic words, variation in cue type (providing phonetic or semantic information), and requiring attention to one or two locations. A rapid button-press response paradigm is employed to minimize the role of short-term memory in performing the task. Results show that differences in the spatial configuration of attended and unattended streams interact with linguistic properties of the speech streams to impact performance. Additionally, listeners may leverage phonetic information to make oddball detection judgments even when oddballs are semantically defined. Both of these effects appear to be mediated by the overall complexity of the acoustic scene. PMID:26233011

  20. Functional specialization for auditory-spatial processing in the occipital cortex of congenitally blind humans.

    PubMed

    Collignon, Olivier; Vandewalle, Gilles; Voss, Patrice; Albouy, Geneviève; Charbonneau, Geneviève; Lassonde, Maryse; Lepore, Franco

    2011-03-15

    The study of the congenitally blind (CB) represents a unique opportunity to explore experience-dependant plasticity in a sensory region deprived of its natural inputs since birth. Although several studies have shown occipital regions of CB to be involved in nonvisual processing, whether the functional organization of the visual cortex observed in sighted individuals (SI) is maintained in the rewired occipital regions of the blind has only been recently investigated. In the present functional MRI study, we compared the brain activity of CB and SI processing either the spatial or the pitch properties of sounds carrying information in both domains (i.e., the same sounds were used in both tasks), using an adaptive procedure specifically designed to adjust for performance level. In addition to showing a substantial recruitment of the occipital cortex for sound processing in CB, we also demonstrate that auditory-spatial processing mainly recruits the right cuneus and the right middle occipital gyrus, two regions of the dorsal occipital stream known to be involved in visuospatial/motion processing in SI. Moreover, functional connectivity analyses revealed that these reorganized occipital regions are part of an extensive brain network including regions known to underlie audiovisual spatial abilities (i.e., intraparietal sulcus, superior frontal gyrus). We conclude that some regions of the right dorsal occipital stream do not require visual experience to develop a specialization for the processing of spatial information and to be functionally integrated in a preexisting brain network dedicated to this ability. PMID:21368198

  1. Potential for using visual, auditory, and olfactory cues to manage foraging behaviour and spatial distribution of rangeland livestock

    Technology Transfer Automated Retrieval System (TEKTRAN)

    This paper reviews the literature and reports on the current state of knowledge regarding the potential for managers to use visual (VC), auditory (AC), and olfactory (OC) cues to manage foraging behavior and spatial distribution of rangeland livestock. We present evidence that free-ranging livestock...

  2. The impact of variation in low-frequency interaural cross correlation on auditory spatial imagery in stereophonic loudspeaker reproduction

    NASA Astrophysics Data System (ADS)

    Martens, William

    2005-04-01

    Several attributes of auditory spatial imagery associated with stereophonic sound reproduction are strongly modulated by variation in interaural cross correlation (IACC) within low frequency bands. Nonetheless, a standard practice in bass management for two-channel and multichannel loudspeaker reproduction is to mix low-frequency musical content to a single channel for reproduction via a single driver (e.g., a subwoofer). This paper reviews the results of psychoacoustic studies which support the conclusion that reproduction via multiple drivers of decorrelated low-frequency signals significantly affects such important spatial attributes as auditory source width (ASW), auditory source distance (ASD), and listener envelopment (LEV). A variety of methods have been employed in these tests, including forced choice discrimination and identification, and direct ratings of both global dissimilarity and distinct attributes. Contrary to assumptions that underlie industrial standards established in 1994 by ITU-R. Recommendation BS.775-1, these findings imply that substantial stereophonic spatial information exists within audio signals at frequencies below the 80 to 120 Hz range of prescribed subwoofer cutoff frequencies, and that loudspeaker reproduction of decorrelated signals at frequencies as low as 50 Hz can have an impact upon auditory spatial imagery. [Work supported by VRQ.

  3. Computer-Based Auditory Training (CBAT): Benefits for Children with Language- and Reading-Related Learning Difficulties

    ERIC Educational Resources Information Center

    Loo, Jenny Hooi Yin; Bamiou, Doris-Eva; Campbell, Nicci; Luxon, Linda M.

    2010-01-01

    This article reviews the evidence for computer-based auditory training (CBAT) in children with language, reading, and related learning difficulties, and evaluates the extent it can benefit children with auditory processing disorder (APD). Searches were confined to studies published between 2000 and 2008, and they are rated according to the level…

  4. Role of cortical neurodynamics for understanding the neural basis of motivated behavior - lessons from auditory category learning.

    PubMed

    Ohl, Frank W

    2015-04-01

    Rhythmic activity appears in the auditory cortex in both microscopic and macroscopic observables and is modulated by both bottom-up and top-down processes. How this activity serves both types of processes is largely unknown. Here we review studies that have recently improved our understanding of potential functional roles of large-scale global dynamic activity patterns in auditory cortex. The experimental paradigm of auditory category learning allowed critical testing of the hypothesis that global auditory cortical activity states are associated with endogenous cognitive states mediating the meaning associated with an acoustic stimulus rather than with activity states that merely represent the stimulus for further processing. PMID:25241212

  5. Spatial Learning and Computer Simulations in Science

    ERIC Educational Resources Information Center

    Lindgren, Robb; Schwartz, Daniel L.

    2009-01-01

    Interactive simulations are entering mainstream science education. Their effects on cognition and learning are often framed by the legacy of information processing, which emphasized amodal problem solving and conceptual organization. In contrast, this paper reviews simulations from the vantage of research on perception and spatial learning,…

  6. Effects of auditory recognition learning on the perception of vocal features in European starlings (Sturnus vulgaris)

    PubMed Central

    Daniel Meliza, C.

    2011-01-01

    Learning to recognize complex sensory signals can change the way they are perceived. European starlings (Sturnus vulgaris) recognize other starlings by their song, which consists of a series of complex, stereotyped motifs. Song recognition learning is accompanied by plasticity in secondary auditory areas, suggesting that perceptual learning is involved. Here, to investigate whether perceptual learning can be observed behaviorally, a same–different operant task was used to measure how starlings perceived small differences in motif structure. Birds trained to recognize conspecific songs were better at detecting variations in motifs from the songs they learned, even though this variation was not directly necessary to learn the associative task. Discrimination also improved as the reference stimulus was repeated multiple times. Perception of the much larger differences between different motifs was unaffected by training. These results indicate that sensory representations of motifs are enhanced when starlings learn to recognize songs. PMID:22087940

  7. Statistical learning of recurring sound patterns encodes auditory objects in songbird forebrain

    PubMed Central

    Lu, Kai; Vicario, David S.

    2014-01-01

    Auditory neurophysiology has demonstrated how basic acoustic features are mapped in the brain, but it is still not clear how multiple sound components are integrated over time and recognized as an object. We investigated the role of statistical learning in encoding the sequential features of complex sounds by recording neuronal responses bilaterally in the auditory forebrain of awake songbirds that were passively exposed to long sound streams. These streams contained sequential regularities, and were similar to streams used in human infants to demonstrate statistical learning for speech sounds. For stimulus patterns with contiguous transitions and with nonadjacent elements, single and multiunit responses reflected neuronal discrimination of the familiar patterns from novel patterns. In addition, discrimination of nonadjacent patterns was stronger in the right hemisphere than in the left, and may reflect an effect of top-down modulation that is lateralized. Responses to recurring patterns showed stimulus-specific adaptation, a sparsening of neural activity that may contribute to encoding invariants in the sound stream and that appears to increase coding efficiency for the familiar stimuli across the population of neurons recorded. As auditory information about the world must be received serially over time, recognition of complex auditory objects may depend on this type of mnemonic process to create and differentiate representations of recently heard sounds. PMID:25246563

  8. Statistical learning of recurring sound patterns encodes auditory objects in songbird forebrain.

    PubMed

    Lu, Kai; Vicario, David S

    2014-10-01

    Auditory neurophysiology has demonstrated how basic acoustic features are mapped in the brain, but it is still not clear how multiple sound components are integrated over time and recognized as an object. We investigated the role of statistical learning in encoding the sequential features of complex sounds by recording neuronal responses bilaterally in the auditory forebrain of awake songbirds that were passively exposed to long sound streams. These streams contained sequential regularities, and were similar to streams used in human infants to demonstrate statistical learning for speech sounds. For stimulus patterns with contiguous transitions and with nonadjacent elements, single and multiunit responses reflected neuronal discrimination of the familiar patterns from novel patterns. In addition, discrimination of nonadjacent patterns was stronger in the right hemisphere than in the left, and may reflect an effect of top-down modulation that is lateralized. Responses to recurring patterns showed stimulus-specific adaptation, a sparsening of neural activity that may contribute to encoding invariants in the sound stream and that appears to increase coding efficiency for the familiar stimuli across the population of neurons recorded. As auditory information about the world must be received serially over time, recognition of complex auditory objects may depend on this type of mnemonic process to create and differentiate representations of recently heard sounds. PMID:25246563

  9. Generalization of Auditory Sensory and Cognitive Learning in Typically Developing Children

    PubMed Central

    Murphy, Cristina F. B.; Moore, David R.; Schochat, Eliane

    2015-01-01

    Despite the well-established involvement of both sensory (“bottom-up”) and cognitive (“top-down”) processes in literacy, the extent to which auditory or cognitive (memory or attention) learning transfers to phonological and reading skills remains unclear. Most research has demonstrated learning of the trained task or even learning transfer to a closely related task. However, few studies have reported “far-transfer” to a different domain, such as the improvement of phonological and reading skills following auditory or cognitive training. This study assessed the effectiveness of auditory, memory or attention training on far-transfer measures involving phonological and reading skills in typically developing children. Mid-transfer was also assessed through untrained auditory, attention and memory tasks. Sixty 5- to 8-year-old children with normal hearing were quasi-randomly assigned to one of five training groups: attention group (AG), memory group (MG), auditory sensory group (SG), placebo group (PG; drawing, painting), and a control, untrained group (CG). Compliance, mid-transfer and far-transfer measures were evaluated before and after training. All trained groups received 12 x 45-min training sessions over 12 weeks. The CG did not receive any intervention. All trained groups, especially older children, exhibited significant learning of the trained task. On pre- to post-training measures (test-retest), most groups exhibited improvements on most tasks. There was significant mid-transfer for a visual digit span task, with highest span in the MG, relative to other groups. These results show that both sensory and cognitive (memory or attention) training can lead to learning in the trained task and to mid-transfer learning on a task (visual digit span) within the same domain as the trained tasks. However, learning did not transfer to measures of language (reading and phonological awareness), as the PG and CG improved as much as the other trained groups

  10. Generalization of Auditory Sensory and Cognitive Learning in Typically Developing Children.

    PubMed

    Murphy, Cristina F B; Moore, David R; Schochat, Eliane

    2015-01-01

    Despite the well-established involvement of both sensory ("bottom-up") and cognitive ("top-down") processes in literacy, the extent to which auditory or cognitive (memory or attention) learning transfers to phonological and reading skills remains unclear. Most research has demonstrated learning of the trained task or even learning transfer to a closely related task. However, few studies have reported "far-transfer" to a different domain, such as the improvement of phonological and reading skills following auditory or cognitive training. This study assessed the effectiveness of auditory, memory or attention training on far-transfer measures involving phonological and reading skills in typically developing children. Mid-transfer was also assessed through untrained auditory, attention and memory tasks. Sixty 5- to 8-year-old children with normal hearing were quasi-randomly assigned to one of five training groups: attention group (AG), memory group (MG), auditory sensory group (SG), placebo group (PG; drawing, painting), and a control, untrained group (CG). Compliance, mid-transfer and far-transfer measures were evaluated before and after training. All trained groups received 12 x 45-min training sessions over 12 weeks. The CG did not receive any intervention. All trained groups, especially older children, exhibited significant learning of the trained task. On pre- to post-training measures (test-retest), most groups exhibited improvements on most tasks. There was significant mid-transfer for a visual digit span task, with highest span in the MG, relative to other groups. These results show that both sensory and cognitive (memory or attention) training can lead to learning in the trained task and to mid-transfer learning on a task (visual digit span) within the same domain as the trained tasks. However, learning did not transfer to measures of language (reading and phonological awareness), as the PG and CG improved as much as the other trained groups. Further research

  11. Spatial profile and differential recruitment of GABAB modulate oscillatory activity in auditory cortex

    PubMed Central

    Oswald, Anne-Marie M.; Doiron, Brent; Rinzel, John; Reyes, Alex D.

    2009-01-01

    The interplay between inhibition and excitation is at the core of cortical network activity. In many cortices, including auditory cortex (ACx), interactions between excitatory and inhibitory neurons generate synchronous network gamma oscillations (30–70 Hz). Here, we show that differences in the connection patterns and synaptic properties of excitatory-inhibitory microcircuits permit the spatial extent of network inputs to modulate the magnitude of gamma oscillations. Simultaneous multiple whole-cell recordings from connected fast-spiking (FS) interneurons and pyramidal cells (PC) in L2/3 of mouse ACx slices revealed that for intersomatic distances <50 µm, most inhibitory connections occurred in reciprocally connected (RC) pairs; at greater distances, inhibitory connections were equally likely in RC and non-reciprocally connected (nRC) pairs. Furthermore, the GABAB mediated inhibition in RC pairs was weaker than in nRC pairs. Simulations with a network model that incorporated these features showed strong, gamma-band oscillations only when the network inputs were confined to a small area. These findings suggest a novel mechanism by which oscillatory activity can be modulated by adjusting the spatial distribution of afferent input. PMID:19692606

  12. Musical metaphors: evidence for a spatial grounding of non-literal sentences describing auditory events.

    PubMed

    Wolter, Sibylla; Dudschig, Carolin; de la Vega, Irmgard; Kaup, Barbara

    2015-03-01

    This study investigated whether the spatial terms high and low, when used in sentence contexts implying a non-literal interpretation, trigger similar spatial associations as would have been expected from the literal meaning of the words. In three experiments, participants read sentences describing either a high or a low auditory event (e.g., The soprano sings a high aria vs. The pianist plays a low note). In all Experiments, participants were asked to judge (yes/no) whether the sentences were meaningful by means of up/down (Experiments 1 and 2) or left/right (Experiment 3) key press responses. Contrary to previous studies reporting that metaphorical language understanding differs from literal language understanding with regard to simulation effects, the results show compatibility effects between sentence implied pitch height and response location. The results are in line with grounded models of language comprehension proposing that sensory motor experiences are being elicited when processing literal as well as non-literal sentences. PMID:25443988

  13. Increased Signal Complexity Improves the Breadth of Generalization in Auditory Perceptual Learning

    PubMed Central

    Brown, David J.; Proulx, Michael J.

    2013-01-01

    Perceptual learning can be specific to a trained stimulus or optimally generalized to novel stimuli with the breadth of generalization being imperative for how we structure perceptual training programs. Adapting an established auditory interval discrimination paradigm to utilise complex signals, we trained human adults on a standard interval for either 2, 4, or 10 days. We then tested the standard, alternate frequency, interval, and stereo input conditions to evaluate the rapidity of specific learning and breadth of generalization over the time course. In comparison with previous research using simple stimuli, the speed of perceptual learning and breadth of generalization were more rapid and greater in magnitude, including novel generalization to an alternate temporal interval within stimulus type. We also investigated the long term maintenance of learning and found that specific and generalized learning was maintained over 3 and 6 months. We discuss these findings regarding stimulus complexity in perceptual learning and how they can inform the development of effective training protocols. PMID:24349800

  14. Developmental stress impairs performance on an association task in male and female songbirds, but impairs auditory learning in females only.

    PubMed

    Farrell, Tara M; Morgan, Amanda; MacDougall-Shackleton, Scott A

    2016-01-01

    In songbirds, early-life environments critically shape song development. Many studies have demonstrated that developmental stress impairs song learning and the development of song-control regions of the brain in males. However, song has evolved through signaller-receiver networks and the effect stress has on the ability to receive auditory signals is equally important, especially for females who use song as an indicator of mate quality. Female song preferences have been the metric used to evaluate how developmental stress affects auditory learning, but preferences are shaped by many non-cognitive factors and preclude the evaluation of auditory learning abilities in males. To determine whether developmental stress specifically affects auditory learning in both sexes, we subjected juvenile European starlings, Sturnus vulgaris, to either an ad libitum or an unpredictable food supply treatment from 35 to 115 days of age. In adulthood, we assessed learning of both auditory and visual discrimination tasks. Females reared in the experimental group were slower than females in the control group to acquire a relative frequency auditory task, and slower than their male counterparts to acquire an absolute frequency auditory task. There was no difference in auditory performance between treatment groups for males. However, on the colour association task, birds from the experimental group committed more errors per trial than control birds. There was no correlation in performance across the cognitive tasks. Developmental stress did not affect all cognitive processes equally across the sexes. Our results suggest that the male auditory system may be more robust to developmental stress than that of females. PMID:26238792

  15. Extreme Learning Machines for spatial environmental data

    NASA Astrophysics Data System (ADS)

    Leuenberger, Michael; Kanevski, Mikhail

    2015-12-01

    The use of machine learning algorithms has increased in a wide variety of domains (from finance to biocomputing and astronomy), and nowadays has a significant impact on the geoscience community. In most real cases geoscience data modelling problems are multivariate, high dimensional, variable at several spatial scales, and are generated by non-linear processes. For such complex data, the spatial prediction of continuous (or categorical) variables is a challenging task. The aim of this paper is to investigate the potential of the recently developed Extreme Learning Machine (ELM) for environmental data analysis, modelling and spatial prediction purposes. An important contribution of this study deals with an application of a generic self-consistent methodology for environmental data driven modelling based on Extreme Learning Machine. Both real and simulated data are used to demonstrate applicability of ELM at different stages of the study to understand and justify the results.

  16. Physical exercise, neuroplasticity, spatial learning and memory.

    PubMed

    Cassilhas, Ricardo C; Tufik, Sergio; de Mello, Marco Túlio

    2016-03-01

    There has long been discussion regarding the positive effects of physical exercise on brain activity. However, physical exercise has only recently begun to receive the attention of the scientific community, with major interest in its effects on the cognitive functions, spatial learning and memory, as a non-drug method of maintaining brain health and treating neurodegenerative and/or psychiatric conditions. In humans, several studies have shown the beneficial effects of aerobic and resistance exercises in adult and geriatric populations. More recently, studies employing animal models have attempted to elucidate the mechanisms underlying neuroplasticity related to physical exercise-induced spatial learning and memory improvement, even under neurodegenerative conditions. In an attempt to clarify these issues, the present review aims to discuss the role of physical exercise in the improvement of spatial learning and memory and the cellular and molecular mechanisms involved in neuroplasticity. PMID:26646070

  17. Auditory tuning for spatial cues in the barn owl basal ganglia.

    PubMed

    Cohen, Y E; Knudsen, E I

    1994-07-01

    1. The basal ganglia are known to contribute to spatially guided behavior. In this study, we investigated the auditory response properties of neurons in the barn owl paleostriatum augmentum (PA), the homologue of the mammalian striatum. The data suggest that the barn owl PA is specialized to process spatial cues and, like the mammalian striatum, is involved in spatial behavior. 2. Single- and multiunit sites were recorded extracellularly in ketamine-anesthetized owls. Spatial receptive fields were measured with a free-field sound source, and tuning for frequency and interaural differences in timing (ITD) and level (ILD) was assessed using digitally synthesized dichotic stimuli. 3. Spatial receptive fields measured at nine multiunit sites were tuned to restricted regions of space: tuning widths at half-maximum response averaged 22 +/- 9.6 degrees (mean +/- SD) in azimuth and 54 +/- 22 degrees in elevation. 4. PA sites responded strongly to broadband sounds. When frequency tuning could be measured (n = 145/201 sites), tuning was broad, averaging 2.7 kHz at half-maximum response, and tended to be centered near the high end of the owl's audible range. The mean best frequency was 6.2 kHz. 5. All PA sites (n = 201) were selective for both ITD and ILD. ITD tuning curves typically exhibited a single, large "primary" peak and often smaller, "secondary" peaks at ITDs ipsilateral and/or contralateral to the primary peak. Three indices quantified the selectivity of PA sites for ITD. The first index, which was the percent difference between the minimum and maximum response as a function of ITD, averaged 100 +/- 29%. The second index, which represented the size of the largest secondary peak relative to that of the primary peak, averaged 49 +/- 23%. The third index, which was the width of the primary ITD peak at half-maximum response, averaged only 66 +/- 35 microseconds. 6. The majority (96%; n = 192/201) of PA sites were tuned to a single "best" value of ILD. The widths of ILD

  18. Auditory evoked potential: a proposal for further evaluation in children with learning disabilities

    PubMed Central

    Frizzo, Ana C. F.

    2015-01-01

    The information presented in this paper demonstrates the author’s experience in previews cross-sectional studies conducted in Brazil, in comparison with the current literature. Over the last 10 years, auditory evoked potential (AEP) has been used in children with learning disabilities. This method is critical to analyze the quality of the processing in time and indicates the specific neural demands and circuits of the sensorial and cognitive process in this clinical population. Some studies with children with dyslexia and learning disabilities were shown here to illustrate the use of AEP in this population. PMID:26113833

  19. Learning to play a melody: an fMRI study examining the formation of auditory-motor associations.

    PubMed

    Chen, Joyce L; Rae, Charlotte; Watkins, Kate E

    2012-01-16

    Interactions between the auditory and motor systems are important for music and speech, and may be especially relevant when one learns to associate sounds with movements such as when learning to play a musical instrument. However, little is known about the neural substrates underlying auditory-motor learning. This study used fMRI to investigate the formation of auditory-motor associations while participants with no musical training learned to play a melody. Listening to melodies before and after training activated the superior temporal gyrus bilaterally, but neural activity in this region was significantly reduced on the right when participants listened to the trained melody. When playing melodies and random sequences, activity in the left dorsal premotor cortex (PMd) was reduced in the late compared to early phase of training; learning to play the melody was also associated with reduced neural activity in the left ventral premotor cortex (PMv). Participants with the highest performance scores for learning the melody showed more reduced neural activity in the left PMd and PMv. Learning to play a melody or random sequence involves acquiring conditional associations between key-presses and their corresponding musical pitches, and is related to activity in the PMd. Learning to play a melody additionally involves acquisition of a learned auditory-motor sequence and is related to activity in the PMv. Together, these findings demonstrate that auditory-motor learning is related to the reduction of neural activity in brain regions of the dorsal auditory action stream, which suggests increased efficiency in neural processing of a learned stimulus. PMID:21871571

  20. Multiplicative auditory spatial receptive fields created by a hierarchy of population codes.

    PubMed

    Fischer, Brian J; Anderson, Charles H; Peña, José Luis

    2009-01-01

    A multiplicative combination of tuning to interaural time difference (ITD) and interaural level difference (ILD) contributes to the generation of spatially selective auditory neurons in the owl's midbrain. Previous analyses of multiplicative responses in the owl have not taken into consideration the frequency-dependence of ITD and ILD cues that occur under natural listening conditions. Here, we present a model for the responses of ITD- and ILD-sensitive neurons in the barn owl's inferior colliculus which satisfies constraints raised by experimental data on frequency convergence, multiplicative interaction of ITD and ILD, and response properties of afferent neurons. We propose that multiplication between ITD- and ILD-dependent signals occurs only within frequency channels and that frequency integration occurs using a linear-threshold mechanism. The model reproduces the experimentally observed nonlinear responses to ITD and ILD in the inferior colliculus, with greater accuracy than previous models. We show that linear-threshold frequency integration allows the system to represent multiple sound sources with natural sound localization cues, whereas multiplicative frequency integration does not. Nonlinear responses in the owl's inferior colliculus can thus be generated using a combination of cellular and network mechanisms, showing that multiple elements of previous theories can be combined in a single system. PMID:19956693

  1. The auditory spatial acuity of the domestic cat in the interaural horizontal and median vertical planes.

    PubMed

    Martin, R L; Webster, W R

    1987-01-01

    The auditory spatial acuity of the domestic cat in the interaural horizontal plane was examined using broadband noise and nine pure-tone stimuli ranging in frequency from 0.5 to 32 kHz. Acuity in the median vertical plane was also examined using broadband noise and three pure tones of frequencies 2, 8 and 16 kHz. Minimum audible angles (MAAs) for a reference source directly in front of an animal were measured in the horizontal plane for five cats and in the vertical plane for four. The smallest MAAs measured were those for the noise stimulus, for which MAAs in the horizontal and vertical planes were similar in magnitude. Horizontal plane MAAs for low-frequency tones were smaller than those for high, and the pattern of MAA change with frequency was consistent with the use of interaural phase and sound pressure level difference cues to localize low- and high-frequency tones, respectively. Three of the four cats trained on the vertical plane MAA task did not achieve criterion performance for any of the three pure tones, and the MAAs obtained from the fourth cat at each frequency were relatively large. Vertical plane performance was consistent with the use of spectral transformation cues to discern the elevation of a complex stimulus. PMID:3680067

  2. Relationships between measures of auditory verbal learning and executive functioning.

    PubMed

    Vanderploeg, R D; Schinka, J A; Retzlaff, P

    1994-04-01

    Relationships between performance on the California Verbal Learning Test (CVLT) and executive abilities were examined. In a sample of 115 neurological cases principal components factor analysis produced five theoretically and clinically meaningful CVLT factors. The five CVLT factors reflected general verbal learning (CVLT1), response discrimination (CVLT2), a proactive interference effect or "working memory" (CVLT3), serial learning strategy (CVLT4), and a retroactive interference effect (CVLT5). Canonical correlation between executive function measures and the five CVLT factor scores yielded one significant canonical variable accounting for 29 percent of the variance in the data. Two CVLT factors (CVLT1 and CVLT3), the Trail Making Test Part B, and Digit Span were significantly correlated with the canonical variate. Higher levels of memory performance were associated with better attention and mental tracking. Based on the present findings, attentional aspects of executive abilities appear to play a role in learning and working memory. Other aspects of executive abilities (abstraction, problem-solving, planning) appear to have minimal relationships with memory processes. PMID:8021311

  3. Learning Disabilities and the Auditory and Visual Matching Computer Program

    ERIC Educational Resources Information Center

    Tormanen, Minna R. K.; Takala, Marjatta; Sajaniemi, Nina

    2008-01-01

    This study examined whether audiovisual computer training without linguistic material had a remedial effect on different learning disabilities, like dyslexia and ADD (Attention Deficit Disorder). This study applied a pre-test-intervention-post-test design with students (N = 62) between the ages of 7 and 19. The computer training lasted eight weeks…

  4. Attentional demands modulate sensorimotor learning induced by persistent exposure to changes in auditory feedback.

    PubMed

    Scheerer, Nichole E; Tumber, Anupreet K; Jones, Jeffery A

    2016-02-01

    Hearing one's own voice is important for regulating ongoing speech and for mapping speech sounds onto articulator movements. However, it is currently unknown whether attention mediates changes in the relationship between motor commands and their acoustic output, which are necessary as growth and aging inevitably cause changes to the vocal tract. In this study, participants produced vocalizations while they heard their vocal pitch persistently shifted downward one semitone in both single- and dual-task conditions. During the single-task condition, participants vocalized while passively viewing a visual stream. During the dual-task condition, participants vocalized while also monitoring a visual stream for target letters, forcing participants to divide their attention. Participants' vocal pitch was measured across each vocalization, to index the extent to which their ongoing vocalization was modified as a result of the deviant auditory feedback. Smaller compensatory responses were recorded during the dual-task condition, suggesting that divided attention interfered with the use of auditory feedback for the regulation of ongoing vocalizations. Participants' vocal pitch was also measured at the beginning of each vocalization, before auditory feedback was available, to assess the extent to which the deviant auditory feedback was used to modify subsequent speech motor commands. Smaller changes in vocal pitch at vocalization onset were recorded during the dual-task condition, suggesting that divided attention diminished sensorimotor learning. Together, the results of this study suggest that attention is required for the speech motor control system to make optimal use of auditory feedback for the regulation and planning of speech motor commands. PMID:26655821

  5. Experimental Analysis of Spatial Learning in Goldfish

    ERIC Educational Resources Information Center

    Saito, Kotaro; Watanabe, Shigeru

    2005-01-01

    The present study examined spatial learning in goldfish using a new apparatus that was an open-field circular pool with latticed holes. The subjects were motivated to reach the baited hole. We examined gustatory cues, intramaze cues, the possibility that the subject could see the food, etc. In Experiment 1, the position of the baited hole was…

  6. Spatial Reference Frame of Incidentally Learned Attention

    ERIC Educational Resources Information Center

    Jiang, Yuhong V.; Swallow, Khena M.

    2013-01-01

    Visual attention prioritizes information presented at particular spatial locations. These locations can be defined in reference frames centered on the environment or on the viewer. This study investigates whether incidentally learned attention uses a viewer-centered or environment-centered reference frame. Participants conducted visual search on a…

  7. Sound Sequence Discrimination Learning Motivated by Reward Requires Dopaminergic D2 Receptor Activation in the Rat Auditory Cortex

    ERIC Educational Resources Information Center

    Kudoh, Masaharu; Shibuki, Katsuei

    2006-01-01

    We have previously reported that sound sequence discrimination learning requires cholinergic inputs to the auditory cortex (AC) in rats. In that study, reward was used for motivating discrimination behavior in rats. Therefore, dopaminergic inputs mediating reward signals may have an important role in the learning. We tested the possibility in the…

  8. Dissociation of Neural Networks for Predisposition and for Training-Related Plasticity in Auditory-Motor Learning.

    PubMed

    Herholz, Sibylle C; Coffey, Emily B J; Pantev, Christo; Zatorre, Robert J

    2016-07-01

    Skill learning results in changes to brain function, but at the same time individuals strongly differ in their abilities to learn specific skills. Using a 6-week piano-training protocol and pre- and post-fMRI of melody perception and imagery in adults, we dissociate learning-related patterns of neural activity from pre-training activity that predicts learning rates. Fronto-parietal and cerebellar areas related to storage of newly learned auditory-motor associations increased their response following training; in contrast, pre-training activity in areas related to stimulus encoding and motor control, including right auditory cortex, hippocampus, and caudate nuclei, was predictive of subsequent learning rate. We discuss the implications of these results for models of perceptual and of motor learning. These findings highlight the importance of considering individual predisposition in plasticity research and applications. PMID:26139842

  9. Attention Cueing and Activity Equally Reduce False Alarm Rate in Visual-Auditory Associative Learning through Improving Memory.

    PubMed

    Nikouei Mahani, Mohammad-Ali; Haghgoo, Hojjat Allah; Azizi, Solmaz; Nili Ahmadabadi, Majid

    2016-01-01

    In our daily life, we continually exploit already learned multisensory associations and form new ones when facing novel situations. Improving our associative learning results in higher cognitive capabilities. We experimentally and computationally studied the learning performance of healthy subjects in a visual-auditory sensory associative learning task across active learning, attention cueing learning, and passive learning modes. According to our results, the learning mode had no significant effect on learning association of congruent pairs. In addition, subjects' performance in learning congruent samples was not correlated with their vigilance score. Nevertheless, vigilance score was significantly correlated with the learning performance of the non-congruent pairs. Moreover, in the last block of the passive learning mode, subjects significantly made more mistakes in taking non-congruent pairs as associated and consciously reported lower confidence. These results indicate that attention and activity equally enhanced visual-auditory associative learning for non-congruent pairs, while false alarm rate in the passive learning mode did not decrease after the second block. We investigated the cause of higher false alarm rate in the passive learning mode by using a computational model, composed of a reinforcement learning module and a memory-decay module. The results suggest that the higher rate of memory decay is the source of making more mistakes and reporting lower confidence in non-congruent pairs in the passive learning mode. PMID:27314235

  10. Attention Cueing and Activity Equally Reduce False Alarm Rate in Visual-Auditory Associative Learning through Improving Memory

    PubMed Central

    Haghgoo, Hojjat Allah; Azizi, Solmaz; Nili Ahmadabadi, Majid

    2016-01-01

    In our daily life, we continually exploit already learned multisensory associations and form new ones when facing novel situations. Improving our associative learning results in higher cognitive capabilities. We experimentally and computationally studied the learning performance of healthy subjects in a visual-auditory sensory associative learning task across active learning, attention cueing learning, and passive learning modes. According to our results, the learning mode had no significant effect on learning association of congruent pairs. In addition, subjects’ performance in learning congruent samples was not correlated with their vigilance score. Nevertheless, vigilance score was significantly correlated with the learning performance of the non-congruent pairs. Moreover, in the last block of the passive learning mode, subjects significantly made more mistakes in taking non-congruent pairs as associated and consciously reported lower confidence. These results indicate that attention and activity equally enhanced visual-auditory associative learning for non-congruent pairs, while false alarm rate in the passive learning mode did not decrease after the second block. We investigated the cause of higher false alarm rate in the passive learning mode by using a computational model, composed of a reinforcement learning module and a memory-decay module. The results suggest that the higher rate of memory decay is the source of making more mistakes and reporting lower confidence in non-congruent pairs in the passive learning mode. PMID:27314235

  11. Dorsal Hippocampus Function in Learning and Expressing a Spatial Discrimination

    ERIC Educational Resources Information Center

    White, Norman M.; Gaskin, Stephane

    2006-01-01

    Learning to discriminate between spatial locations defined by two adjacent arms of a radial maze in the conditioned cue preference paradigm requires two kinds of information: latent spatial learning when the rats explore the maze with no food available, and learning about food availability in two spatial locations when the rats are then confined…

  12. Spatial learning and memory in birds.

    PubMed

    Healy, Susan D; Hurly, T Andrew

    2004-01-01

    Behavioral ecologists, well versed in addressing functional aspects of behavior, are acknowledging more and more the attention they need also to pay to mechanistic processes. One of these is the role of cognition. Song learning and imprinting are familiar examples of behaviors for which cognition plays an important role, but attention is now turning to other behaviors and a wider diversity of species. We focus here on work that investigates the nature of spatial learning and memory in the context of behaviors such as foraging and food storing. We also briefly explore the difficulties of studying cognition in the field. The common thread to all of this work is the value of using psychological techniques as tools for assessing learning and memory abilities in order to address questions of interest to behavioral ecologists. PMID:15084814

  13. [Asymmetry and spatial specificity of auditory aftereffects following adaptation to signals simulating approach and withdrawal of sound sources].

    PubMed

    Malinina, E S

    2014-01-01

    The spatial specificity of auditory approaching and withdrawing aftereffects was investigated in an anechoic chamber. The adapting and testing stimuli were presented from loudspeakers located in front of the subject at the distance of 1.1 m (near) and 4.5 m (far) from the listener's head. Approach and withdrawal of stimuli were simulated by increasing or decreasing the amplitude of the wide-noise impulse sequence. The listeners were required to determine the movement direction of test stimulus following each 5-s adaptation period. The listeners' "withdrawal" responses were used for psychometric functions plotting and for quantitative assessment of auditory aftereffect. The data summarized for all 8 participants indicated that the asymmetry of approaching and withdrawing aftereffects depended on spatial localization of adaptor and test. The asymmetry of aftereffects was largest when adaptor and test were presented from the same loudspeaker (either near or far). Adaptation to the approach induced a directionally dependent displacement of the psychometric functions relative to control condition without adaptation and adaptation to the withdrawal was not. The magnitude of approaching aftereffect was greater when adaptor and test were located in near spatial domain than when they came from far domain. When adaptor and test were presented from the distinct loudspeakers, magnitude approaching aftereffect was decreasing in comparison to the same spatial localization, but after adaptation to withdrawal it was increasing. As a result, the directionally dependent displacements of the psychometric functions relative to control condition were observed after adaptation as to approach and to withdrawal. The discrepancy of the psychometric functions received after adaptation to approach and to withdrawal at near and far spatial domains was greater under the same localization of adaptor and test in comparison to their distinct localization. We assume that the peculiarities of

  14. Auditory Same/Different Concept Learning and Generalization in Black-Capped Chickadees (Poecile atricapillus)

    PubMed Central

    Hoeschele, Marisa; Cook, Robert G.; Guillette, Lauren M.; Hahn, Allison H.; Sturdy, Christopher B.

    2012-01-01

    Abstract concept learning was thought to be uniquely human, but has since been observed in many other species. Discriminating same from different is one abstract relation that has been studied frequently. In the current experiment, using operant conditioning, we tested whether black-capped chickadees (Poecile atricapillus) could discriminate sets of auditory stimuli based on whether all the sounds within a sequence were the same or different from one another. The chickadees were successful at solving this same/different relational task, and transferred their learning to same/different sequences involving novel combinations of training notes and novel notes within the range of pitches experienced during training. The chickadees showed limited transfer to pitches that was not used in training, suggesting that the processing of absolute pitch may constrain their relational performance. Our results indicate, for the first time, that black-capped chickadees readily form relational auditory same and different categories, adding to the list of perceptual, behavioural, and cognitive abilities that make this species an important comparative model for human language and cognition. PMID:23077660

  15. The Application of an Animal Auditory Training Method as an Interchangeable Auditory Processing Learning Method for Children with Autism

    ERIC Educational Resources Information Center

    Adams, Deborah L.

    2012-01-01

    While the prevalence of autism continues to increase, there is a growing need for techniques that facilitate teaching this challenging population. The use of visual systems and prompting has been prevalent as well as effective; however, the use of auditory systems has been lacking in investigation. Ten children between the chronological ages of 4…

  16. Neural Changes Associated with Nonspeech Auditory Category Learning Parallel Those of Speech Category Acquisition

    PubMed Central

    Liu, Ran; Holt, Lori L.

    2010-01-01

    Native language experience plays a critical role in shaping speech categorization, but the exact mechanisms by which it does so are not well understood. Investigating category learning of nonspeech sounds with which listeners have no prior experience allows their experience to be systematically controlled in a way that is impossible to achieve by studying natural speech acquisition, and it provides a means of probing the boundaries and constraints that general auditory perception and cognition bring to the task of speech category learning. In this study, we used a multimodal, video-game-based implicit learning paradigm to train participants to categorize acoustically complex, nonlinguistic sounds. Mismatch negativity responses to the nonspeech stimuli were collected before and after training to investigate the degree to which neural changes supporting the learning of these nonspeech categories parallel those typically observed for speech category acquisition. Results indicate that changes in mismatch negativity resulting from the nonspeech category learning closely resemble patterns of change typically observed during speech category learning. This suggests that the often-observed “specialized” neural responses to speech sounds may result, at least in part, from the expertise we develop with speech categories through experience rathr than from properties unique to speech (e.g., linguistic or vocal tract gestural information). Furthermore, particular characteristics of the training paradigm may inform our understanding of mechanisms that support natural speech acquisition. PMID:19929331

  17. Edouard Claparède and the auditory verbal learning test.

    PubMed

    Boake, C

    2000-04-01

    This paper describes the role of the Swiss psychologist Edouard Claparède (1873-1940) in developing the Test de mémoire des mots (Test of Memory for Words), a test consisting of one free-recall trial of a 15-word list that is the antecedent of the auditory verbal learning tests (AVLT) of Rey and others. The fact that Claparède's test has survived in modified form for 80 years makes it one of the oldest mental tests in continuous use. In addition to developing the AVLT, Claparède's pioneering contributions to neuropsychology include forensic assessment of cognitive deficits and research on implicit learning in amnesia. PMID:10779842

  18. Brain dynamics that correlate with effects of learning on auditory distance perception

    PubMed Central

    Wisniewski, Matthew G.; Mercado, Eduardo; Church, Barbara A.; Gramann, Klaus; Makeig, Scott

    2014-01-01

    Accuracy in auditory distance perception can improve with practice and varies for sounds differing in familiarity. Here, listeners were trained to judge the distances of English, Bengali, and backwards speech sources pre-recorded at near (2-m) and far (30-m) distances. Listeners' accuracy was tested before and after training. Improvements from pre-test to post-test were greater for forward speech, demonstrating a learning advantage for forward speech sounds. Independent component (IC) processes identified in electroencephalographic (EEG) data collected during pre- and post-testing revealed three clusters of ICs across subjects with stimulus-locked spectral perturbations related to learning and accuracy. One cluster exhibited a transient stimulus-locked increase in 4–8 Hz power (theta event-related synchronization; ERS) that was smaller after training and largest for backwards speech. For a left temporal cluster, 8–12 Hz decreases in power (alpha event-related desynchronization; ERD) were greatest for English speech and less prominent after training. In contrast, a cluster of IC processes centered at or near anterior portions of the medial frontal cortex showed learning-related enhancement of sustained increases in 10–16 Hz power (upper-alpha/low-beta ERS). The degree of this enhancement was positively correlated with the degree of behavioral improvements. Results suggest that neural dynamics in non-auditory cortical areas support distance judgments. Further, frontal cortical networks associated with attentional and/or working memory processes appear to play a role in perceptual learning for source distance. PMID:25538550

  19. Auditory attention in childhood and adolescence: An event-related potential study of spatial selective attention to one of two simultaneous stories.

    PubMed

    Karns, Christina M; Isbell, Elif; Giuliano, Ryan J; Neville, Helen J

    2015-06-01

    Auditory selective attention is a critical skill for goal-directed behavior, especially where noisy distractions may impede focusing attention. To better understand the developmental trajectory of auditory spatial selective attention in an acoustically complex environment, in the current study we measured auditory event-related potentials (ERPs) across five age groups: 3-5 years; 10 years; 13 years; 16 years; and young adults. Using a naturalistic dichotic listening paradigm, we characterized the ERP morphology for nonlinguistic and linguistic auditory probes embedded in attended and unattended stories. We documented robust maturational changes in auditory evoked potentials that were specific to the types of probes. Furthermore, we found a remarkable interplay between age and attention-modulation of auditory evoked potentials in terms of morphology and latency from the early years of childhood through young adulthood. The results are consistent with the view that attention can operate across age groups by modulating the amplitude of maturing auditory early-latency evoked potentials or by invoking later endogenous attention processes. Development of these processes is not uniform for probes with different acoustic properties within our acoustically dense speech-based dichotic listening task. In light of the developmental differences we demonstrate, researchers conducting future attention studies of children and adolescents should be wary of combining analyses across diverse ages. PMID:26002721

  20. Auditory attention in childhood and adolescence: An event-related potential study of spatial selective attention to one of two simultaneous stories

    PubMed Central

    Karns, Christina M.; Isbell, Elif; Giuliano, Ryan J.; Neville, Helen J.

    2015-01-01

    Auditory selective attention is a critical skill for goal-directed behavior, especially where noisy distractions may impede focusing attention. To better understand the developmental trajectory of auditory spatial selective attention in an acoustically complex environment, in the current study we measured auditory event-related potentials (ERPs) in human children across five age groups: 3–5 years; 10 years; 13 years; 16 years; and young adults using a naturalistic dichotic listening paradigm, characterizing the ERP morphology for nonlinguistic and linguistic auditory probes embedded in attended and unattended stories. We documented robust maturational changes in auditory evoked potentials that were specific to the types of probes. Furthermore, we found a remarkable interplay between age and attention-modulation of auditory evoked potentials in terms of morphology and latency from the early years of childhood through young adulthood. The results are consistent with the view that attention can operate across age groups by modulating the amplitude of maturing auditory early-latency evoked potentials or by invoking later endogenous attention processes. Development of these processes is not uniform for probes with different acoustic properties within our acoustically dense speech-based dichotic listening task. In light of the developmental differences we demonstrate, researchers conducting future attention studies of children and adolescents should be wary of combining analyses across diverse ages. PMID:26002721

  1. EXEL; Experience for Children in Learning. Parent-Directed Activities to Develop: Oral Expression, Visual Discrimination, Auditory Discrimination, Motor Coordination.

    ERIC Educational Resources Information Center

    Behrmann, Polly; Millman, Joan

    The activities collected in this handbook are planned for parents to use with their children in a learning experience. They can also be used in the classroom. Sections contain games designed to develop visual discrimination, auditory discrimination, motor coordination and oral expression. An objective is given for each game, and directions for…

  2. Spatial learning by mice in three dimensions

    PubMed Central

    Wilson, Jonathan J.; Harding, Elizabeth; Fortier, Mathilde; James, Benjamin; Donnett, Megan; Kerslake, Alasdair; O’Leary, Alice; Zhang, Ningyu; Jeffery, Kate

    2015-01-01

    We tested whether mice can represent locations distributed throughout three-dimensional space, by developing a novel three-dimensional radial arm maze. The three-dimensional radial maze, or “radiolarian” maze, consists of a central spherical core from which arms project in all directions. Mice learn to retrieve food from the ends of the arms without omitting any arms or re-visiting depleted ones. We show here that mice can learn both a standard working memory task, in which all arms are initially baited, and also a reference memory version in which only a subset are ever baited. Comparison with a two-dimensional analogue of the radiolarian maze, the hexagon maze, revealed equally good working-memory performance in both mazes if all the arms were initially baited, but reduced working and reference memory in the partially baited radiolarian maze. This suggests intact three-dimensional spatial representation in mice over short timescales but impairment of the formation and/or use of long-term spatial memory of the maze. We discuss potential mechanisms for how mice solve the three-dimensional task, and reasons for the impairment relative to its two-dimensional counterpart, concluding with some speculations about how mammals may represent three-dimensional space. PMID:25930216

  3. Reduced Sensory Oscillatory Activity during Rapid Auditory Processing as a Correlate of Language-Learning Impairment

    PubMed Central

    Heim, Sabine; Friedman, Jennifer Thomas; Keil, Andreas; Benasich, April A.

    2010-01-01

    Successful language acquisition has been hypothesized to involve the ability to integrate rapidly presented, brief acoustic cues in sensory cortex. A body of work has suggested that this ability is compromised in language-learning impairment (LLI). The present research aimed to examine sensory integration during rapid auditory processing by means of electrophysiological measures of oscillatory brain activity using data from a larger longitudinal study. Twenty-nine children with LLI and control participants with typical language development (n=18) listened to tone doublets presented at a temporal interval that is essential for accurate speech processing (70-ms interstimulus interval). The children performed a deviant (pitch change of second tone) detection task, or listened passively. The electroencephalogram was recorded from 64 electrodes. Data were source-projected to the auditory cortices and submitted to wavelet analysis, resulting in time-frequency representations of electrocortical activity. Results show significantly reduced amplitude and phase-locking of early (45–75 ms) oscillations in the gamma-band range (29–52 Hz), specifically in the LLI group, for the second stimulus of the tone doublet. This suggests altered temporal organization of sensory oscillatory activity in LLI when processing rapid sequences. PMID:21822356

  4. Spatial representation of neural responses to natural and altered conspecific vocalizations in cat auditory cortex.

    PubMed

    Gourévitch, Boris; Eggermont, Jos J

    2007-01-01

    This study shows the neural representation of cat vocalizations, natural and altered with respect to carrier and envelope, as well as time-reversed, in four different areas of the auditory cortex. Multiunit activity recorded in primary auditory cortex (AI) of anesthetized cats mainly occurred at onsets (<200-ms latency) and at subsequent major peaks of the vocalization envelope and was significantly inhibited during the stationary course of the stimuli. The first 200 ms of processing appears crucial for discrimination of a vocalization in AI. The dorsal and ventral parts of AI appear to have different roles in coding vocalizations. The dorsal part potentially discriminated carrier-altered meows, whereas the ventral part showed differences primarily in its response to natural and time-reversed meows. In the posterior auditory field, the different temporal response types of neurons, as determined by their poststimulus time histograms, showed discrimination for carrier alterations in the meow. Sustained firing neurons in the posterior ectosylvian gyrus (EP) could discriminate, among others, by neural synchrony, temporal envelope alterations of the meow, and time reversion thereof. These findings suggest an important role of EP in the detection of information conveyed by the alterations of vocalizations. Discrimination of the neural responses to different alterations of vocalizations could be based on either firing rate, type of temporal response, or neural synchrony, suggesting that all these are likely simultaneously used in processing of natural and altered conspecific vocalizations. PMID:17021022

  5. Pharmacological specialization of learned auditory responses in the inferior colliculus of the barn owl.

    PubMed

    Feldman, D E; Knudsen, E I

    1998-04-15

    Neural tuning for interaural time difference (ITD) in the optic tectum of the owl is calibrated by experience-dependent plasticity occurring in the external nucleus of the inferior colliculus (ICX). When juvenile owls are subjected to a sustained lateral displacement of the visual field by wearing prismatic spectacles, the ITD tuning of ICX neurons becomes systematically altered; ICX neurons acquire novel auditory responses, termed "learned responses," to ITD values outside their normal, pre-existing tuning range. In this study, we compared the glutamatergic pharmacology of learned responses with that of normal responses expressed by the same ICX neurons. Measurements were made in the ICX using iontophoretic application of glutamate receptor antagonists. We found that in early stages of ITD tuning adjustment, soon after learned responses had been induced by experience-dependent processes, the NMDA receptor antagonist D, L-2-amino-5-phosphonopentanoic acid (AP-5) preferentially blocked the expression of learned responses of many ICX neurons compared with that of normal responses of the same neurons. In contrast, the non-NMDA receptor antagonist 6-cyano-7-nitroquinoxaline-2,3-dione (CNQX) blocked learned and normal responses equally. After long periods of prism experience, preferential blockade of learned responses by AP-5 was no longer observed. These results indicate that NMDA receptors play a preferential role in the expression of learned responses soon after these responses have been induced by experience-dependent processes, whereas later in development or with additional prism experience (we cannot distinguish which), the differential NMDA receptor-mediated component of these responses disappears. This pharmacological progression resembles the changes that occur during maturation of glutamatergic synaptic currents during early development. PMID:9526024

  6. Auditory Learning Using a Portable Real-Time Vocoder: Preliminary Findings

    PubMed Central

    Pisoni, David B.

    2015-01-01

    Purpose Although traditional study of auditory training has been in controlled laboratory settings, interest has been increasing in more interactive options. The authors examine whether such interactive training can result in short-term perceptual learning, and the range of perceptual skills it impacts. Method Experiments 1 (N = 37) and 2 (N = 21) used pre- and posttest measures of speech and nonspeech recognition to find evidence of learning (within subject) and to compare the effects of 3 kinds of training (between subject) on the perceptual abilities of adults with normal hearing listening to simulations of cochlear implant processing. Subjects were given interactive, standard lab-based, or control training experience for 1 hr between the pre- and posttest tasks (unique sets across Experiments 1 & 2). Results Subjects receiving interactive training showed significant learning on sentence recognition in quiet task (Experiment 1), outperforming controls but not lab-trained subjects following training. Training groups did not differ significantly on any other task, even those directly involved in the interactive training experience. Conclusions Interactive training has the potential to produce learning in 1 domain (sentence recognition in quiet), but the particulars of the present training method (short duration, high complexity) may have limited benefits to this single criterion task. PMID:25674884

  7. Assessing Spatial Learning and Memory in Rodents

    PubMed Central

    Vorhees, Charles V.; Williams, Michael T.

    2014-01-01

    Maneuvering safely through the environment is central to survival of almost all species. The ability to do this depends on learning and remembering locations. This capacity is encoded in the brain by two systems: one using cues outside the organism (distal cues), allocentric navigation, and one using self-movement, internal cues and nearby proximal cues, egocentric navigation. Allocentric navigation involves the hippocampus, entorhinal cortex, and surrounding structures; in humans this system encodes allocentric, semantic, and episodic memory. This form of memory is assessed in laboratory animals in many ways, but the dominant form of assessment is the Morris water maze (MWM). Egocentric navigation involves the dorsal striatum and connected structures; in humans this system encodes routes and integrated paths and, when overlearned, becomes procedural memory. In this article, several allocentric assessment methods for rodents are reviewed and compared with the MWM. MWM advantages (little training required, no food deprivation, ease of testing, rapid and reliable learning, insensitivity to differences in body weight and appetite, absence of nonperformers, control methods for proximal cue learning, and performance effects) and disadvantages (concern about stress, perhaps not as sensitive for working memory) are discussed. Evidence-based design improvements and testing methods are reviewed for both rats and mice. Experimental factors that apply generally to spatial navigation and to MWM specifically are considered. It is concluded that, on balance, the MWM has more advantages than disadvantages and compares favorably with other allocentric navigation tasks. PMID:25225309

  8. Proteome rearrangements after auditory learning: high-resolution profiling of synapse-enriched protein fractions from mouse brain.

    PubMed

    Kähne, Thilo; Richter, Sandra; Kolodziej, Angela; Smalla, Karl-Heinz; Pielot, Rainer; Engler, Alexander; Ohl, Frank W; Dieterich, Daniela C; Seidenbecher, Constanze; Tischmeyer, Wolfgang; Naumann, Michael; Gundelfinger, Eckart D

    2016-07-01

    Learning and memory processes are accompanied by rearrangements of synaptic protein networks. While various studies have demonstrated the regulation of individual synaptic proteins during these processes, much less is known about the complex regulation of synaptic proteomes. Recently, we reported that auditory discrimination learning in mice is associated with a relative down-regulation of proteins involved in the structural organization of synapses in various brain regions. Aiming at the identification of biological processes and signaling pathways involved in auditory memory formation, here, a label-free quantification approach was utilized to identify regulated synaptic junctional proteins and phosphoproteins in the auditory cortex, frontal cortex, hippocampus, and striatum of mice 24 h after the learning experiment. Twenty proteins, including postsynaptic scaffolds, actin-remodeling proteins, and RNA-binding proteins, were regulated in at least three brain regions pointing to common, cross-regional mechanisms. Most of the detected synaptic proteome changes were, however, restricted to individual brain regions. For example, several members of the Septin family of cytoskeletal proteins were up-regulated only in the hippocampus, while Septin-9 was down-regulated in the hippocampus, the frontal cortex, and the striatum. Meta analyses utilizing several databases were employed to identify underlying cellular functions and biological pathways. Data are available via ProteomeExchange with identifier PXD003089. How does the protein composition of synapses change in different brain areas upon auditory learning? We unravel discrete proteome changes in mouse auditory cortex, frontal cortex, hippocampus, and striatum functionally implicated in the learning process. We identify not only common but also area-specific biological pathways and cellular processes modulated 24 h after training, indicating individual contributions of the regions to memory processing. PMID

  9. Learning disability subtypes and the effects of auditory and visual priming on visual event-related potentials to words.

    PubMed

    Miles, J; Stelmack, R M

    1994-02-01

    Three learning-disability (LD) subtype groups and a normal control group of children were compared in their visual event-related potentials (ERPs) to primed and unprimed words. The LD subtypes were defined by deficient performance on tests of arithmetic (Group A), reading and spelling (Group RS), or both (Group RSA). The primed words were preceded by pictures or spoken words having a related meaning, while unprimed words were preceded by non-associated pictures or spoken words. For normal controls, N450 amplitude was greater to unprimed words than to words primed by pictures and spoken words. For Group A, N450 amplitude was reduced by spoken-word primes, but not by picture primes, an effect that demonstrates a deficit in processing visual-spatial information. For Group RS and Group RSA, neither picture nor spoken-word primes reduced N450 amplitude. These effects can be understood in terms of deficiencies in processing auditory-verbal information. Normal controls displayed a greater left- than right-hemispheric asymmetry in frontal N450 amplitude to unprimed words, an effect that is consistent with the association of skilled reading with hemispheric specialization. This asymmetry was absent in the ERPs of all the LD subtypes. The distinct ERP effects for the groups endorses the value of defining LD subtypes on the basis of patterns of deficits in arithmetic and reading and spelling. PMID:8150889

  10. Learning to match auditory and visual speech cues: social influences on acquisition of phonological categories.

    PubMed

    Altvater-Mackensen, Nicole; Grossmann, Tobias

    2015-01-01

    Infants' language exposure largely involves face-to-face interactions providing acoustic and visual speech cues but also social cues that might foster language learning. Yet, both audiovisual speech information and social information have so far received little attention in research on infants' early language development. Using a preferential looking paradigm, 44 German 6-month olds' ability to detect mismatches between concurrently presented auditory and visual native vowels was tested. Outcomes were related to mothers' speech style and interactive behavior assessed during free play with their infant, and to infant-specific factors assessed through a questionnaire. Results show that mothers' and infants' social behavior modulated infants' preference for matching audiovisual speech. Moreover, infants' audiovisual speech perception correlated with later vocabulary size, suggesting a lasting effect on language development. PMID:25403424

  11. Selective importance of the rat anterior thalamic nuclei for configural learning involving distal spatial cues.

    PubMed

    Dumont, Julie R; Amin, Eman; Aggleton, John P

    2014-01-01

    To test potential parallels between hippocampal and anterior thalamic function, rats with anterior thalamic lesions were trained on a series of biconditional learning tasks. The anterior thalamic lesions did not disrupt learning two biconditional associations in operant chambers where a specific auditory stimulus (tone or click) had a differential outcome depending on whether it was paired with a particular visual context (spot or checkered wall-paper) or a particular thermal context (warm or cool). Likewise, rats with anterior thalamic lesions successfully learnt a biconditional task when they were reinforced for digging in one of two distinct cups (containing either beads or shredded paper), depending on the particular appearance of the local context on which the cup was placed (one of two textured floors). In contrast, the same rats were severely impaired at learning the biconditional rule to select a specific cup when in a particular location within the test room. Place learning was then tested with a series of go/no-go discriminations. Rats with anterior thalamic nuclei lesions could learn to discriminate between two locations when they were approached from a constant direction. They could not, however, use this acquired location information to solve a subsequent spatial biconditional task where those same places dictated the correct choice of digging cup. Anterior thalamic lesions produced a selective, but severe, biconditional learning deficit when the task incorporated distal spatial cues. This deficit mirrors that seen in rats with hippocampal lesions, so extending potential interdependencies between the two sites. PMID:24215178

  12. Selective importance of the rat anterior thalamic nuclei for configural learning involving distal spatial cues

    PubMed Central

    Dumont, Julie R; Amin, Eman; Aggleton, John P

    2013-01-01

    To test potential parallels between hippocampal and anterior thalamic function, rats with anterior thalamic lesions were trained on a series of biconditional learning tasks. The anterior thalamic lesions did not disrupt learning two biconditional associations in operant chambers where a specific auditory stimulus (tone or click) had a differential outcome depending on whether it was paired with a particular visual context (spot or checkered wall-paper) or a particular thermal context (warm or cool). Likewise, rats with anterior thalamic lesions successfully learnt a biconditional task when they were reinforced for digging in one of two distinct cups (containing either beads or shredded paper), depending on the particular appearance of the local context on which the cup was placed (one of two textured floors). In contrast, the same rats were severely impaired at learning the biconditional rule to select a specific cup when in a particular location within the test room. Place learning was then tested with a series of go/no-go discriminations. Rats with anterior thalamic nuclei lesions could learn to discriminate between two locations when they were approached from a constant direction. They could not, however, use this acquired location information to solve a subsequent spatial biconditional task where those same places dictated the correct choice of digging cup. Anterior thalamic lesions produced a selective, but severe, biconditional learning deficit when the task incorporated distal spatial cues. This deficit mirrors that seen in rats with hippocampal lesions, so extending potential interdependencies between the two sites. PMID:24215178

  13. Jumpstarting auditory learning in children with cochlear implants through music experiences.

    PubMed

    Barton, Christine; Robbins, Amy McConkey

    2015-09-01

    Musical experiences are a valuable part of the lives of children with cochlear implants (CIs). In addition to the pleasure, relationships and emotional outlet provided by music, it serves to enhance or 'jumpstart' other auditory and cognitive skills that are critical for development and learning throughout the lifespan. Musicians have been shown to be 'better listeners' than non-musicians with regard to how they perceive and process sound. A heuristic model of music therapy is reviewed, including six modulating factors that may account for the auditory advantages demonstrated by those who participate in music therapy. The integral approach to music therapy is described along with the hybrid approach to pediatric language intervention. These approaches share the characteristics of placing high value on ecologically valid therapy experiences, i.e., engaging in 'real' music and 'real' communication. Music and language intervention techniques used by the authors are presented. It has been documented that children with CIs consistently have lower music perception scores than do their peers with normal hearing (NH). On the one hand, this finding matters a great deal because it provides parameters for setting reasonable expectations and highlights the work still required to improve signal processing with the devices so that they more accurately transmit music to CI listeners. On the other hand, the finding might not matter much if we assume that music, even in its less-than-optimal state, functions for CI children, as for NH children, as a developmental jumpstarter, a language-learning tool, a cognitive enricher, a motivator, and an attention enhancer. PMID:26561888

  14. Auditory Perceptual Learning in Adults with and without Age-Related Hearing Loss

    PubMed Central

    Karawani, Hanin; Bitan, Tali; Attias, Joseph; Banai, Karen

    2016-01-01

    Introduction : Speech recognition in adverse listening conditions becomes more difficult as we age, particularly for individuals with age-related hearing loss (ARHL). Whether these difficulties can be eased with training remains debated, because it is not clear whether the outcomes are sufficiently general to be of use outside of the training context. The aim of the current study was to compare training-induced learning and generalization between normal-hearing older adults and those with ARHL. Methods : Fifty-six listeners (60–72 y/o), 35 participants with ARHL, and 21 normal hearing adults participated in the study. The study design was a cross over design with three groups (immediate-training, delayed-training, and no-training group). Trained participants received 13 sessions of home-based auditory training over the course of 4 weeks. Three adverse listening conditions were targeted: (1) Speech-in-noise, (2) time compressed speech, and (3) competing speakers, and the outcomes of training were compared between normal and ARHL groups. Pre- and post-test sessions were completed by all participants. Outcome measures included tests on all of the trained conditions as well as on a series of untrained conditions designed to assess the transfer of learning to other speech and non-speech conditions. Results : Significant improvements on all trained conditions were observed in both ARHL and normal-hearing groups over the course of training. Normal hearing participants learned more than participants with ARHL in the speech-in-noise condition, but showed similar patterns of learning in the other conditions. Greater pre- to post-test changes were observed in trained than in untrained listeners on all trained conditions. In addition, the ability of trained listeners from the ARHL group to discriminate minimally different pseudowords in noise also improved with training. Conclusions : ARHL did not preclude auditory perceptual learning but there was little generalization to

  15. Sensory Processing of Backward-Masking Signals in Children with Language-Learning Impairment as Assessed with the Auditory Brainstem Response.

    ERIC Educational Resources Information Center

    Marler, Jeffrey A.; Champlin, Craig A.

    2005-01-01

    The purpose of this study was to examine the possible contribution of sensory mechanisms to an auditory processing deficit shown by some children with language-learning impairment (LLI). Auditory brainstem responses (ABRs) were measured from 2 groups of school-aged (8-10 years) children. One group consisted of 10 children with LLI, and the other…

  16. Spatially Distributed Instructions Improve Learning Outcomes and Efficiency

    ERIC Educational Resources Information Center

    Jang, Jooyoung; Schunn, Christian D.; Nokes, Timothy J.

    2011-01-01

    Learning requires applying limited working memory and attentional resources to intrinsic, germane, and extraneous aspects of the learning task. To reduce the especially undesirable extraneous load aspects of learning environments, cognitive load theorists suggest that spatially integrated learning materials should be used instead of spatially…

  17. Modulation of auditory spatial attention by visual emotional cues: differential effects of attentional engagement and disengagement for pleasant and unpleasant cues.

    PubMed

    Harrison, Neil R; Woodhouse, Rob

    2016-05-01

    Previous research has demonstrated that threatening, compared to neutral pictures, can bias attention towards non-emotional auditory targets. Here we investigated which subcomponents of attention contributed to the influence of emotional visual stimuli on auditory spatial attention. Participants indicated the location of an auditory target, after brief (250 ms) presentation of a spatially non-predictive peripheral visual cue. Responses to targets were faster at the location of the preceding visual cue, compared to at the opposite location (cue validity effect). The cue validity effect was larger for targets following pleasant and unpleasant cues compared to neutral cues, for right-sided targets. For unpleasant cues, the crossmodal cue validity effect was driven by delayed attentional disengagement, and for pleasant cues, it was driven by enhanced engagement. We conclude that both pleasant and unpleasant visual cues influence the distribution of attention across modalities and that the associated attentional mechanisms depend on the valence of the visual cue. PMID:26842012

  18. Learning Hierarchical Spectral-Spatial Features for Hyperspectral Image Classification.

    PubMed

    Zhou, Yicong; Wei, Yantao

    2016-07-01

    This paper proposes a spectral-spatial feature learning (SSFL) method to obtain robust features of hyperspectral images (HSIs). It combines the spectral feature learning and spatial feature learning in a hierarchical fashion. Stacking a set of SSFL units, a deep hierarchical model called the spectral-spatial networks (SSN) is further proposed for HSI classification. SSN can exploit both discriminative spectral and spatial information simultaneously. Specifically, SSN learns useful high-level features by alternating between spectral and spatial feature learning operations. Then, kernel-based extreme learning machine (KELM), a shallow neural network, is embedded in SSN to classify image pixels. Extensive experiments are performed on two benchmark HSI datasets to verify the effectiveness of SSN. Compared with state-of-the-art methods, SSN with a deep hierarchical architecture obtains higher classification accuracy in terms of the overall accuracy, average accuracy, and kappa ( κ ) coefficient of agreement, especially when the number of the training samples is small. PMID:26241988

  19. Spatial learning in men undergoing alcohol detoxification.

    PubMed

    Ceccanti, Mauro; Hamilton, Derek; Coriale, Giovanna; Carito, Valentina; Aloe, Luigi; Chaldakov, George; Romeo, Marina; Ceccanti, Marco; Iannitelli, Angela; Fiore, Marco

    2015-10-01

    Alcohol dependence is a major public health problem worldwide. Brain and behavioral disruptions including changes in cognitive abilities are common features of alcohol addiction. Thus, the present study was aimed to investigate spatial learning and memory in 29 alcoholic men undergoing alcohol detoxification by using a virtual Morris maze task. As age-matched controls we recruited 29 men among occasional drinkers without history of alcohol dependence and/or alcohol related diseases and with a negative blood alcohol level at the time of testing. We found that the responses to the virtual Morris maze are impaired in men undergoing alcohol detoxification. Notably they showed increased latencies in the first movement during the trials, increased latencies in retrieving the hidden platform and increased latencies in reaching the visible platform. These findings were associated with reduced swimming time in the target quadrant of the pool where the platform had been during the 4 hidden platform trials of the learning phase compared to controls. Such increasing latency responses may suggest motor control, attentional and motivational deficits due to alcohol detoxification. PMID:26143187

  20. Robot navigation algorithms using learned spatial graphs

    SciTech Connect

    Iyengar, S.S.; Jorgensen, C.C.; Rao, S.V.N.; Weisbin, C.R.

    1985-01-01

    Finding optimal paths for robot navigation in known terrain has been studied for some time but, in many important situations, a robot would be required to navigate in completely new or partially explored terrain. We propose a method of robot navigation which requires no pre-learned model, makes maximal use of available information, records and synthesizes information from multiple journeys, and contains concepts of learning that allow for continuous transition from local to global path optimality. The model of the terrain consists of a spatial graph and a Voronoi diagram. Using acquired sensor data, polygonal boundaries containing perceived obstacles shrink to approximate the actual obstacles' surfaces, free space for transit is correspondingly enlarged, and additional nodes and edges are recorded based on path intersections and stop points. Navigation planning is gradually accelerated with experience since improved global map information minimizes the need for further sensor data acquisition. Our method currently assumes obstacle locations are unchanging, navigation can be successfully conducted using two-dimensional projections, and sensor information is precise.

  1. Neural sensitivity to statistical regularities as a fundamental biological process that underlies auditory learning: the role of musical practice.

    PubMed

    François, Clément; Schön, Daniele

    2014-02-01

    There is increasing evidence that humans and other nonhuman mammals are sensitive to the statistical structure of auditory input. Indeed, neural sensitivity to statistical regularities seems to be a fundamental biological property underlying auditory learning. In the case of speech, statistical regularities play a crucial role in the acquisition of several linguistic features, from phonotactic to more complex rules such as morphosyntactic rules. Interestingly, a similar sensitivity has been shown with non-speech streams: sequences of sounds changing in frequency or timbre can be segmented on the sole basis of conditional probabilities between adjacent sounds. We recently ran a set of cross-sectional and longitudinal experiments showing that merging music and speech information in song facilitates stream segmentation and, further, that musical practice enhances sensitivity to statistical regularities in speech at both neural and behavioral levels. Based on recent findings showing the involvement of a fronto-temporal network in speech segmentation, we defend the idea that enhanced auditory learning observed in musicians originates via at least three distinct pathways: enhanced low-level auditory processing, enhanced phono-articulatory mapping via the left Inferior Frontal Gyrus and Pre-Motor cortex and increased functional connectivity within the audio-motor network. Finally, we discuss how these data predict a beneficial use of music for optimizing speech acquisition in both normal and impaired populations. PMID:24035820

  2. Guidance of Spatial Attention by Incidental Learning and Endogenous Cuing

    ERIC Educational Resources Information Center

    Jiang, Yuhong V.; Swallow, Khena M.; Rosenbaum, Gail M.

    2013-01-01

    Our visual system is highly sensitive to regularities in the environment. Locations that were important in one's previous experience are often prioritized during search, even though observers may not be aware of the learning. In this study we characterized the guidance of spatial attention by incidental learning of a target's spatial probability,…

  3. Auditory learning through active engagement with sound: biological impact of community music lessons in at-risk children

    PubMed Central

    Kraus, Nina; Slater, Jessica; Thompson, Elaine C.; Hornickel, Jane; Strait, Dana L.; Nicol, Trent; White-Schwoch, Travis

    2014-01-01

    The young nervous system is primed for sensory learning, facilitating the acquisition of language and communication skills. Social and linguistic impoverishment can limit these learning opportunities, eventually leading to language-related challenges such as poor reading. Music training offers a promising auditory learning strategy by directing attention to meaningful acoustic elements of the soundscape. In light of evidence that music training improves auditory skills and their neural substrates, there are increasing efforts to enact community-based programs to provide music instruction to at-risk children. Harmony Project is a community foundation that has provided free music instruction to over 1000 children from Los Angeles gang-reduction zones over the past decade. We conducted an independent evaluation of biological effects of participating in Harmony Project by following a cohort of children for 1 year. Here we focus on a comparison between students who actively engaged with sound through instrumental music training vs. students who took music appreciation classes. All children began with an introductory music appreciation class, but midway through the year half of the children transitioned to the instrumental training. After the year of training, the children who actively engaged with sound through instrumental music training had faster and more robust neural processing of speech than the children who stayed in the music appreciation class, observed in neural responses to a speech sound /d/. The neurophysiological measures found to be enhanced in the instrumentally-trained children have been previously linked to reading ability, suggesting a gain in neural processes important for literacy stemming from active auditory learning. Despite intrinsic constraints on our study imposed by a community setting, these findings speak to the potential of active engagement with sound (i.e., music-making) to engender experience-dependent neuroplasticity and may inform the

  4. Auditory learning through active engagement with sound: biological impact of community music lessons in at-risk children.

    PubMed

    Kraus, Nina; Slater, Jessica; Thompson, Elaine C; Hornickel, Jane; Strait, Dana L; Nicol, Trent; White-Schwoch, Travis

    2014-01-01

    The young nervous system is primed for sensory learning, facilitating the acquisition of language and communication skills. Social and linguistic impoverishment can limit these learning opportunities, eventually leading to language-related challenges such as poor reading. Music training offers a promising auditory learning strategy by directing attention to meaningful acoustic elements of the soundscape. In light of evidence that music training improves auditory skills and their neural substrates, there are increasing efforts to enact community-based programs to provide music instruction to at-risk children. Harmony Project is a community foundation that has provided free music instruction to over 1000 children from Los Angeles gang-reduction zones over the past decade. We conducted an independent evaluation of biological effects of participating in Harmony Project by following a cohort of children for 1 year. Here we focus on a comparison between students who actively engaged with sound through instrumental music training vs. students who took music appreciation classes. All children began with an introductory music appreciation class, but midway through the year half of the children transitioned to the instrumental training. After the year of training, the children who actively engaged with sound through instrumental music training had faster and more robust neural processing of speech than the children who stayed in the music appreciation class, observed in neural responses to a speech sound /d/. The neurophysiological measures found to be enhanced in the instrumentally-trained children have been previously linked to reading ability, suggesting a gain in neural processes important for literacy stemming from active auditory learning. Despite intrinsic constraints on our study imposed by a community setting, these findings speak to the potential of active engagement with sound (i.e., music-making) to engender experience-dependent neuroplasticity and may inform the

  5. Transcriptome changes associated with instructed learning in the barn owl auditory localization pathway.

    PubMed

    Swofford, Janet A; DeBello, William M

    2007-09-15

    Owls reared wearing prismatic spectacles learn to make adaptive orienting movements. This instructed learning depends on re-calibration of the midbrain auditory space map, which in turn involves the formation of new synapses. Here we investigated whether these processes are associated with differential gene expression, using longSAGE. Newly fledged owls were reared for 8-36 days with prism or control lenses at which time the extent of learning was quantified by electrophysiological mapping. Transciptome profiles were obtained from the inferior colliculus (IC), the major site of synaptic plasticity, and the optic tectum (OT), which provides an instructive signal that controls the direction and extent of plasticity. Twenty-two differentially expressed sequence tags were identified in IC and 36 in OT, out of more than 35,000 unique tags. Of these, only four were regulated in both structures. These results indicate that regulation of two largely independent gene clusters is associated with synaptic remodeling (in IC) and generation of the instructive signal (in OT). Real-time PCR data confirmed the changes for two transcripts, ubiquitin/polyubiquitin and tyrosine 3-monooxgenase/tryotophan 5-monooxygenase activation protein, theta subunit (YWHAQ; also referred to as 14-3-3 protein). Ubiquitin was downregulated in IC, consistent with a model in which protein degradation pathways act as an inhibitory constraint on synaptogenesis. YWHAQ was up-regulated in OT, indicating a role in the synthesis or delivery of instructive information. In total, our results provide a path towards unraveling molecular cascades that link naturalistic experience with synaptic remodeling and, ultimately, with the expression of learned behavior. PMID:17526003

  6. Intrinsic frames of reference in haptic spatial learning.

    PubMed

    Yamamoto, Naohide; Philbeck, John W

    2013-11-01

    It has been proposed that spatial reference frames with which object locations are specified in memory are intrinsic to a to-be-remembered spatial layout (intrinsic reference theory). Although this theory has been supported by accumulating evidence, it has only been collected from paradigms in which the entire spatial layout was simultaneously visible to observers. The present study was designed to examine the generality of the theory by investigating whether the geometric structure of a spatial layout (bilateral symmetry) influences selection of spatial reference frames when object locations are sequentially learned through haptic exploration. In two experiments, participants learned the spatial layout solely by touch and performed judgments of relative direction among objects using their spatial memories. Results indicated that the geometric structure can provide a spatial cue for establishing reference frames as long as it is accentuated by explicit instructions (Experiment 1) or alignment with an egocentric orientation (Experiment 2). These results are entirely consistent with those from previous studies in which spatial information was encoded through simultaneous viewing of all object locations, suggesting that the intrinsic reference theory is not specific to a type of spatial memory acquired by the particular learning method but instead generalizes to spatial memories learned through a variety of encoding conditions. In particular, the present findings suggest that spatial memories that follow the intrinsic reference theory function equivalently regardless of the modality in which spatial information is encoded. PMID:24007919

  7. Elevated yolk progesterone moderates prenatal heart rate and postnatal auditory learning in bobwhite quail (Colinus virginianus).

    PubMed

    Herrington, Joshua A; Rodriguez, Yvette; Lickliter, Robert

    2016-09-01

    Previous studies have established that yolk hormones of maternal origin can influence physiology and behavior in birds. However, few studies have examined the effects of maternal gestagens, like progesterone, on chick behavior and physiology. We tested the effects of experimentally elevated egg yolk progesterone on embryonic heart rate and postnatal auditory learning in bobwhite quail hatchlings. Quail chicks were passively exposed to an individual maternal assembly call for 10 min/hr during the 24 hr following hatching. Preference for the familiarized call was tested at 48 hr following hatching in three experimental groups: chicks that received artificially elevated yolk progesterone (P) prior to incubation, vehicle-only controls (V), and non-manipulated controls (C). Resting heart rate of P, V, and C embryos were also measured on prenatal day 17. The resting heart rate of P embryos was significantly higher than both the V and C embryos. Chicks from the P group also showed an enhanced preference for the familiarized bobwhite maternal call when compared to chicks from the C and V groups. Our results indicate that elevated yolk progesterone in pre-incubated bobwhite quail eggs can influence arousal level in bobwhite embryos and postnatal perceptual learning in bobwhite neonates. PMID:27108924

  8. Prenatal complex rhythmic music sound stimulation facilitates postnatal spatial learning but transiently impairs memory in the domestic chick.

    PubMed

    Kauser, H; Roy, S; Pal, A; Sreenivas, V; Mathur, R; Wadhwa, S; Jain, S

    2011-01-01

    Early experience has a profound influence on brain development, and the modulation of prenatal perceptual learning by external environmental stimuli has been shown in birds, rodents and mammals. In the present study, the effect of prenatal complex rhythmic music sound stimulation on postnatal spatial learning, memory and isolation stress was observed. Auditory stimulation with either music or species-specific sounds or no stimulation (control) was provided to separate sets of fertilized eggs from day 10 of incubation. Following hatching, the chicks at age 24, 72 and 120 h were tested on a T-maze for spatial learning and the memory of the learnt task was assessed 24 h after training. In the posthatch chicks at all ages, the plasma corticosterone levels were estimated following 10 min of isolation. The chicks of all ages in the three groups took less (p < 0.001) time to navigate the maze over the three trials thereby showing an improvement with training. In both sound-stimulated groups, the total time taken to reach the target decreased significantly (p < 0.01) in comparison to the unstimulated control group, indicating the facilitation of spatial learning. However, this decline was more at 24 h than at later posthatch ages. When tested for memory after 24 h of training, only the music-stimulated chicks at posthatch age 24 h took a significantly longer (p < 0.001) time to traverse the maze, suggesting a temporary impairment in their retention of the learnt task. In both sound-stimulated groups at 24 h, the plasma corticosterone levels were significantly decreased (p < 0.001) and increased thereafter at 72 h (p < 0.001) and 120 h which may contribute to the differential response in spatial learning. Thus, prenatal auditory stimulation with either species-specific or complex rhythmic music sounds facilitates spatial learning, though the music stimulation transiently impairs postnatal memory. PMID:21212638

  9. Development of Critical Spatial Thinking through GIS Learning

    ERIC Educational Resources Information Center

    Kim, Minsung; Bednarz, Robert

    2013-01-01

    This study developed an interview-based critical spatial thinking oral test and used the test to investigate the effects of Geographic Information System (GIS) learning on three components of critical spatial thinking: evaluating data reliability, exercising spatial reasoning, and assessing problem-solving validity. Thirty-two students at a large…

  10. Transfer Effect of Speech-sound Learning on Auditory-motor Processing of Perceived Vocal Pitch Errors.

    PubMed

    Chen, Zhaocong; Wong, Francis C K; Jones, Jeffery A; Li, Weifeng; Liu, Peng; Chen, Xi; Liu, Hanjun

    2015-01-01

    Speech perception and production are intimately linked. There is evidence that speech motor learning results in changes to auditory processing of speech. Whether speech motor control benefits from perceptual learning in speech, however, remains unclear. This event-related potential study investigated whether speech-sound learning can modulate the processing of feedback errors during vocal pitch regulation. Mandarin speakers were trained to perceive five Thai lexical tones while learning to associate pictures with spoken words over 5 days. Before and after training, participants produced sustained vowel sounds while they heard their vocal pitch feedback unexpectedly perturbed. As compared to the pre-training session, the magnitude of vocal compensation significantly decreased for the control group, but remained consistent for the trained group at the post-training session. However, the trained group had smaller and faster N1 responses to pitch perturbations and exhibited enhanced P2 responses that correlated significantly with their learning performance. These findings indicate that the cortical processing of vocal pitch regulation can be shaped by learning new speech-sound associations, suggesting that perceptual learning in speech can produce transfer effects to facilitating the neural mechanisms underlying the online monitoring of auditory feedback regarding vocal production. PMID:26278337

  11. Transfer Effect of Speech-sound Learning on Auditory-motor Processing of Perceived Vocal Pitch Errors

    PubMed Central

    Chen, Zhaocong; Wong, Francis C. K.; Jones, Jeffery A.; Li, Weifeng; Liu, Peng; Chen, Xi; Liu, Hanjun

    2015-01-01

    Speech perception and production are intimately linked. There is evidence that speech motor learning results in changes to auditory processing of speech. Whether speech motor control benefits from perceptual learning in speech, however, remains unclear. This event-related potential study investigated whether speech-sound learning can modulate the processing of feedback errors during vocal pitch regulation. Mandarin speakers were trained to perceive five Thai lexical tones while learning to associate pictures with spoken words over 5 days. Before and after training, participants produced sustained vowel sounds while they heard their vocal pitch feedback unexpectedly perturbed. As compared to the pre-training session, the magnitude of vocal compensation significantly decreased for the control group, but remained consistent for the trained group at the post-training session. However, the trained group had smaller and faster N1 responses to pitch perturbations and exhibited enhanced P2 responses that correlated significantly with their learning performance. These findings indicate that the cortical processing of vocal pitch regulation can be shaped by learning new speech-sound associations, suggesting that perceptual learning in speech can produce transfer effects to facilitating the neural mechanisms underlying the online monitoring of auditory feedback regarding vocal production. PMID:26278337

  12. Utility of an airframe referenced spatial auditory display for general aviation operations

    NASA Astrophysics Data System (ADS)

    Naqvi, M. Hassan; Wigdahl, Alan J.; Ranaudo, Richard J.

    2009-05-01

    The University of Tennessee Space Institute (UTSI) completed flight testing with an airframe-referenced localized audio cueing display. The purpose was to assess its affect on pilot performance, workload, and situational awareness in two scenarios simulating single-pilot general aviation operations under instrument meteorological conditions. Each scenario consisted of 12 test procedures conducted under simulated instrument meteorological conditions, half with the cue off, and half with the cue on. Simulated aircraft malfunctions were strategically inserted at critical times during each test procedure. Ten pilots participated in the study; half flew a moderate workload scenario consisting of point to point navigation and holding pattern operations and half flew a high workload scenario consisting of non precision approaches and missed approach procedures. Flight data consisted of aircraft and navigation state parameters, NASA Task Load Index (TLX) assessments, and post-flight questionnaires. With localized cues there was slightly better pilot technical performance, a reduction in workload, and a perceived improvement in situational awareness. Results indicate that an airframe-referenced auditory display has utility and pilot acceptance in general aviation operations.

  13. The contributions of onset and offset echo delays to auditory spatial perception in human listeners.

    PubMed

    Donovan, Jeff M; Nelson, Brian S; Takahashi, Terry T

    2012-12-01

    In echoic environments, direct sounds dominate perception even when followed by their reflections. As the delay between the direct (lead) source and the reflection (lag) increases, the reflection starts to become localizable. Although this phenomenon, which is part of the precedence effect, is typically studied with brief transients, leading and lagging sounds often overlap in time and are thus composed of three distinct segments: the "superposed" segment, when both sounds are present together, and the "lead-alone" and "lag-alone" segments, when leading and lagging sounds are present alone, respectively. Recently, it was shown that the barn owl (Tyto alba) localizes the lagging sound when the lag-alone segment, not the lead-alone segment, is lengthened. This was unexpected given the prevailing hypothesis that a leading sound may briefly desensitize the auditory system to sounds arriving later. The present study confirms this finding in humans under conditions that minimized the role of the superposed segment in the localization of either source. Just as lengthening the lag-alone segment caused the lagging sound to become more salient, lengthening the lead-alone segment caused the leading sound to become more salient. These results suggest that the neural representations of the lead and lag are independent of one another. PMID:23231121

  14. Auditory map plasticity: Diversity in causes and consequences

    PubMed Central

    Schreiner, Christoph E.; Polley, Daniel B.

    2014-01-01

    Auditory cortical maps have been a long-standing focus of studies that assess the expression, mechanisms, and consequences of sensory plasticity. Here we discuss recent progress in understanding how auditory experience transforms spatially organized sound representations at higher levels of the central auditory pathways. New insights into the mechanisms underlying map changes have been achieved and more refined interpretations of various map plasticity effects and their consequences in terms of behavioral corollaries and learning as well as other cognitive aspects have been offered. The systematic organizational principles of cortical sound processing remains a key-aspect in studying and interpreting the role of plasticity in hearing. PMID:24492090

  15. Auditory map plasticity: diversity in causes and consequences.

    PubMed

    Schreiner, Christoph E; Polley, Daniel B

    2014-02-01

    Auditory cortical maps have been a long-standing focus of studies that assess the expression, mechanisms, and consequences of sensory plasticity. Here we discuss recent progress in understanding how auditory experience transforms spatially organized sound representations at higher levels of the central auditory pathways. New insights into the mechanisms underlying map changes have been achieved and more refined interpretations of various map plasticity effects and their consequences in terms of behavioral corollaries and learning as well as other cognitive aspects have been offered. The systematic organizational principles of cortical sound processing remain a key aspect in studying and interpreting the role of plasticity in hearing. PMID:24492090

  16. Rehearsal significantly improves immediate and delayed recall on the Rey Auditory Verbal Learning Test.

    PubMed

    Hessen, Erik

    2011-10-01

    A repeated observation during memory assessment with the Rey Auditory Verbal Learning Test (RAVLT) is that patients who spontaneously employ a memory rehearsal strategy by repeating the word list more than once achieve better scores than patients who only repeat the word list once. This observation led to concern about the ability of the standard test procedure of RAVLT and similar tests in eliciting the best possible recall scores. The purpose of the present study was to test the hypothesis that a rehearsal recall strategy of repeating the word list more than once would result in improved scores of recall on the RAVLT. We report on differences in outcome after standard administration and after experimental administration on Immediate and Delayed Recall measures from the RAVLT of 50 patients. The experimental administration resulted in significantly improved scores for all the variables employed. Additionally, it was found that patients who failed effort screening showed significantly poorer improvement on Delayed Recall compared with those who passed the effort screening. The general clear improvement both in raw scores and T-scores demonstrates that recall performance can be significantly influenced by the strategy of the patient or by small variations in instructions by the examiner. PMID:22074064

  17. Equivalence and practice effect of alternate forms for Malay version of Auditory Verbal Learning Test (MAVLT)

    PubMed Central

    Munjir, Norulsuhada; Othman, Zahiruddin; Zakaria, Rahimah; Shafin, Nazlahshaniza; Hussain, Noor Aini; Desa, Anisah Mat; Ahmad, Asma Hayati

    2015-01-01

    This study aims to develop two alternate forms for Malay version of Auditory Verbal Learning Test (MAVLT) and to determine their equivalency and practice effect. Ninety healthy volunteers were subjected to the following neuropsychological tests at baseline, and at one month interval according to their assigned group; group 1 (MAVLT - MAVLT), group 2 (MAVLT – Alternate Form 1 - Alternate Form 1), and group 3 (MAVLT - Alternate Form 2 - Alternate Form 2). There were no significant difference in the mean score of all the trials at baseline among the three groups, and most of the mean score of trials between MAVLT and Alternate Form 1, and between MAVLT and Alternate Form 2. There was significant improvement in the mean score of each trial when the same form was used repeatedly at the interval of one month. However, there was no significant improvement in the mean score of each trial when the Alternate Form 2 was used during repeated neuropsychological testing. The MAVLT is a reliable instrument for repeated neuropsychological testing as long as alternate forms are used. The Alternate Form 2 showed better equivalency to MAVLT and less practice effects. PMID:26600750

  18. Physiological Evidence for a Midline Spatial Channel in Human Auditory Cortex.

    PubMed

    Briley, Paul M; Goman, Adele M; Summerfield, A Quentin

    2016-08-01

    Studies with humans and other mammals have provided support for a two-channel representation of horizontal ("azimuthal") space in the auditory system. In this representation, location-sensitive neurons contribute activity to one of two broadly tuned channels whose responses are compared to derive an estimate of sound-source location. One channel is maximally responsive to sounds towards the left and the other to sounds towards the right. However, recent psychophysical studies of humans, and physiological studies of other mammals, point to the presence of an additional channel, maximally responsive to the midline. In this study, we used electroencephalography to seek physiological evidence for such a midline channel in humans. We measured neural responses to probe stimuli presented from straight ahead (0 °) or towards the right (+30 ° or +90 °). Probes were preceded by adapter stimuli to temporarily suppress channel activity. Adapters came from 0 ° or alternated between left and right (-30 ° and +30 ° or -90 ° and +90 °). For the +90 ° probe, to which the right-tuned channel would respond most strongly, both accounts predict greatest adaptation when the adapters are at ±90 °. For the 0 ° probe, the two-channel account predicts greatest adaptation from the ±90 ° adapters, while the three-channel account predicts greatest adaptation when the adapters are at 0 ° because these adapters stimulate the midline-tuned channel which responds most strongly to the 0 ° probe. The results were consistent with the three-channel account. In addition, a computational implementation of the three-channel account fitted the probe response sizes well, explaining 93 % of the variance about the mean, whereas a two-channel implementation produced a poor fit and explained only 61 % of the variance. PMID:27164943

  19. The Use of Music and Other Forms of Organized Sound as a Therapeutic Intervention for Students with Auditory Processing Disorder: Providing the Best Auditory Experience for Children with Learning Differences

    ERIC Educational Resources Information Center

    Faronii-Butler, Kishasha O.

    2013-01-01

    This auto-ethnographical inquiry used vignettes and interviews to examine the therapeutic use of music and other forms of organized sound in the learning environment of individuals with Central Auditory Processing Disorders. It is an investigation of the traditions of healing with sound vibrations, from its earliest cultural roots in shamanism and…

  20. The role of diffusive architectural surfaces on auditory spatial discrimination in performance venues.

    PubMed

    Robinson, Philip W; Pätynen, Jukka; Lokki, Tapio; Jang, Hyung Suk; Jeon, Jin Yong; Xiang, Ning

    2013-06-01

    In musical or theatrical performance, some venues allow listeners to individually localize and segregate individual performers, while others produce a well blended ensemble sound. The room acoustic conditions that make this possible, and the psycho-acoustic effects at work are not fully understood. This research utilizes auralizations from measured and simulated performance venues to investigate spatial discrimination of multiple acoustic sources in rooms. Signals were generated from measurements taken in a small theater, and listeners in the audience area were asked to distinguish pairs of speech sources on stage with various spatial separations. This experiment was repeated with the proscenium splay walls treated to be flat, diffusive, or absorptive. Similar experiments were conducted in a simulated hall, utilizing 11 early reflections with various characteristics, and measured late reverberation. The experiments reveal that discriminating the lateral arrangement of two sources is possible at narrower separation angles when reflections come from flat or absorptive rather than diffusive surfaces. PMID:23742348

  1. Multisensory training can promote or impede visual perceptual learning of speech stimuli: visual-tactile vs. visual-auditory training

    PubMed Central

    Eberhardt, Silvio P.; Auer Jr., Edward T.; Bernstein, Lynne E.

    2014-01-01

    In a series of studies we have been investigating how multisensory training affects unisensory perceptual learning with speech stimuli. Previously, we reported that audiovisual (AV) training with speech stimuli can promote auditory-only (AO) perceptual learning in normal-hearing adults but can impede learning in congenitally deaf adults with late-acquired cochlear implants. Here, impeder and promoter effects were sought in normal-hearing adults who participated in lipreading training. In Experiment 1, visual-only (VO) training on paired associations between CVCVC nonsense word videos and nonsense pictures demonstrated that VO words could be learned to a high level of accuracy even by poor lipreaders. In Experiment 2, visual-auditory (VA) training in the same paradigm but with the addition of synchronous vocoded acoustic speech impeded VO learning of the stimuli in the paired-associates paradigm. In Experiment 3, the vocoded AO stimuli were shown to be less informative than the VO speech. Experiment 4 combined vibrotactile speech stimuli with the visual stimuli during training. Vibrotactile stimuli were shown to promote visual perceptual learning. In Experiment 5, no-training controls were used to show that training with visual speech carried over to consonant identification of untrained CVCVC stimuli but not to lipreading words in sentences. Across this and previous studies, multisensory training effects depended on the functional relationship between pathways engaged during training. Two principles are proposed to account for stimulus effects: (1) Stimuli presented to the trainee’s primary perceptual pathway will impede learning by a lower-rank pathway. (2) Stimuli presented to the trainee’s lower rank perceptual pathway will promote learning by a higher-rank pathway. The mechanisms supporting these principles are discussed in light of multisensory reverse hierarchy theory (RHT). PMID:25400566

  2. Rectangular Array Model Supporting Students' Spatial Structuring in Learning Multiplication

    ERIC Educational Resources Information Center

    Shanty, Nenden Octavarulia; Wijaya, Surya

    2012-01-01

    We examine how rectangular array model can support students' spatial structuring in learning multiplication. To begin, we define what we mean by spatial structuring as the mental operation of constructing an organization or form for an object or set of objects. For that reason, the eggs problem was chosen as the starting point in which the…

  3. The Role of Right Inferior Parietal Cortex in Auditory Spatial Attention: A Repetitive Transcranial Magnetic Stimulation Study.

    PubMed

    Karhson, Debra S; Mock, Jeffrey R; Golob, Edward J

    2015-01-01

    Behavioral studies support the concept of an auditory spatial attention gradient by demonstrating that attentional benefits progressively diminish as distance increases from an attended location. Damage to the right inferior parietal cortex can induce a rightward attention bias, which implicates this region in the construction of attention gradients. This study used event-related potentials (ERPs) to define attention-related gradients before and after repetitive transcranial magnetic stimulation (rTMS) to the right inferior parietal cortex. Subjects (n = 16) listened to noise bursts at five azimuth locations (left to right: -90°, -45°, 0° midline, +45°, +90°) and responded to stimuli at one target location (-90°, +90°, separate blocks). ERPs as a function of non-target location were examined before (baseline) and after 0.9 Hz rTMS. Results showed that ERP attention gradients were observed in three time windows (frontal 230-340, parietal 400-460, frontal 550-750 ms). Significant transient rTMS effects were seen in the first and third windows. The first window had a voltage decrease at the farthest location when attending to either the left or right side. The third window had on overall increase in positivity, but only when attending to the left side. These findings suggest that rTMS induced a small contraction in spatial attention gradients within the first time window. The asymmetric effect of attended location on gradients in the third time window may relate to neglect of the left hemispace after right parietal injury. Together, these results highlight the role of the right inferior parietal cortex in modulating frontal lobe attention network activity. PMID:26636333

  4. Contributions of Spatial Working Memory to Visuomotor Learning

    ERIC Educational Resources Information Center

    Anguera, Joaquin A.; Reuter-Lorenz, Patricia A.; Willingham, Daniel T.; Seidler, Rachael D.

    2010-01-01

    Previous studies of motor learning have described the importance of cognitive processes during the early stages of learning; however, the precise nature of these processes and their neural correlates remains unclear. The present study investigated whether spatial working memory (SWM) contributes to visuomotor adaptation depending on the stage of…

  5. Competitive STDP Learning of Overlapping Spatial Patterns.

    PubMed

    Krunglevicius, Dalius

    2015-08-01

    Spike-timing-dependent plasticity (STDP) is a set of Hebbian learning rules firmly based on biological evidence. It has been demonstrated that one of the STDP learning rules is suited for learning spatiotemporal patterns. When multiple neurons are organized in a simple competitive spiking neural network, this network is capable of learning multiple distinct patterns. If patterns overlap significantly (i.e., patterns are mutually inclusive), however, competition would not preclude trained neuron's responding to a new pattern and adjusting synaptic weights accordingly. This letter presents a simple neural network that combines vertical inhibition and Euclidean distance-dependent synaptic strength factor. This approach helps to solve the problem of pattern size-dependent parameter optimality and significantly reduces the probability of a neuron's forgetting an already learned pattern. For demonstration purposes, the network was trained for the first ten letters of the Braille alphabet. PMID:26079753

  6. Discrimination of schizophrenia auditory hallucinators by machine learning of resting-state functional MRI.

    PubMed

    Chyzhyk, Darya; Graña, Manuel; Öngür, Döst; Shinn, Ann K

    2015-05-01

    Auditory hallucinations (AH) are a symptom that is most often associated with schizophrenia, but patients with other neuropsychiatric conditions, and even a small percentage of healthy individuals, may also experience AH. Elucidating the neural mechanisms underlying AH in schizophrenia may offer insight into the pathophysiology associated with AH more broadly across multiple neuropsychiatric disease conditions. In this paper, we address the problem of classifying schizophrenia patients with and without a history of AH, and healthy control (HC) subjects. To this end, we performed feature extraction from resting state functional magnetic resonance imaging (rsfMRI) data and applied machine learning classifiers, testing two kinds of neuroimaging features: (a) functional connectivity (FC) measures computed by lattice auto-associative memories (LAAM), and (b) local activity (LA) measures, including regional homogeneity (ReHo) and fractional amplitude of low frequency fluctuations (fALFF). We show that it is possible to perform classification within each pair of subject groups with high accuracy. Discrimination between patients with and without lifetime AH was highest, while discrimination between schizophrenia patients and HC participants was worst, suggesting that classification according to the symptom dimension of AH may be more valid than discrimination on the basis of traditional diagnostic categories. FC measures seeded in right Heschl's gyrus (RHG) consistently showed stronger discriminative power than those seeded in left Heschl's gyrus (LHG), a finding that appears to support AH models focusing on right hemisphere abnormalities. The cortical brain localizations derived from the features with strong classification performance are consistent with proposed AH models, and include left inferior frontal gyrus (IFG), parahippocampal gyri, the cingulate cortex, as well as several temporal and prefrontal cortical brain regions. Overall, the observed findings suggest that

  7. DISCRIMINATION OF SCHIZOPHRENIA AUDITORY HALLUCINATORS BY MACHINE LEARNING OF RESTING-STATE FUNCTIONAL MRI

    PubMed Central

    CHYZHYK, DARYA; GRAÑA, MANUEL; ÖNGÜR, DÖST; SHINN, ANN K

    2016-01-01

    Auditory hallucinations (AH) are a symptom that is most often associated with schizophrenia, but patients with other neuropsychiatric conditions, and even a small percentage of healthy individuals, may also experience AH. Elucidating the neural mechanisms underlying AH in schizophrenia may offer insight into the pathophysiology associated with AH more broadly across multiple neuropsychiatric disease conditions. In this paper, we address the problem of classifying schizophrenia patients with and without a history of AH, and healthy control subjects. To this end, we performed feature extraction from resting state functional magnetic resonance imaging (rsfMRI) data and applied machine learning classifiers, testing two kinds of neuroimaging features: (a) functional connectivity measures computed by lattice auto-associative memories (LAAM), and (b) local activity measures, including regional homogeneity (ReHo) and fractional amplitude of low frequency fluctuations (fALFF). We show that it is possible to perform classification within each pair of subject groups with high accuracy. Discrimination between patients with and without lifetime AH was highest, while discrimination between schizophrenia patients and healthy control participants was worst, suggesting that classification according to the symptom dimension of AH may be more valid than discrimination on the basis of traditional diagnostic categories. Functional connectivity measures seeded in right Heschl’s gyrus consistently showed stronger discriminative power than those seeded in left Heschl’s gyrus, a finding that appears to support AH models focusing on right hemisphere abnormalities. The cortical brain localizations derived from the features with strong classification performance are consistent with proposed AH models, and include left inferior frontal gyrus, parahippocampal gyri, the cingulate cortex, as well as several temporal and prefrontal cortical brain regions. Overall, the observed findings suggest

  8. Exploring Visuospatial Thinking in Learning about Mineralogy: Spatial Orientation Ability and Spatial Visualization Ability

    ERIC Educational Resources Information Center

    Ozdemir, Gokhan

    2010-01-01

    This mixed-method research attempted to clarify the role of visuospatial abilities in learning about mineralogy. Various sources of data--including quantitative pre- and postmeasures of spatial visualization and spatial orientation tests and achievement scores on six measures and qualitative unstructured observations, interviews, and field trip…

  9. Spatial learning and memory in the tortoise (Geochelone carbonaria).

    PubMed

    Wilkinson, Anna; Chan, Hui-Minn; Hall, Geoffrey

    2007-11-01

    A single tortoise (Geochelone carbonaria) was trained in an eight-arm radial maze, with the apparatus and general procedures modeled on those used to demonstrate spatial learning in rats. The tortoise learned to perform reliably above chance, preferentially choosing baited arms, rather than returning to arms previously visited on a trial. Test sessions that examined control by olfactory cues revealed that they did not affect performance. No systematic, stereotyped response patterns were evident. In spite of differences in brain structure, the tortoise showed spatial learning abilities comparable to those observed in mammals. PMID:18085925

  10. From synaptic plasticity to spatial maps and sequence learning.

    PubMed

    Mehta, Mayank R

    2015-06-01

    The entorhinal-hippocampal circuit is crucial for several forms of learning and memory, especially sequence learning, including spatial navigation. The challenge is to understand the underlying mechanisms. Pioneering discoveries of spatial selectivity in this circuit, i.e. place cells and grid cells, provided a major step forward in tackling this challenge. Considerable research has also shown that sequence learning relies on synaptic plasticity, especially the Hebbian or the NMDAR-dependent synaptic plasticity. This raises several questions: Are spatial maps plastic? If so, what is the contribution of Hebbian plasticity to spatial map plasticity? How does the spatial map plasticity contribute to sequence learning? A combination of computational and experimental studies has shown that NMDAR-mediated plasticity and theta rhythm can have specific effects on the formation and experiential modification of spatial maps to facilitate predictive coding. Advances in transgenic techniques have provided further support for these mechanisms. Although many exciting challenges remain, these findings have brought us closer to solving the puzzle of how the hippocampal system contributes to spatial memory, and point to a way forward. PMID:25929239

  11. Mice with Deficient BK Channel Function Show Impaired Prepulse Inhibition and Spatial Learning, but Normal Working and Spatial Reference Memory

    PubMed Central

    Azzopardi, Erin; Ruettiger, Lukas; Ruth, Peter; Schmid, Susanne

    2013-01-01

    Genetic variations in the large-conductance, voltage- and calcium activated potassium channels (BK channels) have been recently implicated in mental retardation, autism and schizophrenia which all come along with severe cognitive impairments. In the present study we investigate the effects of functional BK channel deletion on cognition using a genetic mouse model with a knock-out of the gene for the pore forming α-subunit of the channel. We tested the F1 generation of a hybrid SV129/C57BL6 mouse line in which the slo1 gene was deleted in both parent strains. We first evaluated hearing and motor function to establish the suitability of this model for cognitive testing. Auditory brain stem responses to click stimuli showed no threshold differences between knockout mice and their wild-type littermates. Despite of muscular tremor, reduced grip force, and impaired gait, knockout mice exhibited normal locomotion. These findings allowed for testing of sensorimotor gating using the acoustic startle reflex, as well as of working memory, spatial learning and memory in the Y-maze and the Morris water maze, respectively. Prepulse inhibition on the first day of testing was normal, but the knockout mice did not improve over the days of testing as their wild-type littermates did. Spontaneous alternation in the y-maze was normal as well, suggesting that the BK channel knock-out does not impair working memory. In the Morris water maze knock-out mice showed significantly slower acquisition of the task, but normal memory once the task was learned. Thus, we propose a crucial role of the BK channels in learning, but not in memory storage or recollection. PMID:24303038

  12. Culturally inconsistent spatial structure reduces learning.

    PubMed

    McCrink, Koleen; Shaki, Samuel

    2016-09-01

    Human adults tend to use a spatial continuum to organize any information they consider to be well-ordered, with a sense of initial and final position. The directionality of this spatial mapping is mediated by the culture of the subject, largely as a function of the prevailing reading and writing habits (for example, from left-to-right for English speakers or right-to-left for Hebrew speakers). In the current study, we tasked American and Israeli subjects with encoding and recalling a set of arbitrary pairings, consisting of frequently ordered stimuli (letters with shapes: Experiment 1) or infrequently ordered stimuli (color terms with shapes: Experiment 2), that were serially presented in a left-to-right, right-to-left, or central-only manner. The subjects were better at recalling information that contained ordinal stimuli if the spatial flow of presentation during encoding matched the dominant directionality of the subjects' culture, compared to information encoded in the non-dominant direction. This phenomenon did not extend to infrequently ordered stimuli (e.g., color terms). These findings suggest that adults implicitly harness spatial organization to support memory, and this harnessing process is culturally mediated in tandem with our spatial biases. PMID:27208418

  13. Estradiol differentially affects auditory recognition and learning according to photoperiodic state in the adult male songbird, European starling (Sturnus vulgaris)

    PubMed Central

    Knudsen, Daniel P.; Krause, Jesse S.; Wingfield, John C.; Gentner, Timothy Q.

    2013-01-01

    Changes in hormones can affect many types of learning in vertebrates. Adults experience fluctuations in a multitude of hormones over a temporal scale, from local, rapid action to more long-term, seasonal changes. Endocrine changes during development can affect behavioral outcomes in adulthood, but how learning is affected in adults by hormone fluctuations experienced during adulthood is less understood. Previous reports have implicated the sex steroid hormone estradiol (E2) in both male and female vertebrate cognitive functioning. Here, we examined the effects of E2 on auditory recognition and learning in male European starlings (Sturnus vulgaris). European starlings are photoperiodic, seasonally breeding songbirds that undergo different periods of reproductive activity according to annual changes in day length. We simulated these reproductive periods, specifically 1. photosensitivity, 2. photostimulation, and 3. photorefractoriness in captive birds by altering day length. During each period, we manipulated circulating E2 and examined multiple measures of learning. To manipulate circulating E2, we used subcutaneous implants containing either 17-β E2 and/or fadrozole (FAD), a highly specific aromatase inhibitor that suppresses E2 production in the body and the brain, and measured the latency for birds to learn and respond to short, male conspecific song segments (motifs). We report that photostimulated birds given E2 had higher response rates and responded with better accuracy than those given saline controls or FAD. Conversely, photosensitive, animals treated with E2 responded with less accuracy than those given FAD. These results demonstrate how circulating E2 and photoperiod can interact to shape auditory recognition and learning in adults, driving it in opposite directions in different states. PMID:24058881

  14. Structural and functional neuroplasticity in human learning of spatial routes.

    PubMed

    Keller, Timothy A; Just, Marcel Adam

    2016-01-15

    Recent findings with both animals and humans suggest that decreases in microscopic movements of water in the hippocampus reflect short-term neuroplasticity resulting from learning. Here we examine whether such neuroplastic structural changes concurrently alter the functional connectivity between hippocampus and other regions involved in learning. We collected both diffusion-weighted images and fMRI data before and after humans performed a 45min spatial route-learning task. Relative to a control group with equal practice time, there was decreased diffusivity in the posterior-dorsal dentate gyrus of the left hippocampus in the route-learning group accompanied by increased synchronization of fMRI-measured BOLD signal between this region and cortical areas, and by changes in behavioral performance. These concurrent changes characterize the multidimensionality of neuroplasticity as it enables human spatial learning. PMID:26477660

  15. Optimal Spatial Prediction Using Ensemble Machine Learning.

    PubMed

    Davies, Molly Margaret; van der Laan, Mark J

    2016-05-01

    Spatial prediction is an important problem in many scientific disciplines. Super Learner is an ensemble prediction approach related to stacked generalization that uses cross-validation to search for the optimal predictor amongst all convex combinations of a heterogeneous candidate set. It has been applied to non-spatial data, where theoretical results demonstrate it will perform asymptotically at least as well as the best candidate under consideration. We review these optimality properties and discuss the assumptions required in order for them to hold for spatial prediction problems. We present results of a simulation study confirming Super Learner works well in practice under a variety of sample sizes, sampling designs, and data-generating functions. We also apply Super Learner to a real world dataset. PMID:27130244

  16. Engineering genders: A spatial analysis of engineering, gender, and learning

    NASA Astrophysics Data System (ADS)

    Weidler-Lewis, Joanna R.

    This three article dissertation is an investigation into the ontology of learning insofar as learning is a process of becoming. In each article I explore the general questions of who is learning, in what ways, and with what consequences. The context for this research is undergraduate engineering education with particular attention to the construction of gender in this context. The first article is an examination of the organization of freshman engineering design. The second article draws on Lefebvre's spatial triad as both a theory and method for studying learning. The third article is an interview study of LGBTQA students creating their futures as engineers.

  17. Chronic exposure to broadband noise at moderate sound pressure levels spatially shifts tone-evoked responses in the rat auditory midbrain.

    PubMed

    Lau, Condon; Pienkowski, Martin; Zhang, Jevin W; McPherson, Bradley; Wu, Ed X

    2015-11-15

    Noise-induced hearing disorders are a significant public health concern. One cause of such disorders is exposure to high sound pressure levels (SPLs) above 85 dBA for eight hours/day. High SPL exposures occur in occupational and recreational settings and affect a substantial proportion of the population. However, an even larger proportion is exposed to more moderate SPLs for longer durations. Therefore, there is significant need to better understand the impact of chronic, moderate SPL exposures on auditory processing, especially in the absence of hearing loss. In this study, we applied functional magnetic resonance imaging (fMRI) with tonal acoustic stimulation on an established broadband rat exposure model (65 dB SPL, 30 kHz low-pass, 60 days). The auditory midbrain response of exposed subjects to 7 kHz stimulation (within exposure bandwidth) shifts dorsolaterally to regions that typically respond to lower stimulation frequencies. This shift is quantified by a region of interest analysis that shows that fMRI signals are higher in the dorsolateral midbrain of exposed subjects and in the ventromedial midbrain of control subjects (p<0.05). Also, the center of the responsive region in exposed subjects shifts dorsally relative to that of controls (p<0.05). A similar statistically significant shift (p<0.01) is observed using 40 kHz stimulation (above exposure bandwidth). The results suggest that high frequency midbrain regions above the exposure bandwidth spatially expand due to exposure. This expansion shifts lower frequency regions dorsolaterally. Similar observations have previously been made in the rat auditory cortex. Therefore, moderate SPL exposures affect auditory processing at multiple levels, from the auditory cortex to the midbrain. PMID:26232718

  18. Landscapes, Spatial Justice and Learning Communities

    ERIC Educational Resources Information Center

    Armstrong, Felicity

    2012-01-01

    This paper draws on a study of a community-based adult education initiative, "Cumbria Credits," which took place during the period of serious economic decline which hit sections of the farming and the wider community in Cumbria during 2001. It draws on the principles underpinning Edward Soja's notion of "spatial justice" to explore transformations…

  19. Visual and Spatial Modes in Science Learning

    ERIC Educational Resources Information Center

    Ramadas, Jayashree

    2009-01-01

    This paper surveys some major trends from research on visual and spatial thinking coming from cognitive science, developmental psychology, science literacy, and science studies. It explores the role of visualisation in creativity, in building mental models, and in the communication of scientific ideas, in order to place these findings in the…

  20. Use of media technology to enhance the learning of student nurses in regards to auditory hallucinations.

    PubMed

    Mawson, Kerry

    2014-04-01

    The aim of this study was to determine if simulation aided by media technology contributes towards an increase in knowledge, empathy, and a change in attitudes in regards to auditory hallucinations for nursing students. A convenience sample of 60 second-year undergraduate nursing students from an Australian university was invited to be part of the study. A pre-post-test design was used, with data analysed using a paired samples t-test to identify pre- and post-changes on nursing students' scores on knowledge of auditory hallucinations. Nine of the 11 questions reported statistically-significant results. The remaining two questions highlighted knowledge embedded within the curriculum, with therapeutic communication being the core work of mental health nursing. The implications for practice are that simulation aided by media technology increases the knowledge of students in regards to auditory hallucinations. PMID:23755742

  1. Spatial reversal learning is impaired by age in pet dogs.

    PubMed

    Mongillo, Paolo; Araujo, Joseph A; Pitteri, Elisa; Carnier, Paolo; Adamelli, Serena; Regolin, Lucia; Marinelli, Lieta

    2013-12-01

    Aged dogs spontaneously develop progressive decline in both cognitive and behavioral function, in addition to neuropathological changes, that collectively parallel several aspects of human aging and Alzheimer's disease progression and likely contribute to the development of canine cognitive dysfunction syndrome. In the current study, ethologically relevant spatial learning, retention, and reversal learning tasks were conducted, with the goal of expanding canine neuropsychological testing to pet dogs. Initially, dogs (N = 44, aged 7.8 ± 2.8 years, mean ± SD) had to learn which of two alternative routes successfully led out of a T-maze. Two weeks later, long-term memory retention was assessed, immediately followed by a reversal learning task in which the previously correct route out of the maze was reversed compared with the initial learning and memory retention tasks. No effects of age were evident on the learning or retention tasks. However, older (≥ 8 years) dogs were significantly impaired on the reversal learning task compared with younger ones (< 8 years). Moreover, trial response latency was significantly increased in aged dogs across both the initial and reversal learning tasks but not on the retention task, which suggests that processing speed was impaired by increasing age during the acquisition of novel spatial information but not during performance of previously learned responses. Overall, the current study provides a framework for assessing cognitive function in pet dogs, which should improve understanding of the effects of aging on cognition in the dog population. PMID:23529504

  2. Facilitation of learning spatial relations among locations by visual cues: generality across spatial configurations.

    PubMed

    Sturz, Bradley R; Kelly, Debbie M; Brown, Michael F

    2010-03-01

    Spatial pattern learning permits the learning of the location of objects in space relative to each other without reference to discrete visual landmarks or environmental geometry. In the present experiment, we investigated conditions that facilitate spatial pattern learning. Specifically, human participants searched in a real environment or interactive 3-D computer-generated virtual environment open-field search task for four hidden goal locations arranged in a diamond configuration located in a 5 x 5 matrix of raised bins. Participants were randomly assigned to one of three groups: Pattern Only, Landmark + Pattern, or Cues + Pattern. All participants experienced a Training phase followed by a Testing phase. Visual cues were coincident with the goal locations during Training only in the Cues + Pattern group whereas a single visual cue at a non-goal location maintained a consistent spatial relationship with the goal locations during Training only in the Landmark + Pattern group. All groups were then tested in the absence of visual cues. Results in both environments indicated that participants in all three groups learned the spatial configuration of goal locations. The presence of the visual cues during Training facilitated acquisition of the task for the Landmark + Pattern and Cues + Pattern groups compared to the Pattern Only group. During Testing the Landmark + Pattern and Cues + Pattern groups did not differ when their respective visual cues were removed. Furthermore, during Testing the performance of these two groups was superior to the Pattern Only group. Results generalize prior research to a different configuration of spatial locations, isolate spatial pattern learning as the process facilitated by visual cues, and indicate that the facilitation of learning spatial relations among locations by visual cues does not require coincident visual cues. PMID:19777275

  3. Spatial learning with a minislab in the dorsal hippocampus.

    PubMed Central

    Moser, M B; Moser, E I; Forrest, E; Andersen, P; Morris, R G

    1995-01-01

    We have determined the volume and location of hippocampal tissue required for normal acquisition of a spatial memory task. Ibotenic acid was used to make bilateral symmetric lesions of 20-100% of hippocampal volume. Even a small transverse block (minislab) of the hippocampus (down to 26% of the total) could support spatial learning in a water maze, provided it was at the septal (dorsal) pole of the hippocampus. Lesions of the septal pole, leaving 60% of the hippocampi intact, caused a learning deficit, although normal electrophysiological responses, synaptic plasticity, and preserved acetylcholinesterase staining argue for adequate function of the remaining tissue. Thus, with an otherwise normal brain, hippocampal-dependent spatial learning only requires a minislab of dorsal hippocampal tissue. Images Fig. 1 Fig. 3 Fig. 4 PMID:7568200

  4. Computer-based auditory training (CBAT): benefits for children with language- and reading-related learning difficulties.

    PubMed

    Loo, Jenny Hooi Yin; Bamiou, Doris-Eva; Campbell, Nicci; Luxon, Linda M

    2010-08-01

    This article reviews the evidence for computer-based auditory training (CBAT) in children with language, reading, and related learning difficulties, and evaluates the extent it can benefit children with auditory processing disorder (APD). Searches were confined to studies published between 2000 and 2008, and they are rated according to the level of evidence hierarchy proposed by the American Speech-Language Hearing Association (ASHA) in 2004. We identified 16 studies of two commercially available CBAT programs (13 studies of Fast ForWord (FFW) and three studies of Earobics) and five further outcome studies of other non-speech and simple speech sounds training, available for children with language, learning, and reading difficulties. The results suggest that, apart from the phonological awareness skills, the FFW and Earobics programs seem to have little effect on the language, spelling, and reading skills of children. Non-speech and simple speech sounds training may be effective in improving children's reading skills, but only if it is delivered by an audio-visual method. There is some initial evidence to suggest that CBAT may be of benefit for children with APD. Further research is necessary, however, to substantiate these preliminary findings. PMID:20370814

  5. Brain activity underlying auditory perceptual learning during short period training: simultaneous fMRI and EEG recording

    PubMed Central

    2013-01-01

    Background There is an accumulating body of evidence indicating that neuronal functional specificity to basic sensory stimulation is mutable and subject to experience. Although fMRI experiments have investigated changes in brain activity after relative to before perceptual learning, brain activity during perceptual learning has not been explored. This work investigated brain activity related to auditory frequency discrimination learning using a variational Bayesian approach for source localization, during simultaneous EEG and fMRI recording. We investigated whether the practice effects are determined solely by activity in stimulus-driven mechanisms or whether high-level attentional mechanisms, which are linked to the perceptual task, control the learning process. Results The results of fMRI analyses revealed significant attention and learning related activity in left and right superior temporal gyrus STG as well as the left inferior frontal gyrus IFG. Current source localization of simultaneously recorded EEG data was estimated using a variational Bayesian method. Analysis of current localized to the left inferior frontal gyrus and the right superior temporal gyrus revealed gamma band activity correlated with behavioral performance. Conclusions Rapid improvement in task performance is accompanied by plastic changes in the sensory cortex as well as superior areas gated by selective attention. Together the fMRI and EEG results suggest that gamma band activity in the right STG and left IFG plays an important role during perceptual learning. PMID:23316957

  6. The Rey Auditory Verbal Learning Test forced-choice recognition task: Base-rate data and norms.

    PubMed

    Poreh, Amir; Bezdicek, Ondrej; Korobkova, Irina; Levin, Jennifer B; Dines, Philipp

    2016-01-01

    The present study describes a novel Forced-Choice Response (FCR) index for detecting poor effort on the Rey Auditory Verbal Learning Test (RAVLT). This retrospective study analyzes the performance of 4 groups on the new index: clinically referred patients with suspected dementia, forensic patients identified as not exhibiting adequate effort on other measures of response bias, students who simulated poor effort, and a large normative sample collected in the Gulf State of Oman. Using sensitivity and specificity analyses, the study shows that much like the California Verbal Learning Test-Second Edition FCR index, the RAVLT FCR index misses a proportion of individuals with inadequate effort (low sensitivity), but those who fail this measure are highly likely to be exhibiting poor effort (high specificity). The limitations and benefits of utilizing the RAVLT FCR index in clinical practice are discussed. PMID:26507316

  7. Effects of Lips and Hands on Auditory Learning of Second-Language Speech Sounds

    ERIC Educational Resources Information Center

    Hirata, Yukari; Kelly, Spencer D.

    2010-01-01

    Purpose: Previous research has found that auditory training helps native English speakers to perceive phonemic vowel length contrasts in Japanese, but their performance did not reach native levels after training. Given that multimodal information, such as lip movement and hand gesture, influences many aspects of native language processing, the…

  8. Retrosplenial Cortex Is Required for the Retrieval of Remote Memory for Auditory Cues

    ERIC Educational Resources Information Center

    Todd, Travis P.; Mehlman, Max L.; Keene, Christopher S.; DeAngeli, Nicole E.; Bucci, David J.

    2016-01-01

    The retrosplenial cortex (RSC) has a well-established role in contextual and spatial learning and memory, consistent with its known connectivity with visuo-spatial association areas. In contrast, RSC appears to have little involvement with delay fear conditioning to an auditory cue. However, all previous studies have examined the contribution of…

  9. Spatial context learning in pigeons (Columba livia).

    PubMed

    Gibson, Brett M; Leber, Andrew B; Mehlman, Max L

    2015-10-01

    In a seminal paper in the cognitive sciences, Chun and Jiang (1998) described the contextual cueing paradigm in which they used artificial stimuli and showed that people became faster to locate a target when the background predicted the location of a target compared to when it did not. Here we examined contextual cueing in pigeons for the first time using artificial stimuli and procedures similar to those of Chun and Jiang. In the first test, we had pigeons search for a target among a display of seven distractors; during one condition, the position of the distractors predicted the location of the target, and in the second condition, there was no relationship between the two. In a second test, we presented the pigeons with the predictive displays from Test 1 and a second set of displays that also predicted the location of a target to see if learning about one set of predictive backgrounds disrupted learning about a second set. The pigeons were quick to acquire context-based knowledge and retain that information when faced with additional contexts. The results suggest that contextual cueing can occur for a variety of stimuli in nonhuman animals and that it may be a common mechanism for processing visual information across a wide variety of species. PMID:26167773

  10. Under the hood of statistical learning: A statistical MMN reflects the magnitude of transitional probabilities in auditory sequences

    PubMed Central

    Koelsch, Stefan; Busch, Tobias; Jentschke, Sebastian; Rohrmeier, Martin

    2016-01-01

    Within the framework of statistical learning, many behavioural studies investigated the processing of unpredicted events. However, surprisingly few neurophysiological studies are available on this topic, and no statistical learning experiment has investigated electroencephalographic (EEG) correlates of processing events with different transition probabilities. We carried out an EEG study with a novel variant of the established statistical learning paradigm. Timbres were presented in isochronous sequences of triplets. The first two sounds of all triplets were equiprobable, while the third sound occurred with either low (10%), intermediate (30%), or high (60%) probability. Thus, the occurrence probability of the third item of each triplet (given the first two items) was varied. Compared to high-probability triplet endings, endings with low and intermediate probability elicited an early anterior negativity that had an onset around 100 ms and was maximal at around 180 ms. This effect was larger for events with low than for events with intermediate probability. Our results reveal that, when predictions are based on statistical learning, events that do not match a prediction evoke an early anterior negativity, with the amplitude of this mismatch response being inversely related to the probability of such events. Thus, we report a statistical mismatch negativity (sMMN) that reflects statistical learning of transitional probability distributions that go beyond auditory sensory memory capabilities. PMID:26830652

  11. Direct current induced short-term modulation of the left dorsolateral prefrontal cortex while learning auditory presented nouns

    PubMed Central

    Elmer, Stefan; Burkard, Marcel; Renz, Basil; Meyer, Martin; Jancke, Lutz

    2009-01-01

    Background Little is known about the contribution of transcranial direct current stimulation (tDCS) to the exploration of memory functions. The aim of the present study was to examine the behavioural effects of right or left-hemisphere frontal direct current delivery while committing to memory auditory presented nouns on short-term learning and subsequent long-term retrieval. Methods Twenty subjects, divided into two groups, performed an episodic verbal memory task during anodal, cathodal and sham current application on the right or left dorsolateral prefrontal cortex (DLPFC). Results Our results imply that only cathodal tDCS elicits behavioural effects on verbal memory performance. In particular, left-sided application of cathodal tDCS impaired short-term verbal learning when compared to the baseline. We did not observe tDCS effects on long-term retrieval. Conclusion Our results imply that the left DLPFC is a crucial area involved in short-term verbal learning mechanisms. However, we found further support that direct current delivery with an intensity of 1.5 mA to the DLPFC during short-term learning does not disrupt longer lasting consolidation processes that are mainly known to be related to mesial temporal lobe areas. In the present study, we have shown that the tDCS technique has the potential to modulate short-term verbal learning mechanism. PMID:19604352

  12. Finding faults: analogical comparison supports spatial concept learning in geoscience.

    PubMed

    Jee, Benjamin D; Uttal, David H; Gentner, Dedre; Manduca, Cathy; Shipley, Thomas F; Sageman, Bradley

    2013-05-01

    A central issue in education is how to support the spatial thinking involved in learning science, technology, engineering, and mathematics (STEM). We investigated whether and how the cognitive process of analogical comparison supports learning of a basic spatial concept in geoscience, fault. Because of the high variability in the appearance of faults, it may be difficult for students to learn the category-relevant spatial structure. There is abundant evidence that comparing analogous examples can help students gain insight into important category-defining features (Gentner in Cogn Sci 34(5):752-775, 2010). Further, comparing high-similarity pairs can be especially effective at revealing key differences (Sagi et al. 2012). Across three experiments, we tested whether comparison of visually similar contrasting examples would help students learn the fault concept. Our main findings were that participants performed better at identifying faults when they (1) compared contrasting (fault/no fault) cases versus viewing each case separately (Experiment 1), (2) compared similar as opposed to dissimilar contrasting cases early in learning (Experiment 2), and (3) viewed a contrasting pair of schematic block diagrams as opposed to a single block diagram of a fault as part of an instructional text (Experiment 3). These results suggest that comparison of visually similar contrasting cases helped distinguish category-relevant from category-irrelevant features for participants. When such comparisons occurred early in learning, participants were more likely to form an accurate conceptual representation. Thus, analogical comparison of images may provide one powerful way to enhance spatial learning in geoscience and other STEM disciplines. PMID:23436210

  13. Spatial reversal learning is robust to total sleep deprivation.

    PubMed

    Leenaars, Cathalijn H C; Joosten, Ruud N J M A; Kramer, Michiel; Post, Ger; Eggels, Leslie; Wuite, Mark; Dematteis, Maurice; Feenstra, Matthijs G P; Van Someren, Eus J W

    2012-04-21

    Sleep deprivation affects cognitive functions that depend on the prefrontal cortex (PFC) such as cognitive flexibility, and the consolidation of newly learned information. The identification of cognitive processes that are either robustly sensitive or robustly insensitive to the same experimental sleep deprivation procedure, will allow us to better focus on the specific effects of sleep on cognition, and increase understanding of the mechanisms involved. In the present study we investigate whether sleep deprivation differentially affects the two separate cognitive processes of acquisition and consolidation of a spatial reversal task. After training on a spatial discrimination between two levers in a Skinner box, male Wistar rats were exposed to a reversal of the previously learned stimulus-response contingency. We first evaluated the effect of sleep deprivation on the acquisition of reversal learning. Performance on reversal learning after 12h of sleep deprivation (n=12) was compared to performance after control conditions (n=12). The second experiment evaluated the effect of sleep deprivation on the consolidation of reversal learning; the first session of reversal learning was followed by 3h of nap prevention (n=8) or undisturbed control conditions (n=8). The experiments had sufficient statistical power (0.90 and 0.81, respectively) to detect differences with medium effect sizes. Neither the acquisition, nor the consolidation, of reversal learning was affected by acute sleep deprivation. Together with previous findings, these results help to further delineate the role of sleep in cognitive processing. PMID:22321457

  14. Emotional Multiagent Reinforcement Learning in Spatial Social Dilemmas.

    PubMed

    Yu, Chao; Zhang, Minjie; Ren, Fenghui; Tan, Guozhen

    2015-12-01

    Social dilemmas have attracted extensive interest in the research of multiagent systems in order to study the emergence of cooperative behaviors among selfish agents. Understanding how agents can achieve cooperation in social dilemmas through learning from local experience is a critical problem that has motivated researchers for decades. This paper investigates the possibility of exploiting emotions in agent learning in order to facilitate the emergence of cooperation in social dilemmas. In particular, the spatial version of social dilemmas is considered to study the impact of local interactions on the emergence of cooperation in the whole system. A double-layered emotional multiagent reinforcement learning framework is proposed to endow agents with internal cognitive and emotional capabilities that can drive these agents to learn cooperative behaviors. Experimental results reveal that various network topologies and agent heterogeneities have significant impacts on agent learning behaviors in the proposed framework, and under certain circumstances, high levels of cooperation can be achieved among the agents. PMID:25769173

  15. STYRENE IMPAIRS SERIAL SPATIAL REVERSAL LEARNING IN RATS

    EPA Science Inventory

    Occupational exposure to styrene monomer has been implicated in the etiology of solvent-induced cognitive dysfunction. o evaluate the effects of styrene exposure on learning, rats were trained on a series of reversals of a spatial discrimination, permitting repeated evaluation of...

  16. Cartographical Imaginations: Spatiality, Adult Education and Lifelong Learning.

    ERIC Educational Resources Information Center

    Edwards, Richard; Cervero, Ron; Clarke, Julia; Morgan-Klein, Brenda; Usher, Robin; Wilson, Arthur

    Recent empirical and theoretical literature in cultural geography, feminist and postcolonial philosophy, cultural studies, and political economy, was explored in an examination of the significance of spatiality to the changes taking place in the policy, practice, and study of adult education and lifelong learning. The following were among the key…

  17. Visual Spatial Skill: A Consequence of Learning to Read?

    ERIC Educational Resources Information Center

    McBride-Chang, Catherine; Zhou, Yanling; Cho, Jeung-Ryeul; Aram, Dorit; Levin, Iris; Tolchinsky, Liliana

    2011-01-01

    Does learning to read influence one's visual skill? In Study 1, kindergartners from Hong Kong, Korea, Israel, and Spain were tested on word reading and a task of visual spatial skill. Chinese and Korean kindergartners significantly outperformed Israeli and Spanish readers on the visual task. Moreover, in all cultures except Korea, good readers…

  18. Learning Anatomy: Do New Computer Models Improve Spatial Understanding?

    ERIC Educational Resources Information Center

    Garg, Amit; Norman, Geoff; Spero, Lawrence; Taylor, Ian

    1999-01-01

    Assesses desktop-computer models that rotate in virtual three-dimensional space. Compares spatial learning with a computer carpal-bone model horizontally rotating at 10-degree views with the same model rotating at 90-degree views. (Author/CCM)

  19. Learning in Authentic Contexts: Projects Integrating Spatial Technologies and Fieldwork

    ERIC Educational Resources Information Center

    Huang, Kuo-Hung

    2011-01-01

    In recent years, professional practice has been an issue of concern in higher education. The purpose of this study is to design students' projects to facilitate collaborative learning in authentic contexts. Ten students majoring in Management Information Systems conducted fieldwork with spatial technologies to collect data and provided information…

  20. Implicit transfer of spatial structure in visuomotor sequence learning.

    PubMed

    Tanaka, Kanji; Watanabe, Katsumi

    2014-11-01

    Implicit learning and transfer in sequence learning are essential in daily life. Here, we investigated the implicit transfer of visuomotor sequences following a spatial transformation. In the two experiments, participants used trial and error to learn a sequence consisting of several button presses, known as the m×n task (Hikosaka et al., 1995). After this learning session, participants learned another sequence in which the button configuration was spatially transformed in one of the following ways: mirrored, rotated, and random arrangement. Our results showed that even when participants were unaware of the transformation rules, accuracy of transfer session in the mirrored and rotated groups was higher than that in the random group (i.e., implicit transfer occurred). Both those who noticed the transformation rules and those who did not (i.e., explicit and implicit transfer instances, respectively) showed faster performance in the mirrored sequences than in the rotated sequences. Taken together, the present results suggest that people can use their implicit visuomotor knowledge to spatially transform sequences and that implicit transfers are modulated by a transformation cost, similar to that in explicit transfer. PMID:25261739

  1. Appendixes to the Final Technical Report of the Great Lakes Special Education Instructional Materials Center; Volume 4: Report on Auditory Learning.

    ERIC Educational Resources Information Center

    Levine, S. Joseph; And Others

    The fourth of four volumes of appendixes to the final technical report of the Great Lakes Region Special Education Instructional Materials Center (GLR SEIMC) consists of 21 reports (1973-74) on the classification, development, and evaluation of auditory learning materials; a report of activities and materials from the Consortium on Auditory…

  2. Spatial learning in the restrained American cockroach Periplaneta americana.

    PubMed

    Kwon, Hyung-Wook; Lent, David D; Strausfeld, Nicholas J

    2004-01-01

    Spatial learning abilities were tested in restrained cockroaches by observing antennal projection responses towards the positions of a learned visual cue perceived monocularly by one eye in the context of a second stimulus provided to the contralateral eye. Memory of the position of the conditioning stimulus relative to the contralateral reference stimulus was tested by altering the relative positions of the two stimuli. Memory of the conditioning stimulus is retained if the angle between the conditioning stimulus and the contralateral reference stimulus is maintained. The results suggest that during learning the insect recognizes spatial relationships between the conditioning stimulus and the contralateral reference stimulus. Possible mechanisms, such as retinotopic matching versus angular matching, are discussed. PMID:14668321

  3. Auditory discrimination predicts linguistic outcome in Italian infants with and without familial risk for language learning impairment.

    PubMed

    Cantiani, Chiara; Riva, Valentina; Piazza, Caterina; Bettoni, Roberta; Molteni, Massimo; Choudhury, Naseem; Marino, Cecilia; Benasich, April A

    2016-08-01

    Infants' ability to discriminate between auditory stimuli presented in rapid succession and differing in fundamental frequency (Rapid Auditory Processing [RAP] abilities) has been shown to be anomalous in infants at familial risk for Language Learning Impairment (LLI) and to predict later language outcomes. This study represents the first attempt to investigate RAP in Italian infants at risk for LLI (FH+), examining two critical acoustic features: frequency and duration, both embedded in a rapidly-presented acoustic environment. RAP skills of 24 FH+ and 32 control (FH-) Italian 6-month-old infants were characterized via EEG/ERP using a multi-feature oddball paradigm. Outcome measures of expressive vocabulary were collected at 20 months. Group differences favoring FH- infants were identified: in FH+ infants, the latency of the N2* peak was delayed and the mean amplitude of the positive mismatch response was reduced, primarily for frequency discrimination and within the right hemisphere. Moreover, both EEG measures were correlated with language scores at 20 months. Results indicate that RAP abilities are atypical in Italian infants with a first-degree relative affected by LLI and that this impacts later linguistic skills. These findings provide a compelling cross-linguistic comparison with previous research on American infants, supporting the biological unity hypothesis of LLI. PMID:27295127

  4. Learning outdoors: male lizards show flexible spatial learning under semi-natural conditions.

    PubMed

    Noble, Daniel W A; Carazo, Pau; Whiting, Martin J

    2012-12-23

    Spatial cognition is predicted to be a fundamental component of fitness in many lizard species, and yet some studies suggest that it is relatively slow and inflexible. However, such claims are based on work conducted using experimental designs or in artificial contexts that may underestimate their cognitive abilities. We used a biologically realistic experimental procedure (using simulated predatory attacks) to study spatial learning and its flexibility in the lizard Eulamprus quoyii in semi-natural outdoor enclosures under similar conditions to those experienced by lizards in the wild. To evaluate the flexibility of spatial learning, we conducted a reversal spatial-learning task in which positive and negative reinforcements of learnt spatial stimuli were switched. Nineteen (32%) male lizards learnt both tasks within 10 days (spatial task mean: 8.16 ± 0.69 (s.e.) and reversal spatial task mean: 10.74 ± 0.98 (s.e.) trials). We demonstrate that E. quoyii are capable of flexible spatial learning and suggest that future studies focus on a range of lizard species which differ in phylogeny and/or ecology, using biologically relevant cognitive tasks, in an effort to bridge the cognitive divide between ecto- and endotherms. PMID:23075525

  5. Increased yolk progesterone interferes with prenatal auditory learning and elevates emotional reactivity in bobwhite quail (Colinus virginianus) chicks.

    PubMed

    Herrington, Joshua; Vallin, Claudia; Lickliter, Robert

    2015-03-01

    Avian eggs contain maternally derived hormones, including testosterone and progesterone. Little is currently known about the effects of these hormones on early behavioral development. We assessed the effects of elevated levels of progesterone levels on prenatal perceptual learning and postnatal emotional reactivity in Northern bobwhite quail. Prior to incubation, eggs received an injection of either progesterone (P) or oil vehicle (V). In P eggs, levels of progesterone were elevated two standard deviations above the mean based on ELISA analysis of progesterone yolk concentrations from a previous study. A third group of eggs served as controls and received no injection (C). Chicks hatched from P eggs displayed elevated levels of emotional reactivity compared to V and C chicks in a tonic immobility task and a hole-in-the-wall emergence task. Chicks from P eggs also failed to demonstrate a preference for a familiarized bobwhite maternal call that had been presented prenatally. In contrast, the V and C chicks demonstrated a significant preference for the familiarized maternal call following hatching, indicating prenatal auditory learning. Our results are consistent with previous findings from precocial birds demonstrating that hormones of maternal origin can influence prenatal perceptual learning as well as emotional reactivity in the period following hatching.. PMID:25650094

  6. The different effects of maternal separation on spatial learning and reversal learning in rats.

    PubMed

    Wang, Qiong; Li, Man; Du, Wei; Shao, Feng; Wang, Weiwen

    2015-03-01

    Early postnatal maternal separation (MS) can play an important role in the development of psychopathologies during ontogeny. In the present study, we investigated the effects of repeated MS (4h per day from postnatal day (PND) 1 to 21) on locomotor activity and anxiety behavior in open field, spatial learning and reversal learning in Morris water maze of male and female juvenile (PND 21), adolescent (PND 35) and early adult (PND 56) Wistar rats. The results indicated that MS increased locomotor activity of rats across all ages and reduced anxiety behavior of adolescent rats in open field test. MS also increased swim distance in spatial learning and decreased escape latency in reversal learning in adolescent and early adult rats. Additionally, for socially reared rats, there was increased spontaneous locomotion with age, decreased reversal learning ability with age. The present study provides novel insights into the consequences of MS and demonstrates unique age-dependent changes at the behavioral levels. PMID:25479401

  7. More Feedback Is Better than Less: Learning a Novel Upper Limb Joint Coordination Pattern with Augmented Auditory Feedback

    PubMed Central

    Fujii, Shinya; Lulic, Tea; Chen, Joyce L.

    2016-01-01

    Motor learning is a process whereby the acquisition of new skills occurs with practice, and can be influenced by the provision of feedback. An important question is what frequency of feedback facilitates motor learning. The guidance hypothesis assumes that the provision of less augmented feedback is better than more because a learner can use his/her own inherent feedback. However, it is unclear whether this hypothesis holds true for all types of augmented feedback, including for example sonified information about performance. Thus, we aimed to test what frequency of augmented sonified feedback facilitates the motor learning of a novel joint coordination pattern. Twenty healthy volunteers first reached to a target with their arm (baseline phase). We manipulated this baseline kinematic data for each individual to create a novel target joint coordination pattern. Participants then practiced to learn the novel target joint coordination pattern, receiving either feedback on every trial i.e., 100% feedback (n = 10), or every other trial, i.e., 50% feedback (n = 10; acquisition phase). We created a sonification system to provide the feedback. This feedback was a pure tone that varied in intensity in proportion to the error of the performed joint coordination relative to the target pattern. Thus, the auditory feedback contained information about performance in real-time (i.e., “concurrent, knowledge of performance feedback”). Participants performed the novel joint coordination pattern with no-feedback immediately after the acquisition phase (immediate retention phase), and on the next day (delayed retention phase). The root-mean squared error (RMSE) and variable error (VE) of joint coordination were significantly reduced during the acquisition phase in both 100 and 50% feedback groups. There was no significant difference in VE between the groups at immediate and delayed retention phases. However, at both these retention phases, the 100% feedback group showed

  8. More Feedback Is Better than Less: Learning a Novel Upper Limb Joint Coordination Pattern with Augmented Auditory Feedback.

    PubMed

    Fujii, Shinya; Lulic, Tea; Chen, Joyce L

    2016-01-01

    Motor learning is a process whereby the acquisition of new skills occurs with practice, and can be influenced by the provision of feedback. An important question is what frequency of feedback facilitates motor learning. The guidance hypothesis assumes that the provision of less augmented feedback is better than more because a learner can use his/her own inherent feedback. However, it is unclear whether this hypothesis holds true for all types of augmented feedback, including for example sonified information about performance. Thus, we aimed to test what frequency of augmented sonified feedback facilitates the motor learning of a novel joint coordination pattern. Twenty healthy volunteers first reached to a target with their arm (baseline phase). We manipulated this baseline kinematic data for each individual to create a novel target joint coordination pattern. Participants then practiced to learn the novel target joint coordination pattern, receiving either feedback on every trial i.e., 100% feedback (n = 10), or every other trial, i.e., 50% feedback (n = 10; acquisition phase). We created a sonification system to provide the feedback. This feedback was a pure tone that varied in intensity in proportion to the error of the performed joint coordination relative to the target pattern. Thus, the auditory feedback contained information about performance in real-time (i.e., "concurrent, knowledge of performance feedback"). Participants performed the novel joint coordination pattern with no-feedback immediately after the acquisition phase (immediate retention phase), and on the next day (delayed retention phase). The root-mean squared error (RMSE) and variable error (VE) of joint coordination were significantly reduced during the acquisition phase in both 100 and 50% feedback groups. There was no significant difference in VE between the groups at immediate and delayed retention phases. However, at both these retention phases, the 100% feedback group showed significantly

  9. Women match men when learning a spatial skill.

    PubMed

    Spence, Ian; Yu, Jingjie Jessica; Feng, Jing; Marshman, Jeff

    2009-07-01

    Meta-analytic studies have concluded that although training improves spatial cognition in both sexes, the male advantage generally persists. However, because some studies run counter to this pattern, a closer examination of the anomaly is warranted. The authors investigated the acquisition of a basic skill (spatial selective attention) using a matched-pair two-wave longitudinal design. Participants were screened with the use of an attentional visual field task, with the objective of selecting and matching 10 male-female pairs, over a wide range (30% to 57% correct). Subsequently, 20 participants 17-23 years of age (selected from 43 screened) were trained for 10 hr (distributed over several sessions) by playing a first-person shooter video game. This genre is known to be highly effective in enhancing spatial skills. All 20 participants improved, with matched members of the male-female pairs achieving very similar gains, independent of starting level. This is consistent with the hypothesis that the learning trajectory of women is not inferior to that of men when acquiring a basic spatial skill. Training methods that develop basic spatial skills may be essential to achieve gender parity in both basic and complex spatial tasks. PMID:19586273

  10. Pedestrian Detection with Spatially Pooled Features and Structured Ensemble Learning.

    PubMed

    Paisitkriangkrai, Sakrapee; Shen, Chunhua; Hengel, Anton van den

    2016-06-01

    Many typical applications of object detection operate within a prescribed false-positive range. In this situation the performance of a detector should be assessed on the basis of the area under the ROC curve over that range, rather than over the full curve, as the performance outside the prescribed range is irrelevant. This measure is labelled as the partial area under the ROC curve (pAUC). We propose a novel ensemble learning method which achieves a maximal detection rate at a user-defined range of false positive rates by directly optimizing the partial AUC using structured learning. In addition, in order to achieve high object detection performance, we propose a new approach to extracting low-level visual features based on spatial pooling. Incorporating spatial pooling improves the translational invariance and thus the robustness of the detection process. Experimental results on both synthetic and real-world data sets demonstrate the effectiveness of our approach, and we show that it is possible to train state-of-the-art pedestrian detectors using the proposed structured ensemble learning method with spatially pooled features. The result is the current best reported performance on the Caltech-USA pedestrian detection dataset. PMID:26336118

  11. Word Learning in Deaf Children with Cochlear Implants: Effects of Early Auditory Experience

    ERIC Educational Resources Information Center

    Houston, Derek M.; Stewart, Jessica; Moberly, Aaron; Hollich, George; Miyamoto, Richard T.

    2012-01-01

    Word-learning skills were tested in normal-hearing 12- to 40-month-olds and in deaf 22- to 40-month-olds 12 to 18 months after cochlear implantation. Using the Intermodal Preferential Looking Paradigm (IPLP), children were tested for their ability to learn two novel-word/novel-object pairings. Normal-hearing children demonstrated learning on this…

  12. Individual Differences in Learning and Remembering Music: Auditory versus Visual Presentation

    ERIC Educational Resources Information Center

    Korenman, Lisa M.; Peynircioglu, Zebra F.

    2007-01-01

    We examined the effects of presentation modality and learning style preference on people's ability to learn and remember unfamiliar melodies and sentences. In Experiment 1, we gauged musicians' and nonmusicians' learning efficiency for meaningful and less meaningful melodies as well as sentences when presented visually or auditorily. In Experiment…

  13. Learning-stage-dependent plasticity of temporal coherence in the auditory cortex of rats.

    PubMed

    Yokota, Ryo; Aihara, Kazuyuki; Kanzaki, Ryohei; Takahashi, Hirokazu

    2015-05-01

    Temporal coherence among neural populations may contribute importantly to signal encoding, specifically by providing an optimal tradeoff between encoding reliability and efficiency. Here, we considered the possibility that learning modulates the temporal coherence among neural populations in association with well-characterized map plasticity. We previously demonstrated that, in appetitive operant conditioning tasks, the tone-responsive area globally expanded during the early stage of learning, but shrank during the late stage. The present study further showed that phase locking of the first spike to band-specific oscillations of local field potentials (LFPs) significantly increased during the early stage of learning but decreased during the late stage, suggesting that neurons in A1 were more synchronously activated during early learning, whereas they were more asynchronously activated once learning was completed. Furthermore, LFP amplitudes increased during early learning but decreased during later learning. These results suggest that, compared to naïve encoding, early-stage encoding is more reliable but energy-consumptive, whereas late-stage encoding is more energetically efficient. Such a learning-stage-dependent encoding strategy may underlie learning-induced, non-monotonic map plasticity. Accumulating evidence indicates that the cholinergic system is likely to be a shared neural substrate of the processes for perceptual learning and attention, both of which modulate neural encoding in an adaptive manner. Thus, a better understanding of the links between map plasticity and modulation of temporal coherence will likely lead to a more integrated view of learning and attention. PMID:24615394

  14. Implicit learning of predictable sound sequences modulates human brain responses at different levels of the auditory hierarchy

    PubMed Central

    Lecaignard, Françoise; Bertrand, Olivier; Gimenez, Gérard; Mattout, Jérémie; Caclin, Anne

    2015-01-01

    Deviant stimuli, violating regularities in a sensory environment, elicit the mismatch negativity (MMN), largely described in the Event-Related Potential literature. While it is widely accepted that the MMN reflects more than basic change detection, a comprehensive description of mental processes modulating this response is still lacking. Within the framework of predictive coding, deviance processing is part of an inference process where prediction errors (the mismatch between incoming sensations and predictions established through experience) are minimized. In this view, the MMN is a measure of prediction error, which yields specific expectations regarding its modulations by various experimental factors. In particular, it predicts that the MMN should decrease as the occurrence of a deviance becomes more predictable. We conducted a passive oddball EEG study and manipulated the predictability of sound sequences by means of different temporal structures. Importantly, our design allows comparing mismatch responses elicited by predictable and unpredictable violations of a simple repetition rule and therefore departs from previous studies that investigate violations of different time-scale regularities. We observed a decrease of the MMN with predictability and interestingly, a similar effect at earlier latencies, within 70 ms after deviance onset. Following these pre-attentive responses, a reduced P3a was measured in the case of predictable deviants. We conclude that early and late deviance responses reflect prediction errors, triggering belief updating within the auditory hierarchy. Beside, in this passive study, such perceptual inference appears to be modulated by higher-level implicit learning of sequence statistical structures. Our findings argue for a hierarchical model of auditory processing where predictive coding enables implicit extraction of environmental regularities. PMID:26441602

  15. Implicit learning of predictable sound sequences modulates human brain responses at different levels of the auditory hierarchy.

    PubMed

    Lecaignard, Françoise; Bertrand, Olivier; Gimenez, Gérard; Mattout, Jérémie; Caclin, Anne

    2015-01-01

    Deviant stimuli, violating regularities in a sensory environment, elicit the mismatch negativity (MMN), largely described in the Event-Related Potential literature. While it is widely accepted that the MMN reflects more than basic change detection, a comprehensive description of mental processes modulating this response is still lacking. Within the framework of predictive coding, deviance processing is part of an inference process where prediction errors (the mismatch between incoming sensations and predictions established through experience) are minimized. In this view, the MMN is a measure of prediction error, which yields specific expectations regarding its modulations by various experimental factors. In particular, it predicts that the MMN should decrease as the occurrence of a deviance becomes more predictable. We conducted a passive oddball EEG study and manipulated the predictability of sound sequences by means of different temporal structures. Importantly, our design allows comparing mismatch responses elicited by predictable and unpredictable violations of a simple repetition rule and therefore departs from previous studies that investigate violations of different time-scale regularities. We observed a decrease of the MMN with predictability and interestingly, a similar effect at earlier latencies, within 70 ms after deviance onset. Following these pre-attentive responses, a reduced P3a was measured in the case of predictable deviants. We conclude that early and late deviance responses reflect prediction errors, triggering belief updating within the auditory hierarchy. Beside, in this passive study, such perceptual inference appears to be modulated by higher-level implicit learning of sequence statistical structures. Our findings argue for a hierarchical model of auditory processing where predictive coding enables implicit extraction of environmental regularities. PMID:26441602

  16. Learning drives differential clustering of axodendritic contacts in the barn owl auditory system.

    PubMed

    McBride, Thomas J; Rodriguez-Contreras, Adrian; Trinh, Angela; Bailey, Robert; Debello, William M

    2008-07-01

    Computational models predict that experience-driven clustering of coactive synapses is a mechanism for information storage. This prediction has remained untested, because it is difficult to approach through time-lapse analysis. Here, we exploit a unique feature of the barn owl auditory localization pathway that permits retrospective analysis of prelearned and postlearned circuitry: owls reared wearing prismatic spectacles develop an adaptive microcircuit that coexists with the native one but can be analyzed independently based on topographic location. To visualize the clustering of axodendritic contacts (potential synapses) within these zones, coactive axons were labeled by focal injection of fluorescent tracer and their target dendrites labeled with an antibody directed against CaMKII (calcium/calmodulin-dependent protein kinase type II, alpha subunit). Using high-resolution confocal imaging, we measured the distance from each contact to its nearest neighbor on the same branch of dendrite. We found that the distribution of intercontact distances for the adaptive zone was shifted dramatically toward smaller values compared with distributions for either the maladaptive zone of the same animals or the adaptive zone of normal juveniles, which indicates that a dynamic clustering of contacts had occurred. Moreover, clustering in the normal zone was greater in normal juveniles than in prism-adapted owls, indicative of declustering. These data demonstrate that clustering is bidirectionally adjustable and tuned by behaviorally relevant experience. The microanatomical configurations in all zones of both experimental groups matched the functional circuit strengths that were assessed by in vivo electrophysiological mapping. Thus, the observed changes in clustering are appropriately positioned to contribute to the adaptive strengthening and weakening of auditory-driven responses. PMID:18596170

  17. Learning Visual Spatial Pooling by Strong PCA Dimension Reduction.

    PubMed

    Hosoya, Haruo; Hyvärinen, Aapo

    2016-07-01

    In visual modeling, invariance properties of visual cells are often explained by a pooling mechanism, in which outputs of neurons with similar selectivities to some stimulus parameters are integrated so as to gain some extent of invariance to other parameters. For example, the classical energy model of phase-invariant V1 complex cells pools model simple cells preferring similar orientation but different phases. Prior studies, such as independent subspace analysis, have shown that phase-invariance properties of V1 complex cells can be learned from spatial statistics of natural inputs. However, those previous approaches assumed a squaring nonlinearity on the neural outputs to capture energy correlation; such nonlinearity is arguably unnatural from a neurobiological viewpoint but hard to change due to its tight integration into their formalisms. Moreover, they used somewhat complicated objective functions requiring expensive computations for optimization. In this study, we show that visual spatial pooling can be learned in a much simpler way using strong dimension reduction based on principal component analysis. This approach learns to ignore a large part of detailed spatial structure of the input and thereby estimates a linear pooling matrix. Using this framework, we demonstrate that pooling of model V1 simple cells learned in this way, even with nonlinearities other than squaring, can reproduce standard tuning properties of V1 complex cells. For further understanding, we analyze several variants of the pooling model and argue that a reasonable pooling can generally be obtained from any kind of linear transformation that retains several of the first principal components and suppresses the remaining ones. In particular, we show how the classic Wiener filtering theory leads to one such variant. PMID:27171856

  18. Traveling waves on the organ of Corti of the chinchilla cochlea: spatial trajectories of inner hair cell depolarization inferred from responses of auditory-nerve fibers

    PubMed Central

    Temchin, Andrei N.; Recio-Spinoso, Alberto; Cai, Hongxue; Ruggero, Mario A.

    2012-01-01

    Spatial magnitude and phase profiles for inner hair cell depolarization throughout the chinchilla cochlea were inferred from responses of auditory-nerve fibers to threshold- and moderate-level tones and tone complexes. Firing-rate profiles for frequencies ≤ 2 kHz are bimodal, with the major peak at the characteristic place and a secondary peak at 3–5 mm from the extreme base. Response-phase trajectories are synchronous with peak outward stapes displacement at the extreme cochlear base and accumulate 1.5-period lags at the characteristic places. High-frequency phase trajectories are very similar to the trajectories of basilar-membrane peak velocity toward scala tympani. Low-frequency phase trajectories undergo a polarity flip in a region, 6.5–9 mm from the cochlear base, where traveling-wave phase velocity attains a local minimum and a local maximum and where the onset latencies of near-threshold impulse responses computed from responses to near-threshold white noise exhibit a local minimum. That region is the same where frequency-threshold tuning curves of auditory-nerve fibers undergo a shape transition. Since depolarization of inner hair cells presumably indicates the mechanical stimulus to their stereocilia, the present results suggest that distinct low-frequency forward waves of organ of Corti vibration are launched simultaneously at the extreme base of the cochlea and at the 6.5–9 mm transition region, from where antiphasic reflections arise. PMID:22855802

  19. Auditory agnosia.

    PubMed

    Slevc, L Robert; Shell, Alison R

    2015-01-01

    Auditory agnosia refers to impairments in sound perception and identification despite intact hearing, cognitive functioning, and language abilities (reading, writing, and speaking). Auditory agnosia can be general, affecting all types of sound perception, or can be (relatively) specific to a particular domain. Verbal auditory agnosia (also known as (pure) word deafness) refers to deficits specific to speech processing, environmental sound agnosia refers to difficulties confined to non-speech environmental sounds, and amusia refers to deficits confined to music. These deficits can be apperceptive, affecting basic perceptual processes, or associative, affecting the relation of a perceived auditory object to its meaning. This chapter discusses what is known about the behavioral symptoms and lesion correlates of these different types of auditory agnosia (focusing especially on verbal auditory agnosia), evidence for the role of a rapid temporal processing deficit in some aspects of auditory agnosia, and the few attempts to treat the perceptual deficits associated with auditory agnosia. A clear picture of auditory agnosia has been slow to emerge, hampered by the considerable heterogeneity in behavioral deficits, associated brain damage, and variable assessments across cases. Despite this lack of clarity, these striking deficits in complex sound processing continue to inform our understanding of auditory perception and cognition. PMID:25726291

  20. Topological Schemas of Cognitive Maps and Spatial Learning.

    PubMed

    Babichev, Andrey; Cheng, Sen; Dabaghian, Yuri A

    2016-01-01

    Spatial navigation in mammals is based on building a mental representation of their environment-a cognitive map. However, both the nature of this cognitive map and its underpinning in neural structures and activity remains vague. A key difficulty is that these maps are collective, emergent phenomena that cannot be reduced to a simple combination of inputs provided by individual neurons. In this paper we suggest computational frameworks for integrating the spiking signals of individual cells into a spatial map, which we call schemas. We provide examples of four schemas defined by different types of topological relations that may be neurophysiologically encoded in the brain and demonstrate that each schema provides its own large-scale characteristics of the environment-the schema integrals. Moreover, we find that, in all cases, these integrals are learned at a rate which is faster than the rate of complete training of neural networks. Thus, the proposed schema framework differentiates between the cognitive aspect of spatial learning and the physiological aspect at the neural network level. PMID:27014045

  1. Genetic mapping of variation in spatial learning in the mouse.

    PubMed

    Steinberger, Daniela; Reynolds, David S; Ferris, Pushpindar; Lincoln, Rachael; Datta, Susmita; Stanley, Joanna; Paterson, Andrea; Dawson, Gerard R; Flint, Jonathan

    2003-03-15

    Inbred strains of mice are known to differ in their performance in the Morris water maze task, a test of spatial discrimination and place navigation in rodents, but the genetic basis of individual variation in spatial learning is unknown. We have mapped genetic effects that contribute to the difference between two strains, DBA/2 and C57BL6/J, using an F2 intercross and methods to detect quantitative trait loci (QTL). We found two QTL, one on chromosome 4 and one on chromosome 12, that influence behavior in the probe trial of the water maze (genome-wide significance p = 0.017 and 0.015, respectively). By including tests of avoidance conditioning and behavior in a novel environment, we show that the QTL on chromosomes 4 and 12 specifically influence variation in spatial learning. QTL that influence differences in fearful behavior (on chromosomes 1, 3, 7, 15, and 19) operate while mice are trained in the water maze apparatus. PMID:12657702

  2. Topological Schemas of Cognitive Maps and Spatial Learning

    PubMed Central

    Babichev, Andrey; Cheng, Sen; Dabaghian, Yuri A.

    2016-01-01

    Spatial navigation in mammals is based on building a mental representation of their environment—a cognitive map. However, both the nature of this cognitive map and its underpinning in neural structures and activity remains vague. A key difficulty is that these maps are collective, emergent phenomena that cannot be reduced to a simple combination of inputs provided by individual neurons. In this paper we suggest computational frameworks for integrating the spiking signals of individual cells into a spatial map, which we call schemas. We provide examples of four schemas defined by different types of topological relations that may be neurophysiologically encoded in the brain and demonstrate that each schema provides its own large-scale characteristics of the environment—the schema integrals. Moreover, we find that, in all cases, these integrals are learned at a rate which is faster than the rate of complete training of neural networks. Thus, the proposed schema framework differentiates between the cognitive aspect of spatial learning and the physiological aspect at the neural network level. PMID:27014045

  3. Spatial Generalization in Operant Learning: Lessons from Professional Basketball

    PubMed Central

    Neiman, Tal; Loewenstein, Yonatan

    2014-01-01

    In operant learning, behaviors are reinforced or inhibited in response to the consequences of similar actions taken in the past. However, because in natural environments the “same” situation never recurs, it is essential for the learner to decide what “similar” is so that he can generalize from experience in one state of the world to future actions in different states of the world. The computational principles underlying this generalization are poorly understood, in particular because natural environments are typically too complex to study quantitatively. In this paper we study the principles underlying generalization in operant learning of professional basketball players. In particular, we utilize detailed information about the spatial organization of shot locations to study how players adapt their attacking strategy in real time according to recent events in the game. To quantify this learning, we study how a make \\ miss from one location in the court affects the probabilities of shooting from different locations. We show that generalization is not a spatially-local process, nor is governed by the difficulty of the shot. Rather, to a first approximation, players use a simplified binary representation of the court into 2 pt and 3 pt zones. This result indicates that rather than using low-level features, generalization is determined by high-level cognitive processes that incorporate the abstract rules of the game. PMID:24853373

  4. Spatial generalization in operant learning: lessons from professional basketball.

    PubMed

    Neiman, Tal; Loewenstein, Yonatan

    2014-05-01

    In operant learning, behaviors are reinforced or inhibited in response to the consequences of similar actions taken in the past. However, because in natural environments the "same" situation never recurs, it is essential for the learner to decide what "similar" is so that he can generalize from experience in one state of the world to future actions in different states of the world. The computational principles underlying this generalization are poorly understood, in particular because natural environments are typically too complex to study quantitatively. In this paper we study the principles underlying generalization in operant learning of professional basketball players. In particular, we utilize detailed information about the spatial organization of shot locations to study how players adapt their attacking strategy in real time according to recent events in the game. To quantify this learning, we study how a make\\miss from one location in the court affects the probabilities of shooting from different locations. We show that generalization is not a spatially-local process, nor is governed by the difficulty of the shot. Rather, to a first approximation, players use a simplified binary representation of the court into 2 pt and 3 pt zones. This result indicates that rather than using low-level features, generalization is determined by high-level cognitive processes that incorporate the abstract rules of the game. PMID:24853373

  5. Plasticity in the neural coding of auditory space in the mammalian brain

    NASA Astrophysics Data System (ADS)

    King, Andrew J.; Parsons, Carl H.; Moore, David R.

    2000-10-01

    Sound localization relies on the neural processing of monaural and binaural spatial cues that arise from the way sounds interact with the head and external ears. Neurophysiological studies of animals raised with abnormal sensory inputs show that the map of auditory space in the superior colliculus is shaped during development by both auditory and visual experience. An example of this plasticity is provided by monaural occlusion during infancy, which leads to compensatory changes in auditory spatial tuning that tend to preserve the alignment between the neural representations of visual and auditory space. Adaptive changes also take place in sound localization behavior, as demonstrated by the fact that ferrets raised and tested with one ear plugged learn to localize as accurately as control animals. In both cases, these adjustments may involve greater use of monaural spectral cues provided by the other ear. Although plasticity in the auditory space map seems to be restricted to development, adult ferrets show some recovery of sound localization behavior after long-term monaural occlusion. The capacity for behavioral adaptation is, however, task dependent, because auditory spatial acuity and binaural unmasking (a measure of the spatial contribution to the "cocktail party effect") are permanently impaired by chronically plugging one ear, both in infancy but especially in adulthood. Experience-induced plasticity allows the neural circuitry underlying sound localization to be customized to individual characteristics, such as the size and shape of the head and ears, and to compensate for natural conductive hearing losses, including those associated with middle ear disease in infancy.

  6. Comparison of the Rey Auditory Verbal Learning Test (RAVLT) and Digit Test among Typically Achieving and Gifted Students

    PubMed Central

    KHOSRAVI FARD, Elham; L. KEELOR, Jennifer; Akbarzadeh BAGHEBAN, Alireza; W. KEITH, Robert

    2016-01-01

    Objective In this study, different kinds of memory were evaluated using Rey Auditory Verbal Learning (RAVLT) test and were compared between two groups of typical and gifted students using Digit Span test. Finally, we determined if working memory interfered with scores in different Rey stages or not. Material & Methods This study was conducted in Tehran City, Iran in 2013. Scores on RAVLT were compared with WISC- R digit span results in a sample of 148 male students aged 12-14 yr old divided into two groups including 75 students in typical school (IQ ranging between 90 and 110) and 73 gifted students (IQs ranging between 110 and 130). Results Gifted students obtained higher scores than typical students in both Forward Digit Span (FDS) and Backward Digit Span (BDS) and all 9 stages of RAVLT comparing with typical students (P<0.001). There was no significant difference between different ages (P> 0.05). The 14 yr old students in both groups had the highest score. There was a high correlation between FDS and the first stage of RAVLT as well as high correlation between BDS and seventh stage of RAVLT. Conclusion Intelligence has effect on better score of memory and gifted subjects had better scores in memory tests, although the intelligence effect in learning was quantitative rather than qualitative. RAVLT is a comprehensive test, which evaluates short-term memory, working memory and long-term memory and besides Digit span test provides precious information about memory and learning of subjects in order to program different student’s educational schedules. PMID:27247581

  7. Allocentric spatial learning and memory deficits in Down syndrome.

    PubMed

    Lavenex, Pamela Banta; Bostelmann, Mathilde; Brandner, Catherine; Costanzo, Floriana; Fragnière, Emilie; Klencklen, Giuliana; Lavenex, Pierre; Menghini, Deny; Vicari, Stefano

    2015-01-01

    Studies have shown that persons with Down syndrome (DS) exhibit relatively poor language capacities, and impaired verbal and visuoperceptual memory, whereas their visuospatial memory capacities appear comparatively spared. Individuals with DS recall better where an object was previously seen than what object was previously seen. However, most of the evidence concerning preserved visuospatial memory comes from tabletop or computerized experiments which are biased toward testing egocentric (viewpoint-dependent) spatial representations. Accordingly, allocentric (viewpoint-independent) spatial learning and memory capacities may not be necessary to perform these tasks. Thus, in order to more fully characterize the spatial capacities of individuals with DS, allocentric processes underlying real-world navigation must also be investigated. We tested 20 participants with DS and 16 mental age-matched, typically developing (TD) children in a real-world, allocentric spatial (AS) memory task. During local cue (LC) trials, participants had to locate three rewards marked by local color cues, among 12 locations distributed in a 4 m × 4 m arena. During AS trials, participants had to locate the same three rewards, in absence of LCs, based on their relations to distal environmental cues. All TD participants chose rewarded locations in LC and AS trials at above chance level. In contrast, although all but one of the participants with DS exhibited a preference for the rewarded locations in LC trials, only 50% of participants with DS chose the rewarded locations at above chance level in AS trials. As a group, participants with DS performed worse than TD children on all measures of task performance. These findings demonstrate that individuals with DS are impaired at using an AS representation to learn and remember discrete locations in a controlled environment, suggesting persistent and pervasive deficits in hippocampus-dependent memory in DS. PMID:25762946

  8. Allocentric spatial learning and memory deficits in Down syndrome

    PubMed Central

    Lavenex, Pamela Banta; Bostelmann, Mathilde; Brandner, Catherine; Costanzo, Floriana; Fragnière, Emilie; Klencklen, Giuliana; Lavenex, Pierre; Menghini, Deny; Vicari, Stefano

    2015-01-01

    Studies have shown that persons with Down syndrome (DS) exhibit relatively poor language capacities, and impaired verbal and visuoperceptual memory, whereas their visuospatial memory capacities appear comparatively spared. Individuals with DS recall better where an object was previously seen than what object was previously seen. However, most of the evidence concerning preserved visuospatial memory comes from tabletop or computerized experiments which are biased toward testing egocentric (viewpoint-dependent) spatial representations. Accordingly, allocentric (viewpoint-independent) spatial learning and memory capacities may not be necessary to perform these tasks. Thus, in order to more fully characterize the spatial capacities of individuals with DS, allocentric processes underlying real-world navigation must also be investigated. We tested 20 participants with DS and 16 mental age-matched, typically developing (TD) children in a real-world, allocentric spatial (AS) memory task. During local cue (LC) trials, participants had to locate three rewards marked by local color cues, among 12 locations distributed in a 4 m × 4 m arena. During AS trials, participants had to locate the same three rewards, in absence of LCs, based on their relations to distal environmental cues. All TD participants chose rewarded locations in LC and AS trials at above chance level. In contrast, although all but one of the participants with DS exhibited a preference for the rewarded locations in LC trials, only 50% of participants with DS chose the rewarded locations at above chance level in AS trials. As a group, participants with DS performed worse than TD children on all measures of task performance. These findings demonstrate that individuals with DS are impaired at using an AS representation to learn and remember discrete locations in a controlled environment, suggesting persistent and pervasive deficits in hippocampus-dependent memory in DS. PMID:25762946

  9. Brief Periods of Auditory Perceptual Training Can Determine the Sensory Targets of Speech Motor Learning

    PubMed Central

    Lametti, Daniel R.; Krol, Sonia A.; Shiller, Douglas M.; Ostry, David J.

    2014-01-01

    The perception of speech is notably malleable in adults, yet alterations in perception seem to have little impact on speech production. We hypothesized that speech perceptual training might immediately influence speech motor learning. To test this, we paired a speech perceptual training task with a speech motor learning task. Subjects performed a series of perceptual tests designed to measure and then manipulate the perceptual distinction between the words “head” and “had”. Subjects then produced “head” with the sound of the vowel altered in real-time so that they heard themselves through headphones producing a word that sounded more like “had”. In support of our hypothesis, the amount of motor learning in response to the voice alterations depended on the perceptual boundary acquired through perceptual training. The studies show that plasticity in adult speech perception can have immediate consequences for speech production in the context of speech learning. PMID:24815610

  10. Brief periods of auditory perceptual training can determine the sensory targets of speech motor learning.

    PubMed

    Lametti, Daniel R; Krol, Sonia A; Shiller, Douglas M; Ostry, David J

    2014-07-01

    The perception of speech is notably malleable in adults, yet alterations in perception seem to have little impact on speech production. However, we hypothesized that speech perceptual training might immediately influence speech motor learning. To test this, we paired a speech perceptual-training task with a speech motor-learning task. Subjects performed a series of perceptual tests designed to measure and then manipulate the perceptual distinction between the words head and had. Subjects then produced head with the sound of the vowel altered in real time so that they heard themselves through headphones producing a word that sounded more like had. In support of our hypothesis, the amount of motor learning in response to the voice alterations depended on the perceptual boundary acquired through perceptual training. The studies show that plasticity in adults' speech perception can have immediate consequences for speech production in the context of speech learning. PMID:24815610

  11. Active and Passive Spatial Learning in Human Navigation: Acquisition of Graph Knowledge

    ERIC Educational Resources Information Center

    Chrastil, Elizabeth R.; Warren, William H.

    2015-01-01

    It is known that active exploration of a new environment leads to better spatial learning than does passive visual exposure. We ask whether specific components of active learning differentially contribute to particular forms of spatial knowledge--the "exploration-specific learning hypothesis". Previously, we found that idiothetic…

  12. Hemispheric Asymmetry in New Neurons in Adulthood Is Associated with Vocal Learning and Auditory Memory

    PubMed Central

    Wasner, Kobi D.; Phan, Mimi L.; Pytte, Carolyn L.; Vicario, David S.

    2014-01-01

    Many brain regions exhibit lateral differences in structure and function, and also incorporate new neurons in adulthood, thought to function in learning and in the formation of new memories. However, the contribution of new neurons to hemispheric differences in processing is unknown. The present study combines cellular, behavioral, and physiological methods to address whether 1) new neuron incorporation differs between the brain hemispheres, and 2) the degree to which hemispheric lateralization of new neurons correlates with behavioral and physiological measures of learning and memory. The songbird provides a model system for assessing the contribution of new neurons to hemispheric specialization because songbird brain areas for vocal processing are functionally lateralized and receive a continuous influx of new neurons in adulthood. In adult male zebra finches, we quantified new neurons in the caudomedial nidopallium (NCM), a forebrain area involved in discrimination and memory for the complex vocalizations of individual conspecifics. We assessed song learning and recorded neural responses to song in NCM. We found significantly more new neurons labeled in left than in right NCM; moreover, the degree of asymmetry in new neuron numbers was correlated with the quality of song learning and strength of neuronal memory for recently heard songs. In birds with experimentally impaired song quality, the hemispheric difference in new neurons was diminished. These results suggest that new neurons may contribute to an allocation of function between the hemispheres that underlies the learning and processing of complex signals. PMID:25251077

  13. Age and education adjusted normative data and discriminative validity for Rey's Auditory Verbal Learning Test in the elderly Greek population.

    PubMed

    Messinis, Lambros; Nasios, Grigorios; Mougias, Antonios; Politis, Antonis; Zampakis, Petros; Tsiamaki, Eirini; Malefaki, Sonia; Gourzis, Phillipos; Papathanasopoulos, Panagiotis

    2016-01-01

    Rey's Auditory Verbal Learning Test (RAVLT) is a widely used neuropsychological test to assess episodic memory. In the present study we sought to establish normative and discriminative validity data for the RAVLT in the elderly population using previously adapted learning lists for the Greek adult population. We administered the test to 258 cognitively healthy elderly participants, aged 60-89 years, and two patient groups (192 with amnestic mild cognitive impairment, aMCI, and 65 with Alzheimer's disease, AD). From the statistical analyses, we found that age and education contributed significantly to most trials of the RAVLT, whereas the influence of gender was not significant. Younger elderly participants with higher education outperformed the older elderly with lower education levels. Moreover, both clinical groups performed significantly worse on most RAVLT trials and composite measures than matched cognitively healthy controls. Furthermore, the AD group performed more poorly than the aMCI group on most RAVLT variables. Receiver operating characteristic (ROC) analysis was used to examine the utility of the RAVLT trials to discriminate cognitively healthy controls from aMCI and AD patients. Area under the curve (AUC), an index of effect size, showed that most of the RAVLT measures (individual and composite) included in this study adequately differentiated between the performance of healthy elders and aMCI/AD patients. We also provide cutoff scores in discriminating cognitively healthy controls from aMCI and AD patients, based on the sensitivity and specificity of the prescribed scores. Moreover, we present age- and education-specific normative data for individual and composite scores for the Greek adapted RAVLT in elderly subjects aged between 60 and 89 years for use in clinical and research settings. PMID:26588427

  14. Learning from Heterogeneous Data Sources: An Application in Spatial Proteomics

    PubMed Central

    Breckels, Lisa M.; Holden, Sean B.; Wojnar, David; Mulvey, Claire M.; Christoforou, Andy; Groen, Arnoud; Trotter, Matthew W. B.; Kohlbacher, Oliver; Lilley, Kathryn S.; Gatto, Laurent

    2016-01-01

    Sub-cellular localisation of proteins is an essential post-translational regulatory mechanism that can be assayed using high-throughput mass spectrometry (MS). These MS-based spatial proteomics experiments enable us to pinpoint the sub-cellular distribution of thousands of proteins in a specific system under controlled conditions. Recent advances in high-throughput MS methods have yielded a plethora of experimental spatial proteomics data for the cell biology community. Yet, there are many third-party data sources, such as immunofluorescence microscopy or protein annotations and sequences, which represent a rich and vast source of complementary information. We present a unique transfer learning classification framework that utilises a nearest-neighbour or support vector machine system, to integrate heterogeneous data sources to considerably improve on the quantity and quality of sub-cellular protein assignment. We demonstrate the utility of our algorithms through evaluation of five experimental datasets, from four different species in conjunction with four different auxiliary data sources to classify proteins to tens of sub-cellular compartments with high generalisation accuracy. We further apply the method to an experiment on pluripotent mouse embryonic stem cells to classify a set of previously unknown proteins, and validate our findings against a recent high resolution map of the mouse stem cell proteome. The methodology is distributed as part of the open-source Bioconductor pRoloc suite for spatial proteomics data analysis. PMID:27175778

  15. Learning from Heterogeneous Data Sources: An Application in Spatial Proteomics.

    PubMed

    Breckels, Lisa M; Holden, Sean B; Wojnar, David; Mulvey, Claire M; Christoforou, Andy; Groen, Arnoud; Trotter, Matthew W B; Kohlbacher, Oliver; Lilley, Kathryn S; Gatto, Laurent

    2016-05-01

    Sub-cellular localisation of proteins is an essential post-translational regulatory mechanism that can be assayed using high-throughput mass spectrometry (MS). These MS-based spatial proteomics experiments enable us to pinpoint the sub-cellular distribution of thousands of proteins in a specific system under controlled conditions. Recent advances in high-throughput MS methods have yielded a plethora of experimental spatial proteomics data for the cell biology community. Yet, there are many third-party data sources, such as immunofluorescence microscopy or protein annotations and sequences, which represent a rich and vast source of complementary information. We present a unique transfer learning classification framework that utilises a nearest-neighbour or support vector machine system, to integrate heterogeneous data sources to considerably improve on the quantity and quality of sub-cellular protein assignment. We demonstrate the utility of our algorithms through evaluation of five experimental datasets, from four different species in conjunction with four different auxiliary data sources to classify proteins to tens of sub-cellular compartments with high generalisation accuracy. We further apply the method to an experiment on pluripotent mouse embryonic stem cells to classify a set of previously unknown proteins, and validate our findings against a recent high resolution map of the mouse stem cell proteome. The methodology is distributed as part of the open-source Bioconductor pRoloc suite for spatial proteomics data analysis. PMID:27175778

  16. Learning to Match Auditory and Visual Speech Cues: Social Influences on Acquisition of Phonological Categories

    ERIC Educational Resources Information Center

    Altvater-Mackensen, Nicole; Grossmann, Tobias

    2015-01-01

    Infants' language exposure largely involves face-to-face interactions providing acoustic and visual speech cues but also social cues that might foster language learning. Yet, both audiovisual speech information and social information have so far received little attention in research on infants' early language development. Using a preferential…

  17. Neural Changes Associated with Nonspeech Auditory Category Learning Parallel Those of Speech Category Acquisition

    ERIC Educational Resources Information Center

    Liu, Ran; Holt, Lori L.

    2011-01-01

    Native language experience plays a critical role in shaping speech categorization, but the exact mechanisms by which it does so are not well understood. Investigating category learning of nonspeech sounds with which listeners have no prior experience allows their experience to be systematically controlled in a way that is impossible to achieve by…

  18. Training shortest-path tractography: Automatic learning of spatial priors.

    PubMed

    Kasenburg, Niklas; Liptrot, Matthew; Reislev, Nina Linde; Ørting, Silas N; Nielsen, Mads; Garde, Ellen; Feragen, Aasa

    2016-04-15

    Tractography is the standard tool for automatic delineation of white matter tracts from diffusion weighted images. However, the output of tractography often requires post-processing to remove false positives and ensure a robust delineation of the studied tract, and this demands expert prior knowledge. Here we demonstrate how such prior knowledge, or indeed any prior spatial information, can be automatically incorporated into a shortest-path tractography approach to produce more robust results. We describe how such a prior can be automatically generated (learned) from a population, and we demonstrate that our framework also retains support for conventional interactive constraints such as waypoint regions. We apply our approach to the open access, high quality Human Connectome Project data, as well as a dataset acquired on a typical clinical scanner. Our results show that the use of a learned prior substantially increases the overlap of tractography output with a reference atlas on both populations, and this is confirmed by visual inspection. Furthermore, we demonstrate how a prior learned on the high quality dataset significantly increases the overlap with the reference for the more typical yet lower quality data acquired on a clinical scanner. We hope that such automatic incorporation of prior knowledge and the obviation of expert interactive tract delineation on every subject, will improve the feasibility of large clinical tractography studies. PMID:26804779

  19. Tests enhance retention and transfer of spatial learning.

    PubMed

    Carpenter, Shana K; Kelly, Jonathan W

    2012-06-01

    Many studies have reported that tests are beneficial for learning (e.g., Roediger & Karpicke, 2006a). However, the majority of studies on the testing effect have been limited to a combination of relatively simple verbal tasks and final tests that assessed memory for the same material that had originally been tested. The present study explored whether testing is beneficial for complex spatial memory and whether these benefits hold for both retention and transfer. After encoding a three-dimensional layout of objects presented in a virtual environment, participants completed a judgment-of-relative-direction (JRD) task in which they imagined standing at one object, facing a second object, and pointed to a third object from the imagined perspective. Some participants completed this task by relying on memory for the previously encoded layout (i.e., the test conditions), whereas for others the location of the third object was identified ahead of time, so that retrieval was not required (i.e., the study condition). On a final test assessing their JRD performance, the participants who learned through test outperformed those who learned through study. This was true even when corrective feedback was not provided on the initial JRD task and when the final test assessed memory from vantage points that had never been practiced during the initial JRD. PMID:22318460

  20. Spatial Abilities at Different Scales: Individual Differences in Aptitude-Test Performance and Spatial-Layout Learning

    ERIC Educational Resources Information Center

    Hegarty, Mary; Montello, Daniel R.; Richardson, Anthony E.; Ishikawa, Toru; Lovelace, Kristin

    2006-01-01

    Most psychometric tests of spatial ability are paper-and-pencil tasks at the ''figural'' scale of space, in that they involve inspecting, imagining or mentally transforming small shapes or manipulable objects. Environmental spatial tasks, such as wayfinding or learning the layout of a building or city, are carried out in larger spaces that…

  1. Changing Auditory Time with Prismatic Goggles

    ERIC Educational Resources Information Center

    Magnani, Barbara; Pavani, Francesco; Frassinetti, Francesca

    2012-01-01

    The aim of the present study was to explore the spatial organization of auditory time and the effects of the manipulation of spatial attention on such a representation. In two experiments, we asked 28 adults to classify the duration of auditory stimuli as "short" or "long". Stimuli were tones of high or low pitch, delivered left or right of the…

  2. Teachers' Spatial Anxiety Relates to 1st-and 2nd-Graders' Spatial Learning

    ERIC Educational Resources Information Center

    Gunderson, Elizabeth A.; Ramirez, Gerardo; Beilock, Sian L.; Levine, Susan C.

    2013-01-01

    Teachers' anxiety about an academic domain, such as math, can impact students' learning in that domain. We asked whether this relation held in the domain of spatial skill, given the importance of spatial skill for success in math and science and its malleability at a young age. We measured 1st-and 2nd-grade teachers' spatial anxiety…

  3. Acquisition versus Consolidation of Auditory Perceptual Learning Using Mixed-Training Regimens

    PubMed Central

    Maidment, David W.; Kang, HiJee; Gill, Emma C.; Amitay, Sygal

    2015-01-01

    Learning is considered to consist of two distinct phases–acquisition and consolidation. Acquisition can be disrupted when short periods of training on more than one task are interleaved, whereas consolidation can be disrupted when a second task is trained after the first has been initiated. Here we investigated the conditions governing the disruption to acquisition and consolidation during mixed-training regimens in which primary and secondary amplitude modulation tasks were either interleaved or presented consecutively. The secondary task differed from the primary task in either task-irrelevant (carrier frequency) or task-relevant (modulation rate) stimulus features while requiring the same perceptual judgment (amplitude modulation depth discrimination), or shared both irrelevant and relevant features but required a different judgment (amplitude modulation rate discrimination). Based on previous literature we predicted that acquisition would be disrupted by varying the task-relevant stimulus feature during training (stimulus interference), and that consolidation would be disrupted by varying the perceptual judgment required (task interference). We found that varying the task-relevant or -irrelevant stimulus features failed to disrupt acquisition but did disrupt consolidation, whereas mixing two tasks requiring a different perceptual judgment but sharing the same stimulus features disrupted both acquisition and consolidation. Thus, a distinction between acquisition and consolidation phases of perceptual learning cannot simply be attributed to (task-relevant) stimulus versus task interference. We propose instead that disruption occurs during acquisition when mixing two tasks requiring a perceptual judgment based on different cues, whereas consolidation is always disrupted regardless of whether different stimulus features or tasks are mixed. The current study not only provides a novel insight into the underlying mechanisms of perceptual learning, but also has

  4. Measurements of temporal-spatial change in blood flow and volume in exposed cortex of guinea pig evoked by auditory stimulation

    NASA Astrophysics Data System (ADS)

    Nakayama, Haruka; Sakaguchi, Koichiro; Matsuo, Satoshi; Sakashita, Naotaka; Katsura, Takushige; Yamazaki, Kyoko; Tanaka, Naoki; Kawaguchi, Hideo; Maki, Atsushi; Okada, Eiji

    2009-07-01

    The changes in cortical blood flow and blood volume of guinea pigs during auditory stimulation are measured by optical imaging systems. In this study, the change in blood flow distribution was measured by the laser speckle method and the change in blood volume was measured by the multi-spectral imaging system. The significant increase in blood flow and volume was observed around one side of the auditory area just after the onset of the stimulation. The decrease in blood volume around the other side of the auditory area was observed whereas the blood flow surrounding the auditory area is decreased during the post-resting period.

  5. The Encoding of Auditory Objects in Auditory Cortex: Insights from Magnetoencephalography

    PubMed Central

    Simon, Jonathan Z.

    2014-01-01

    Auditory objects, like their visual counterparts, are perceptually defined constructs, but nevertheless must arise from underlying neural circuitry. Using magnetoencephalography (MEG) recordings of the neural responses of human subjects listening to complex auditory scenes, we review studies that demonstrate that auditory objects are indeed neurally represented in auditory cortex. The studies use neural responses obtained from different experiments in which subjects selectively listen to one of two competing auditory streams embedded in a variety of auditory scenes. The auditory streams overlap spatially and often spectrally. In particular, the studies demonstrate that selective attentional gain does not act globally on the entire auditory scene, but rather acts differentially on the separate auditory streams. This stream-based attentional gain is then used as a tool to individually analyze the different neural representations of the competing auditory streams. The neural representation of the attended stream, located in posterior auditory cortex, dominates the neural responses. Critically, when the intensities of the attended and background streams are separately varied over a wide intensity range, the neural representation of the attended speech adapts only to the intensity of that speaker, irrespective of the intensity of the background speaker. This demonstrates object-level intensity gain control in addition to the above object-level selective attentional gain. Overall, these results indicate that concurrently streaming auditory objects, even if spectrally overlapping and not resolvable at the auditory periphery, are individually neurally encoded in auditory cortex, as separate objects. PMID:24841996

  6. ERP Evidence of Early Cross-Modal Links between Auditory Selective Attention and Visuo-Spatial Memory

    ERIC Educational Resources Information Center

    Bomba, Marie D.; Singhal, Anthony

    2010-01-01

    Previous dual-task research pairing complex visual tasks involving non-spatial cognitive processes during dichotic listening have shown effects on the late component (Ndl) of the negative difference selective attention waveform but no effects on the early (Nde) response suggesting that the Ndl, but not the Nde, is affected by non-spatial…

  7. Auditory neglect and related disorders.

    PubMed

    Gutschalk, Alexander; Dykstra, Andrew

    2015-01-01

    Neglect is a neurologic disorder, typically associated with lesions of the right hemisphere, in which patients are biased towards their ipsilesional - usually right - side of space while awareness for their contralesional - usually left - side is reduced or absent. Neglect is a multimodal disorder that often includes deficits in the auditory domain. Classically, auditory extinction, in which left-sided sounds that are correctly perceived in isolation are not detected in the presence of synchronous right-sided stimulation, has been considered the primary sign of auditory neglect. However, auditory extinction can also be observed after unilateral auditory cortex lesions and is thus not specific for neglect. Recent research has shown that patients with neglect are also impaired in maintaining sustained attention, on both sides, a fact that is reflected by an impairment of auditory target detection in continuous stimulation conditions. Perhaps the most impressive auditory symptom in full-blown neglect is alloacusis, in which patients mislocalize left-sided sound sources to their right, although even patients with less severe neglect still often show disturbance of auditory spatial perception, most commonly a lateralization bias towards the right. We discuss how these various disorders may be explained by a single model of neglect and review emerging interventions for patient rehabilitation. PMID:25726290

  8. Place field repetition and spatial learning in a multicompartment environment

    PubMed Central

    Grieves, Roddy M.; Jenkins, Bryan W.; Harland, Bruce C.

    2015-01-01

    Abstract Recent studies have shown that place cells in the hippocampus possess firing fields that repeat in physically similar, parallel environments. These results imply that it should be difficult for animals to distinguish parallel environments at a behavioral level. To test this, we trained rats on a novel odor‐location task in an environment with four parallel compartments which had previously been shown to yield place field repetition. A second group of animals was trained on the same task, but with the compartments arranged in different directions, an arrangement we hypothesised would yield less place field repetition. Learning of the odor‐location task in the parallel compartments was significantly impaired relative to learning in the radially arranged compartments. Fewer animals acquired the full discrimination in the parallel compartments compared to those trained in the radial compartments, and the former also required many more sessions to reach criterion compared to the latter. To confirm that the arrangement of compartments yielded differences in place cell repetition, in a separate group of animals we recorded from CA1 place cells in both environments. We found that CA1 place cells exhibited repeated fields across four parallel local compartments, but did not do so when the same compartments were arranged radially. To confirm that the differences in place field repetition across the parallel and radial compartments depended on their angular arrangement, and not incidental differences in access to an extra‐maze visual landmark, we repeated the recordings in a second set of rats in the absence of the orientation landmark. We found, once again, that place fields showed repetition in parallel compartments, and did not do so in radially arranged compartments. Thus place field repetition, or lack thereof, in these compartments was not dependent on extra‐maze cues. Together, these results imply that place field repetition constrains spatial learning

  9. Spiking Neurons Learning Phase Delays: How Mammals May Develop Auditory Time-Difference Sensitivity

    NASA Astrophysics Data System (ADS)

    Leibold, Christian; van Hemmen, J. Leo

    2005-04-01

    Time differences between the two ears are an important cue for animals to azimuthally locate a sound source. The first binaural brainstem nucleus, in mammals the medial superior olive, is generally believed to perform the necessary computations. Its cells are sensitive to variations of interaural time differences of about 10 μs. The classical explanation of such a neuronal time-difference tuning is based on the physical concept of delay lines. Recent data, however, are inconsistent with a temporal delay and rather favor a phase delay. By means of a biophysical model we show how spike-timing-dependent synaptic learning explains precise interplay of excitation and inhibition and, hence, accounts for a physical realization of a phase delay.

  10. Situated student learning and spatial informational analysis for environmental problems

    NASA Astrophysics Data System (ADS)

    Olsen, Timothy Paul

    Ninth and tenth grade high school Biology student research teams used spatial information analysis tools to site a prairie restoration plot on a 55 acre campus during a four-week environment unit. Students made use of innovative technological practices by applying geographic information systems (GIS) approaches to solving environmental and land use problems. Student learning was facilitated by starting with the students' initial conceptions of computing, local landscape and biological environment, and then by guiding them through a problem-based science project process. The project curriculum was framed by the perspective of legitimate peripheral participation (Lave & Wenger, 1991) where students were provided with learning opportunities designed to allow them to act like GIS practitioners. Sociocultural lenses for learning were employed to create accounts of human mental processes that recognize the essential relationship between these processes and their cultural, historical, and institutional settings (Jacob, 1997; Wertsch, 1991). This research investigated how student groups' meaning-making actions were mediated by GIS tools on the periphery of a scientific community of practice. Research observations focused on supporting interpretations of learners' socially constructed actions and the iterative building of assertions from multiple sources. These included the artifacts students produced, the tools they used, the cultural contexts that constrained their activity, and how people begin to adopt ways of speaking (speech genres) of the referent community to negotiate meanings and roles. Students gathered field observations and interpreted attributes of landscape entities from the GIS data to advocate for an environmental decision. However, even while gaining proficiencies with GIS tools, most students did not begin to appropriate roles from the GIS community of practice. Students continued to negotiate their project actions simply as school exercises motivated by

  11. Active and Passive Spatial Learning in Human Navigation: Acquisition of Survey Knowledge

    ERIC Educational Resources Information Center

    Chrastil, Elizabeth R.; Warren, William H.

    2013-01-01

    It seems intuitively obvious that active exploration of a new environment would lead to better spatial learning than would passive visual exposure. It is unclear, however, which components of active learning contribute to spatial knowledge, and previous literature is decidedly mixed. This experiment tests the contributions of 4 components to…

  12. A Cognitive Component Analysis Approach for Developing Game-Based Spatial Learning Tools

    ERIC Educational Resources Information Center

    Hung, Pi-Hsia; Hwang, Gwo-Jen; Lee, Yueh-Hsun; Su, I-Hsiang

    2012-01-01

    Spatial ability has been recognized as one of the most important factors affecting the mathematical performance of students. Previous studies on spatial learning have mainly focused on developing strategies to shorten the problem-solving time of learners for very specific learning tasks. Such an approach usually has limited effects on improving…

  13. Novel role and mechanism of protein inhibitor of activated STAT1 in spatial learning

    PubMed Central

    Tai, Derek J C; Hsu, Wei L; Liu, Yen C; Ma, Yun L; Lee, Eminy H Y

    2011-01-01

    By using differential display PCR, we have previously identified 98 cDNA fragments from rat dorsal hippocampus, which are expressed differentially between the fast learners and slow learners from water-maze learning task. One cDNA fragment, which showed a higher expression level in fast learners, encodes the rat protein inhibitor of activated STAT1 (pias1) gene. Spatial training induced a significant increase in PIAS1 expression in rat hippocampus. Transient transfection of the wild-type (WT) PIAS1 plasmid to CA1 neurons facilitated, whereas transfection of PIAS1 siRNA impaired spatial learning in rats. Meanwhile, PIAS1WT increased STAT1 sumoylation, decreased STAT1 DNA binding and decreased STAT1 phosphorylation at Tyr-701 associated with spatial learning facilitation. But PIAS1 siRNA transfection produced an opposite effect on these measures associated with spatial learning impairment. Further, transfection of STAT1 sumoylation mutant impaired spatial acquisition, whereas transfection of STAT1 phosphorylation mutant blocked the impairing effect of PIAS1 siRNA on spatial learning. In this study, we first demonstrate the role of PIAS1 in spatial learning. Both posttranslational modifications (increased sumoylation and decreased phosphorylation) mediate the effect of PIAS1 on spatial learning facilitation. PMID:21102409

  14. Audiovisual spoken word training can promote or impede auditory-only perceptual learning: prelingually deafened adults with late-acquired cochlear implants versus normal hearing adults

    PubMed Central

    Bernstein, Lynne E.; Eberhardt, Silvio P.; Auer, Edward T.

    2014-01-01

    Training with audiovisual (AV) speech has been shown to promote auditory perceptual learning of vocoded acoustic speech by adults with normal hearing. In Experiment 1, we investigated whether AV speech promotes auditory-only (AO) perceptual learning in prelingually deafened adults with late-acquired cochlear implants. Participants were assigned to learn associations between spoken disyllabic C(=consonant)V(=vowel)CVC non-sense words and non-sense pictures (fribbles), under AV and then AO (AV-AO; or counter-balanced AO then AV, AO-AV, during Periods 1 then 2) training conditions. After training on each list of paired-associates (PA), testing was carried out AO. Across all training, AO PA test scores improved (7.2 percentage points) as did identification of consonants in new untrained CVCVC stimuli (3.5 percentage points). However, there was evidence that AV training impeded immediate AO perceptual learning: During Period-1, training scores across AV and AO conditions were not different, but AO test scores were dramatically lower in the AV-trained participants. During Period-2 AO training, the AV-AO participants obtained significantly higher AO test scores, demonstrating their ability to learn the auditory speech. Across both orders of training, whenever training was AV, AO test scores were significantly lower than training scores. Experiment 2 repeated the procedures with vocoded speech and 43 normal-hearing adults. Following AV training, their AO test scores were as high as or higher than following AO training. Also, their CVCVC identification scores patterned differently than those of the cochlear implant users. In Experiment 1, initial consonants were most accurate, and in Experiment 2, medial consonants were most accurate. We suggest that our results are consistent with a multisensory reverse hierarchy theory, which predicts that, whenever possible, perceivers carry out perceptual tasks immediately based on the experience and biases they bring to the task. We

  15. Spatial Visualization Learning in Engineering: Traditional Methods vs. a Web-Based Tool

    ERIC Educational Resources Information Center

    Pedrosa, Carlos Melgosa; Barbero, Basilio Ramos; Miguel, Arturo Román

    2014-01-01

    This study compares an interactive learning manager for graphic engineering to develop spatial vision (ILMAGE_SV) to traditional methods. ILMAGE_SV is an asynchronous web-based learning tool that allows the manipulation of objects with a 3D viewer, self-evaluation, and continuous assessment. In addition, student learning may be monitored, which…

  16. The shape of ears to come: dynamic coding of auditory space.

    PubMed

    King, A J.; Schnupp, J W.H.; Doubell, T P.

    2001-06-01

    In order to pinpoint the location of a sound source, we make use of a variety of spatial cues that arise from the direction-dependent manner in which sounds interact with the head, torso and external ears. Accurate sound localization relies on the neural discrimination of tiny differences in the values of these cues and requires that the brain circuits involved be calibrated to the cues experienced by each individual. There is growing evidence that the capacity for recalibrating auditory localization continues well into adult life. Many details of how the brain represents auditory space and of how those representations are shaped by learning and experience remain elusive. However, it is becoming increasingly clear that the task of processing auditory spatial information is distributed over different regions of the brain, some working hierarchically, others independently and in parallel, and each apparently using different strategies for encoding sound source location. PMID:11390297

  17. Cardiovascular Fitness and Cognitive Spatial Learning in Rodents and in Humans

    PubMed Central

    Barak, Boaz; Feldman, Noa

    2015-01-01

    The association between cardiovascular fitness and cognitive functions in both animals and humans is intensely studied. Research in rodents shows that a higher cardiovascular fitness has beneficial effects on hippocampus-dependent spatial abilities, and the underlying mechanisms were largely teased out. Research into the impact of cardiovascular fitness on spatial learning in humans, however, is more limited, and involves mostly behavioral and imaging studies. Herein, we point out the state of the art in the field of spatial learning and cardiovascular fitness. The differences between the methodologies utilized to study spatial learning in humans and rodents are emphasized along with the neuronal basis of these tasks. Critical gaps in the study of spatial learning in the context of cardiovascular fitness between the two species are discussed. PMID:25227128

  18. Auditory system

    NASA Technical Reports Server (NTRS)

    Ades, H. W.

    1973-01-01

    The physical correlations of hearing, i.e. the acoustic stimuli, are reported. The auditory system, consisting of external ear, middle ear, inner ear, organ of Corti, basilar membrane, hair cells, inner hair cells, outer hair cells, innervation of hair cells, and transducer mechanisms, is discussed. Both conductive and sensorineural hearing losses are also examined.

  19. Auditory synesthesias.

    PubMed

    Afra, Pegah

    2015-01-01

    Synesthesia is experienced when sensory stimulation of one sensory modality (the inducer) elicits an involuntary or automatic sensation in another sensory modality or different aspect of the same sensory modality (the concurrent). Auditory synesthesias (AS) occur when auditory stimuli trigger a variety of concurrents, or when non-auditory sensory stimulations trigger auditory synesthetic perception. The AS are divided into three types: developmental, acquired, and induced. Developmental AS are not a neurologic disorder but a different way of experiencing one's environment. They are involuntary and highly consistent experiences throughout one's life. Acquired AS have been reported in association with neurologic diseases that cause deafferentation of anterior optic pathways, with pathologic lesions affecting the central nervous system (CNS) outside of the optic pathways, as well as non-lesional cases associated with migraine, and epilepsy. It also has been reported with mood disorders as well as a single idiopathic case. Induced AS has been reported in experimental and postsurgical blindfolding, as well as intake of hallucinogenics or psychedelics. In this chapter the three different types of synesthesia, their characteristics, and phenomologic differences, as well as their possible neural mechanisms are discussed. PMID:25726281

  20. Stills, Not Full Motion, for Interactive Spatial Training: American, Turkish and Taiwanese Female Pre-Service Teachers Learn Spatial Visualization

    ERIC Educational Resources Information Center

    Smith, Glenn Gordon; Gerretson, Helen; Olkun, Sinan; Yuan, Yuan; Dogbey, James; Erdem, Aliye

    2009-01-01

    This study investigated how female elementary education pre-service teachers in the United States, Turkey and Taiwan learned spatial skills from structured activities involving discrete, as opposed to continuous, transformations in interactive computer programs, and how these activities transferred to non-related standardized tests of spatial…

  1. How spatial abilities and dynamic visualizations interplay when learning functional anatomy with 3D anatomical models.

    PubMed

    Berney, Sandra; Bétrancourt, Mireille; Molinari, Gaëlle; Hoyek, Nady

    2015-01-01

    The emergence of dynamic visualizations of three-dimensional (3D) models in anatomy curricula may be an adequate solution for spatial difficulties encountered with traditional static learning, as they provide direct visualization of change throughout the viewpoints. However, little research has explored the interplay between learning material presentation formats, spatial abilities, and anatomical tasks. First, to understand the cognitive challenges a novice learner would be faced with when first exposed to 3D anatomical content, a six-step cognitive task analysis was developed. Following this, an experimental study was conducted to explore how presentation formats (dynamic vs. static visualizations) support learning of functional anatomy, and affect subsequent anatomical tasks derived from the cognitive task analysis. A second aim was to investigate the interplay between spatial abilities (spatial visualization and spatial relation) and presentation formats when the functional anatomy of a 3D scapula and the associated shoulder flexion movement are learned. Findings showed no main effect of the presentation formats on performances, but revealed the predictive influence of spatial visualization and spatial relation abilities on performance. However, an interesting interaction between presentation formats and spatial relation ability for a specific anatomical task was found. This result highlighted the influence of presentation formats when spatial abilities are involved as well as the differentiated influence of spatial abilities on anatomical tasks. PMID:25689057

  2. Experiential Learning, Spatial Practice, and Critical Urban Geographies

    ERIC Educational Resources Information Center

    Elwood, Sarah A.

    2004-01-01

    Experiential learning pedagogies are being adopted across undergraduate education and touted as an effective strategy for enhancing student learning. This paper develops an explanation for how and why such pedagogies can foster students' critical thinking and learning. Drawing on data collected from first-year students in "field based" urban…

  3. Interaction between Locale and Taxon Strategies in Human Spatial Learning

    ERIC Educational Resources Information Center

    Redhead, Edward S.; Hamilton, Derek A.

    2007-01-01

    Three computer-based experiments which tested human participants in a non-immersive virtual watermaze task sought to determine factors which dictate whether the presence of a visual platform disrupts locale learning and taxon learning. In Experiment 1, the visible platform disrupted locale but not taxon learning based on viewpoint-independent and…

  4. Spatial tuning and brain state account for dorsal hippocampal CA1 activity in a non-spatial learning task

    PubMed Central

    Shan, Kevin Q; Lubenov, Evgueniy V; Papadopoulou, Maria; Siapas, Athanassios G

    2016-01-01

    The hippocampus is a brain area crucial for episodic memory in humans. In contrast, studies in rodents have highlighted its role in spatial learning, supported by the discovery of place cells. Efforts to reconcile these views have found neurons in the rodent hippocampus that respond to non-spatial events but have not unequivocally dissociated the spatial and non-spatial influences on these cells. To disentangle these influences, we trained freely moving rats in trace eyeblink conditioning, a hippocampally dependent task in which the animal learns to blink in response to a tone. We show that dorsal CA1 pyramidal neurons are all place cells, and do not respond to the tone when the animal is moving. When the animal is inactive, the apparent tone-evoked responses reflect an arousal-mediated resumption of place-specific firing. These results suggest that one of the main output stages of the hippocampus transmits only spatial information, even in this non-spatial task. DOI: http://dx.doi.org/10.7554/eLife.14321.001 PMID:27487561

  5. Spatial tuning and brain state account for dorsal hippocampal CA1 activity in a non-spatial learning task.

    PubMed

    Shan, Kevin Q; Lubenov, Evgueniy V; Papadopoulou, Maria; Siapas, Athanassios G

    2016-01-01

    The hippocampus is a brain area crucial for episodic memory in humans. In contrast, studies in rodents have highlighted its role in spatial learning, supported by the discovery of place cells. Efforts to reconcile these views have found neurons in the rodent hippocampus that respond to non-spatial events but have not unequivocally dissociated the spatial and non-spatial influences on these cells. To disentangle these influences, we trained freely moving rats in trace eyeblink conditioning, a hippocampally dependent task in which the animal learns to blink in response to a tone. We show that dorsal CA1 pyramidal neurons are all place cells, and do not respond to the tone when the animal is moving. When the animal is inactive, the apparent tone-evoked responses reflect an arousal-mediated resumption of place-specific firing. These results suggest that one of the main output stages of the hippocampus transmits only spatial information, even in this non-spatial task. PMID:27487561

  6. Learning through EC directive based SEA in spatial planning? Evidence from the Brunswick Region in Germany

    SciTech Connect

    Fischer, Thomas B.; Kidd, Sue; Jha-Thakur, Urmila; Gazzola, Paola; Peel, Deborah

    2009-11-15

    This paper presents results of an international comparative research project, funded by the UK Economic and Social Research Council (ESRC) and the Academy for Sustainable Communities (ASC) on the 'learning potential of appraisal (strategic environmental assessment - SEA) in spatial planning'. In this context, aspects of 'single-loop' and 'double-loop' learning, as well as of individual, organisational and social learning are discussed for emerging post-EC Directive German practice in the planning region (Zweckverband) of Brunswick (Braunschweig), focusing on four spatial plan SEAs from various administrative levels in the region. It is found that whilst SEA is able to lead to plan SEA specific knowledge acquisition, comprehension, application and analysis ('single-loop learning'), it is currently resulting only occasionally in wider synthesis and evaluation ('double-loop learning'). Furthermore, whilst there is evidence that individual and occasionally organisational learning may be enhanced through SEA, most notably in small municipalities, social learning appears to be happening only sporadically.

  7. Neural Correlates of Reward-Based Spatial Learning in Persons with Cocaine Dependence

    PubMed Central

    Tau, Gregory Z; Marsh, Rachel; Wang, Zhishun; Torres-Sanchez, Tania; Graniello, Barbara; Hao, Xuejun; Xu, Dongrong; Packard, Mark G; Duan, Yunsuo; Kangarlu, Alayar; Martinez, Diana; Peterson, Bradley S

    2014-01-01

    Dysfunctional learning systems are thought to be central to the pathogenesis of and impair recovery from addictions. The functioning of the brain circuits for episodic memory or learning that support goal-directed behavior has not been studied previously in persons with cocaine dependence (CD). Thirteen abstinent CD and 13 healthy participants underwent MRI scanning while performing a task that requires the use of spatial cues to navigate a virtual-reality environment and find monetary rewards, allowing the functional assessment of the brain systems for spatial learning, a form of episodic memory. Whereas both groups performed similarly on the reward-based spatial learning task, we identified disturbances in brain regions involved in learning and reward in CD participants. In particular, CD was associated with impaired functioning of medial temporal lobe (MTL), a brain region that is crucial for spatial learning (and episodic memory) with concomitant recruitment of striatum (which normally participates in stimulus-response, or habit, learning), and prefrontal cortex. CD was also associated with enhanced sensitivity of the ventral striatum to unexpected rewards but not to expected rewards earned during spatial learning. We provide evidence that spatial learning in CD is characterized by disturbances in functioning of an MTL-based system for episodic memory and a striatum-based system for stimulus-response learning and reward. We have found additional abnormalities in distributed cortical regions. Consistent with findings from animal studies, we provide the first evidence in humans describing the disruptive effects of cocaine on the coordinated functioning of multiple neural systems for learning and memory. PMID:23917430

  8. The Effects of Training in Discrimination of Pitches on the Ability to Discriminate Speech Sounds in Primary Age Children Classified as Learning Disabled in the Area of Auditory Discrimination.

    ERIC Educational Resources Information Center

    Baxley, Barbara L.

    The paper reports on a study in which 64 students (6-9 years old) identified as learning disabled in the area of auditory discrimination were trained to discriminate musical pitches in order to assess effects on speech discrimination. A detailed review of the literature is presented regarding the use of music in remediation, the definition of…

  9. Early gamma oscillations during rapid auditory processing in children with a language-learning impairment: Changes in neural mass activity after training

    PubMed Central

    Heim, Sabine; Keil, Andreas; Choudhury, Naseem; Friedman, Jennifer Thomas; Benasich, April A.

    2013-01-01

    Children with language-learning impairment (LLI) have consistently shown difficulty with tasks requiring precise, rapid auditory processing. Remediation based on neural plasticity assumes that the temporal precision of neural coding can be improved by intensive training protocols. Here, we examined the extent to which early oscillatory responses in auditory cortex change after audio-visual training, using combined source modeling and time-frequency analysis of the human electroencephalogram (EEG). Twenty-one elementary school students diagnosed with LLI underwent the intervention for an average of 32 days. Pre- and post-training assessments included standardized language/literacy tests and EEG recordings in response to fast-rate tone doublets. Twelve children with typical language development were also tested twice, with no intervention given. Behaviorally, improvements on measures of language were observed in the LLI group following completion of training. During the first EEG assessment, we found reduced amplitude and phase-locking of early (45–75 ms) oscillations in the gamma-band range (29–52 Hz), specifically in the LLI group, for the second stimulus of the tone doublet. Amplitude reduction for the second tone was no longer evident for the LLI children post-intervention, although these children still exhibited attenuated phase-locking. Our findings suggest that specific aspects of inefficient sensory cortical processing in LLI are ameliorated after training. PMID:23352997

  10. Early gamma oscillations during rapid auditory processing in children with a language-learning impairment: changes in neural mass activity after training.

    PubMed

    Heim, Sabine; Keil, Andreas; Choudhury, Naseem; Thomas Friedman, Jennifer; Benasich, April A

    2013-04-01

    Children with language-learning impairment (LLI) have consistently shown difficulty with tasks requiring precise, rapid auditory processing. Remediation based on neural plasticity assumes that the temporal precision of neural coding can be improved by intensive training protocols. Here, we examined the extent to which early oscillatory responses in auditory cortex change after audio-visual training, using combined source modeling and time-frequency analysis of the human electroencephalogram (EEG). Twenty-one elementary school students diagnosed with LLI underwent the intervention for an average of 32 days. Pre- and post-training assessments included standardized language/literacy tests and EEG recordings in response to fast-rate tone doublets. Twelve children with typical language development were also tested twice, with no intervention given. Behaviorally, improvements on measures of language were observed in the LLI group following completion of training. During the first EEG assessment, we found reduced amplitude and phase-locking of early (45-75 ms) oscillations in the gamma-band range (29-52 Hz), specifically in the LLI group, for the second stimulus of the tone doublet. Amplitude reduction for the second tone was no longer evident for the LLI children post-intervention, although these children still exhibited attenuated phase-locking. Our findings suggest that specific aspects of inefficient sensory cortical processing in LLI are ameliorated after training. PMID:23352997

  11. A comparison of egocentric and allocentric age-dependent spatial learning in the beagle dog.

    PubMed

    Christie, Lori-Ann; Studzinski, Christa M; Araujo, Joseph A; Leung, Cleo S K; Ikeda-Douglas, Candace J; Head, Elizabeth; Cotman, Carl W; Milgram, Norton W

    2005-03-01

    Spatial discriminations can be performed using either egocentric information based on body position or allocentric information based on the position of landmarks in the environment. Beagle dogs ranging from 2 to 16 years of age were tested for their ability to learn a novel egocentric spatial discrimination task that used two identical blocks paired in three possible spatial positions (i.e. left, center and right). Dogs were rewarded for responding to an object furthest to either their left or right side. Therefore, when the center location was used, it was correct on half of the trials and incorrect on the other half. Upon successful acquisition of the task, the reward contingencies were reversed, and the dogs were rewarded for responding to the opposite side. A subset of dogs was also tested on an allocentric spatial discrimination task, landmark discrimination. Egocentric spatial reversal learning and allocentric discrimination learning both showed a significant age-dependent decline, while initial egocentric learning appeared to be age-insensitive. Intra-subject correlation analyses revealed a significant relationship between egocentric reversal learning and allocentric learning. However, the correlation only accounted for a small proportion of the variance, suggesting that although there might be some common mechanism underlying acquisition of the two tasks, additional unique neural substrates were involved depending on whether allocentric or egocentric spatial information processing was required. PMID:15795044

  12. Mineralocorticoid receptors guide spatial and stimulus-response learning in mice.

    PubMed

    Arp, J Marit; ter Horst, Judith P; Kanatsou, Sofia; Fernández, Guillén; Joëls, Marian; Krugers, Harm J; Oitzl, Melly S

    2014-01-01

    Adrenal corticosteroid hormones act via mineralocorticoid (MR) and glucocorticoid receptors (GR) in the brain, influencing learning and memory. MRs have been implicated in the initial behavioral response in novel situations, which includes behavioral strategies in learning tasks. Different strategies can be used to solve navigational tasks, for example hippocampus-dependent spatial or striatum-dependent stimulus-response strategies. Previous studies suggested that MRs are involved in spatial learning and induce a shift between learning strategies when animals are allowed a choice between both strategies. In the present study, we further explored the role of MRs in spatial and stimulus-response learning in two separate circular holeboard tasks using female mice with forebrain-specific MR deficiency and MR overexpression and their wildtype control littermates. In addition, we studied sex-specific effects using male and female MR-deficient mice. First, we found that MR-deficient compared to control littermates and MR-overexpressing mice display altered exploratory and searching behavior indicative of impaired acquisition of novel information. Second, female (but not male) MR-deficient mice were impaired in the spatial task, while MR-overexpressing female mice showed improved performance in the spatial task. Third, MR-deficient mice were also impaired in the stimulus-response task compared to controls and (in the case of females) MR-overexpressing mice. We conclude that MRs are important for coordinating the processing of information relevant for spatial as well as stimulus-response learning. PMID:24465979

  13. Women Match Men when Learning a Spatial Skill

    ERIC Educational Resources Information Center

    Spence, Ian; Yu, Jingjie Jessica; Feng, Jing; Marshman, Jeff

    2009-01-01

    Meta-analytic studies have concluded that although training improves spatial cognition in both sexes, the male advantage generally persists. However, because some studies run counter to this pattern, a closer examination of the anomaly is warranted. The authors investigated the acquisition of a basic skill (spatial selective attention) using a…

  14. Medial Auditory Thalamus Is Necessary for Acquisition and Retention of Eyeblink Conditioning to Cochlear Nucleus Stimulation

    ERIC Educational Resources Information Center

    Halverson, Hunter E.; Poremba, Amy; Freeman, John H.

    2015-01-01

    Associative learning tasks commonly involve an auditory stimulus, which must be projected through the auditory system to the sites of memory induction for learning to occur. The cochlear nucleus (CN) projection to the pontine nuclei has been posited as the necessary auditory pathway for cerebellar learning, including eyeblink conditioning.…

  15. The Joint Role of Spatial Ability and Imagery Strategy in Sustaining the Learning of Spatial Descriptions under Spatial Interference

    ERIC Educational Resources Information Center

    Meneghetti, Chiara; De Beni, Rossana; Gyselinck, Valerie; Pazzaglia, Francesca

    2013-01-01

    The present study investigates the joint role of spatial ability, imagery strategy and visuospatial working memory (VSWM) in spatial text processing. A set of 180 participants, half of them trained on the use of imagery strategy (training vs no-training groups), was further divided according to participants' high or low mental rotation ability…

  16. Effective Teaching Strategies for Gifted/Learning-Disabled Students with Spatial Strengths

    ERIC Educational Resources Information Center

    Mann, Rebecca L.

    2006-01-01

    This study sought to determine effective teaching strategies for use with high-ability students who have spatial strengths and sequential weaknesses. Gifted students with spatial strengths and weak verbal skills often struggle in the traditional classroom. Their learning style enables them to grasp complex systems and excel at higher levels of…

  17. MICROINJECTION OF DYNORPHIN INTO THE HIPPOCAMPUS IMPAIRS SPATIAL LEARNING IN RATS

    EPA Science Inventory

    The effect of hippocampal dynorphin administration on learning and memory was examined in spatial and nonspatial tasks. ilateral infusion of dynorphin A(1-8)(DYN; 10 or 20 ug in one ul) into the dorsal hippocampus resulted in dose-related impairment of spatial working memory in a...

  18. Rhesus Monkeys (Macaca Mulatta) Maintain Learning Set Despite Second-Order Stimulus-Response Spatial Discontiguity

    ERIC Educational Resources Information Center

    Beran, Michael J.; Washburn, David A.; Rumbaugh, Duane M.

    2007-01-01

    In many discrimination-learning tests, spatial separation between stimuli and response loci disrupts performance in rhesus macaques. However, monkeys are unaffected by such stimulus-response spatial discontiguity when responses occur through joystick-based computerized movement of a cursor. To examine this discrepancy, five monkeys were tested on…

  19. Spatial Abilities in an Elective Course of Applied Anatomy after a Problem-Based Learning Curriculum

    ERIC Educational Resources Information Center

    Langlois, Jean; Wells, George A.; Lecourtois, Marc; Bergeron, Germain; Yetisir, Elizabeth; Martin, Marcel

    2009-01-01

    A concern on the level of anatomy knowledge reached after a problem-based learning curriculum has been documented in the literature. Spatial anatomy, arguably the highest level in anatomy knowledge, has been related to spatial abilities. Our first objective was to test the hypothesis that residents are interested in a course of applied anatomy…

  20. Improving Social Interactions in Virtual Learning Environments: Guidance on Spatial Factors for Online Teachers

    ERIC Educational Resources Information Center

    Hernandez-Serrano, Maria Jose; Gonzales-Sanchez, Margarita

    2011-01-01

    This paper reports on a project in which students' interactions with learning environments are investigated from the perspective of the spatial factors. Our research examines a significant dimension generated under the interrelationship between the subject and the virtual space, by establishing that spatial dimensions may determine the level of…

  1. Probing the Relationship between Process of Spatial Problems Solving and Science Learning: An Eye Tracking Approach

    ERIC Educational Resources Information Center

    Chen, Yi-Chun; Yang, Fang-Ying

    2014-01-01

    There were two purposes in the study. One was to explore the cognitive activities during spatial problem solving and the other to probe the relationship between spatial ability and science concept learning. Twenty university students participated in the study. The Purdue Visualization of Rotations Test (PVRT) was used to assess the spatial…

  2. Learning to Think Spatially: What Do Students "See" in Numeracy Test Items?

    ERIC Educational Resources Information Center

    Diezmann, Carmel M.; Lowrie, Tom

    2012-01-01

    Learning to think spatially in mathematics involves developing proficiency with graphics. This paper reports on 2 investigations of spatial thinking and graphics. The first investigation explored the importance of graphics as 1 of 3 communication systems (i.e. text, symbols, graphics) used to provide information in numeracy test items. The results…

  3. Acquiring New Spatial Intuitions: Learning to Reason about Rotations

    ERIC Educational Resources Information Center

    Pani, John R.; Chariker, Julia H.; Dawson, Thomas E.; Johnson, Nathan

    2005-01-01

    There are certain simple rotations of objects that most people cannot reason about accurately. Reliable gaps in the understanding of a fundamental physical domain raise the question of how learning to reason in that domain might proceed. Using virtual reality techniques, this project investigated the nature of learning to reason across the domain…

  4. How Spatial Abilities and Dynamic Visualizations Interplay When Learning Functional Anatomy with 3D Anatomical Models

    ERIC Educational Resources Information Center

    Berney, Sandra; Bétrancourt, Mireille; Molinari, Gaëlle; Hoyek, Nady

    2015-01-01

    The emergence of dynamic visualizations of three-dimensional (3D) models in anatomy curricula may be an adequate solution for spatial difficulties encountered with traditional static learning, as they provide direct visualization of change throughout the viewpoints. However, little research has explored the interplay between learning material…

  5. FORMATION OF SPATIAL REVERSAL LEARNING SETS IN RATS: COMPARISON OF INSTRUMENTAL AND AUTOMAINTENANCE PROCEDURES

    EPA Science Inventory

    Spatial discriminations were acquired by rats through repeated pairings of the retraction of a response lever with food; serial reversals of these discriminations were used to generate an automaintained reversal learning set. This learning set was compared to that obtained with a...

  6. Comparison of Visual-Spatial Performance Strategy Training in Children with Turner Syndrome and Learning Disabilities.

    ERIC Educational Resources Information Center

    Williams, Janet K.; And Others

    1992-01-01

    Thirteen females with Turner syndrome, 13 females with nonverbal learning disabilities, and 14 males with nonverbal learning disabilities, ages 7-14, were taught via a cognitive behavioral modification approach to verbally mediate a spatial matching task. All three groups showed significant task improvement after the training, with no significant…

  7. How Do Biases in Spatial Memory Change as Children and Adults Are Learning Locations?

    ERIC Educational Resources Information Center

    Recker, Kara M.; Plumert, Jodie M.; Hund, Alycia M.; Reimer, Rachel

    2007-01-01

    This investigation tracked changes in categorical bias (i.e., placing objects belonging to the same spatial group closer together than they really are) while 7-, 9-, and 11-year-olds and adults were learning a set of locations. Participants learned the locations of 20 objects marked by dots on the floor of an open square box divided into…

  8. Gene delivery of Homer1c rescues spatial learning in a rodent model of cognitive aging.

    PubMed

    Gerstein, Hilary; Lindstrom, Mary J; Burger, Corinna

    2013-08-01

    Homer1c has been shown to play a role in learning and memory. Overexpression of Homer1c in the hippocampus can improve memory in normal rats and can also rescue spatial learning deficits in Homer1 knockout mice. In a previous study, we found that Homer1c mRNA is upregulated after a spatial learning paradigm in aged rats that successfully learn the task, when compared to aged rats that are learning-impaired (AI). This study was designed to validate the role of Homer1c in successful cognitive aging. In this article, we report that gene delivery of Homer1c into the hippocampus of aged learning-impaired rats significantly improves individual performance on an object location memory task. The learning ability of these rats on the Morris Water Maze was also superior to that of AI control rats. In summary, using 2 independent spatial memory tasks, we demonstrate that Homer1c is sufficient to improve the spatial learning deficits in a rodent model of cognitive aging. These results point to Homer1c as a potential therapeutic target for improving age-related cognitive impairment. PMID:23523268

  9. AUDITORY CORTICAL PLASTICITY: DOES IT PROVIDE EVIDENCE FOR COGNITIVE PROCESSING IN THE AUDITORY CORTEX?

    PubMed Central

    Irvine, Dexter R. F.

    2007-01-01

    The past 20 years have seen substantial changes in our view of the nature of the processing carried out in auditory cortex. Some processing of a cognitive nature, previously attributed to higher order “association” areas, is now considered to take place in auditory cortex itself. One argument adduced in support of this view is the evidence indicating a remarkable degree of plasticity in the auditory cortex of adult animals. Such plasticity has been demonstrated in a wide range of paradigms, in which auditory input or the behavioural significance of particular inputs is manipulated. Changes over the same time period in our conceptualization of the receptive fields of cortical neurons, and well-established mechanisms for use-related changes in synaptic function, can account for many forms of auditory cortical plasticity. On the basis of a review of auditory cortical plasticity and its probable mechanisms, it is argued that only plasticity associated with learning tasks provides a strong case for cognitive processing in auditory cortex. Even in this case the evidence is indirect, in that it has not yet been established that the changes in auditory cortex are necessary for behavioural learning and memory. Although other lines of evidence provide convincing support for cognitive processing in auditory cortex, that provided by auditory cortical plasticity remains equivocal. PMID:17303356

  10. LAMP: 100+ Systematic Exercise Lessons for Developing Linguistic Auditory Memory Patterns in Beginning Readers.

    ERIC Educational Resources Information Center

    Valett, Robert E.

    Research findings on auditory sequencing and auditory blending and fusion, auditory-visual integration, and language patterns are presented in support of the Linguistic Auditory Memory Patterns (LAMP) program. LAMP consists of 100 developmental lessons for young students with learning disabilities or language problems. The lessons are included in…

  11. Sleep deprivation impairs spatial retrieval but not spatial learning in the non-human primate grey mouse lemur.

    PubMed

    Rahman, Anisur; Languille, Solène; Lamberty, Yves; Babiloni, Claudio; Perret, Martine; Bordet, Regis; Blin, Olivier J; Jacob, Tom; Auffret, Alexandra; Schenker, Esther; Richardson, Jill; Pifferi, Fabien; Aujard, Fabienne

    2013-01-01

    A bulk of studies in rodents and humans suggest that sleep facilitates different phases of learning and memory process, while sleep deprivation (SD) impairs these processes. Here we tested the hypothesis that SD could alter spatial learning and memory processing in a non-human primate, the grey mouse lemur (Microcebus murinus), which is an interesting model of aging and Alzheimer's disease (AD). Two sets of experiments were performed. In a first set of experiments, we investigated the effects of SD on spatial learning and memory retrieval after one day of training in a circular platform task. Eleven male mouse lemurs aged between 2 to 3 years were tested in three different conditions: without SD as a baseline reference, 8 h of SD before the training and 8 h of SD before the testing. The SD was confirmed by electroencephalographic recordings. Results showed no effect of SD on learning when SD was applied before the training. When the SD was applied before the testing, it induced an increase of the amount of errors and of the latency prior to reach the target. In a second set of experiments, we tested the effect of 8 h of SD on spatial memory retrieval after 3 days of training. Twenty male mouse lemurs aged between 2 to 3 years were tested in this set of experiments. In this condition, the SD did not affect memory retrieval. This is the first study that documents the disruptive effects of the SD on spatial memory retrieval in this primate which may serve as a new validated challenge to investigate the effects of new compounds along physiological and pathological aging. PMID:23717620

  12. Hippocampal expression of c-fos is not essential for spatial learning.

    PubMed

    Zhang, Jianhua; McQuade, Jill M Slane; Vorhees, Charles V; Xu, Ming

    2002-11-01

    The formation of long-term memory is thought to involve underlying changes in synaptic strength. Many studies have focused on the mechanisms of spatial learning behavior in mammals that is critically dependent on the proper function of the hippocampus. Because of the enduring nature of long-term memory, it is thought that gene expression is involved in this process. The immediate early gene (IEG) c-fos encodes a transcription factor. The c-Fos proteins form heterodimeric proteins with the c-Jun family proteins and the resulting AP-1 transcription complex plays a key role in coupling short-term events elicited by stimuli received at the cell membrane to long-term neuroplastic changes by regulating gene expression. c-fos is induced in the hippocampus after spatial learning. Despite this knowledge, the precise role of c-fos in memory formation and the underlying mechanisms remain unknown. To start investigating the role of c-fos in learning and memory and underlying mechanisms, we evaluated spatial learning capabilities using mice carrying a hippocampal region-specific mutation of c-fos. We found that the c-fos mutant mice exhibit normal spatial learning behaviors in both the Morris water maze and the Barnes maze tests compared to control mice. Our results suggest that hippocampal c-fos expression is not essential for spatial learning. PMID:12211087

  13. Modulation of spatial attention by goals, statistical learning, and monetary reward.

    PubMed

    Jiang, Yuhong V; Sha, Li Z; Remington, Roger W

    2015-10-01

    This study documented the relative strength of task goals, visual statistical learning, and monetary reward in guiding spatial attention. Using a difficult T-among-L search task, we cued spatial attention to one visual quadrant by (i) instructing people to prioritize it (goal-driven attention), (ii) placing the target frequently there (location probability learning), or (iii) associating that quadrant with greater monetary gain (reward-based attention). Results showed that successful goal-driven attention exerted the strongest influence on search RT. Incidental location probability learning yielded a smaller though still robust effect. Incidental reward learning produced negligible guidance for spatial attention. The 95 % confidence intervals of the three effects were largely nonoverlapping. To understand these results, we simulated the role of location repetition priming in probability cuing and reward learning. Repetition priming underestimated the strength of location probability cuing, suggesting that probability cuing involved long-term statistical learning of how to shift attention. Repetition priming provided a reasonable account for the negligible effect of reward on spatial attention. We propose a multiple-systems view of spatial attention that includes task goals, search habit, and priming as primary drivers of top-down attention. PMID:26105657

  14. Near or far: The effect of spatial distance and vocabulary knowledge on word learning.

    PubMed

    Axelsson, Emma L; Perry, Lynn K; Scott, Emilly J; Horst, Jessica S

    2016-01-01

    The current study investigated the role of spatial distance in word learning. Two-year-old children saw three novel objects named while the objects were either in close proximity to each other or spatially separated. Children were then tested on their retention for the name-object associations. Keeping the objects spatially separated from each other during naming was associated with increased retention for children with larger vocabularies. Children with a lower vocabulary size demonstrated better retention if they saw objects in close proximity to each other during naming. This demonstrates that keeping a clear view of objects during naming improves word learning for children who have already learned many words, but keeping objects within close proximal range is better for children at earlier stages of vocabulary acquisition. The effect of distance is therefore not equal across varying vocabulary sizes. The influences of visual crowding, cognitive load, and vocabulary size on word learning are discussed. PMID:26629672

  15. Temporal and Region-Specific Requirements of αCaMKII in Spatial and Contextual Learning

    PubMed Central

    Achterberg, Katharina G.; Buitendijk, Gabriëlle H.S.; Kool, Martijn J.; Goorden, Susanna M.I.; Post, Laura; Slump, Denise E.; Silva, Alcino J.; van Woerden, Geeske M.

    2014-01-01

    The α isoform of the calcium/calmodulin-dependent protein kinase II (αCaMKII) has been implicated extensively in molecular and cellular mechanisms underlying spatial and contextual learning in a wide variety of species. Germline deletion of Camk2a leads to severe deficits in spatial and contextual learning in mice. However, the temporal and region-specific requirements for αCaMKII have remained largely unexplored. Here, we generated conditional Camk2a mutants to examine the influence of spatially restricted and temporally controlled expression of αCaMKII. Forebrain-specific deletion of the Camk2a gene resulted in severe deficits in water maze and contextual fear learning, whereas mice with deletion restricted to the cerebellum learned normally. Furthermore, we found that temporally controlled deletion of the Camk2a gene in adult mice is as detrimental as germline deletion for learning and synaptic plasticity. Together, we confirm the requirement for αCaMKII in the forebrain, but not the cerebellum, in spatial and contextual learning. Moreover, we highlight the absolute requirement for intact αCaMKII expression at the time of learning. PMID:25143599

  16. Auditory, tactile, and audiotactile information processing following visual deprivation.

    PubMed

    Occelli, Valeria; Spence, Charles; Zampini, Massimiliano

    2013-01-01

    We highlight the results of those studies that have investigated the plastic reorganization processes that occur within the human brain as a consequence of visual deprivation, as well as how these processes give rise to behaviorally observable changes in the perceptual processing of auditory and tactile information. We review the evidence showing that visual deprivation affects the establishment of the spatial coordinate systems involved in the processing of auditory and tactile inputs within the peripersonal space around an individual. In blind individuals, the absence of a conjoint activation of external coordinate systems across modalities co-occurs with a higher capacity to direct auditory and tactile attentional resources to different spatial locations and to ignore irrelevant distractors. Both processes could thus contribute to the reduced spatial multisensory binding that has been observed in those who are blind. The interplay between auditory and tactile information in visually deprived individuals is modulated by attentional factors. Blind individuals typically outperform sighted people in those tasks where the target is presented in one sensory modality (and the other modality acts as a distractor). By contrast, they are less efficient in tasks explicitly requiring the combination of information across sensory modalities. The review highlights how these behavioral effects are subserved by extensive plastic changes at the neural level, with brain areas traditionally involved in visual functioning switching and being recruited for the processing of stimuli within the intact residual senses. We also discuss the roles played by other intervening factors with regard to compensatory mechanisms, such as previous visual experience, age at onset of blindness, and learning effects. PMID:22612281

  17. Hippocampal synaptic plasticity: role in spatial learning or the automatic recording of attended experience?

    PubMed Central

    Morris, R G; Frey, U

    1997-01-01

    Allocentric spatial learning can sometimes occur in one trial. The incorporation of information into a spatial representation may, therefore, obey a one-trial correlational learning rule rather than a multi-trial error-correcting rule. It has been suggested that physiological implementation of such a rule could be mediated by N-methyl-D-aspartate (NMDA) receptor-dependent long-term potentiation (LTP) in the hippocampus, as its induction obeys a correlational type of synaptic learning rule. Support for this idea came originally from the finding that intracerebral infusion of the NMDA antagonist AP5 impairs spatial learning, but studies summarized in the first part of this paper have called it into question. First, rats previously given experience of spatial learning in a watermaze can learn a new spatial reference memory task at a normal rate despite an appreciable NMDA receptor blockade. Second, the classical phenomenon of 'blocking' occurs in spatial learning. The latter finding implies that spatial learning can also be sensitive to an animal's expectations about reward and so depend on more than the detection of simple spatial correlations. In this paper a new hypothesis is proposed about the function of hippocampal LTP. This hypothesis retains the idea that LTP subserves rapid one-trial memory, but abandons the notion that it serves any specific role in the geometric aspects of spatial learning. It is suggested that LTP participates in the automatic recording of attended experience': a subsystem of episodic memory in which events are temporarily remembered in association with the contexts in which they occur. An automatic correlational form of synaptic plasticity is ideally suited to the online registration of context event associations. In support, it is reported that the ability of rats to remember the most recent place they have visited in a familiar environment is exquisitely sensitive to AP5 in a delay-dependent manner. Moreover, new studies of the lasting

  18. Hippocampus-dependent place learning enables spatial flexibility in C57BL6/N mice.

    PubMed

    Kleinknecht, Karl R; Bedenk, Benedikt T; Kaltwasser, Sebastian F; Grünecker, Barbara; Yen, Yi-Chun; Czisch, Michael; Wotjak, Carsten T

    2012-01-01

    Spatial navigation is a fundamental capability necessary in everyday life to locate food, social partners, and shelter. It results from two very different strategies: (1) place learning which enables for flexible way finding and (2) response learning that leads to a more rigid "route following." Despite the importance of knockout techniques that are only available in mice, little is known about mice' flexibility in spatial navigation tasks. Here we demonstrate for C57BL6/N mice in a water-cross maze (WCM) that only place learning enables spatial flexibility and relearning of a platform position, whereas response learning does not. This capability depends on an intact hippocampal formation, since hippocampus lesions by ibotenic acid (IA) disrupted relearning. In vivo manganese-enhanced magnetic resonance imaging revealed a volume loss of ≥60% of the hippocampus as a critical threshold for relearning impairments. In particular the changes in the left ventral hippocampus were indicative of relearning deficits. In summary, our findings establish the importance of hippocampus-dependent place learning for spatial flexibility and provide a first systematic analysis on spatial flexibility in mice. PMID:23293591

  19. Hippocampus-dependent place learning enables spatial flexibility in C57BL6/N mice

    PubMed Central

    Kleinknecht, Karl R.; Bedenk, Benedikt T.; Kaltwasser, Sebastian F.; Grünecker, Barbara; Yen, Yi-Chun; Czisch, Michael; Wotjak, Carsten T.

    2012-01-01

    Spatial navigation is a fundamental capability necessary in everyday life to locate food, social partners, and shelter. It results from two very different strategies: (1) place learning which enables for flexible way finding and (2) response learning that leads to a more rigid “route following.” Despite the importance of knockout techniques that are only available in mice, little is known about mice' flexibility in spatial navigation tasks. Here we demonstrate for C57BL6/N mice in a water-cross maze (WCM) that only place learning enables spatial flexibility and relearning of a platform position, whereas response learning does not. This capability depends on an intact hippocampal formation, since hippocampus lesions by ibotenic acid (IA) disrupted relearning. In vivo manganese-enhanced magnetic resonance imaging revealed a volume loss of ≥60% of the hippocampus as a critical threshold for relearning impairments. In particular the changes in the left ventral hippocampus were indicative of relearning deficits. In summary, our findings establish the importance of hippocampus-dependent place learning for spatial flexibility and provide a first systematic analysis on spatial flexibility in mice. PMID:23293591

  20. Spatial learning of the water maze: progression of brain circuits mapped with cytochrome oxidase histochemistry.

    PubMed

    Conejo, N M; González-Pardo, H; Gonzalez-Lima, F; Arias, J L

    2010-03-01

    The progression of brain circuits involved in spatial learning tasks is still a matter of debate. In addition, the participation of individual regions at different stages of spatial learning remains a controversial issue. In order to address these questions, we used quantitative cytochrome oxidase histochemistry as a metabolic brain mapping method applied to rats (Rattus norvegicus) trained in a water maze for 1, 3 or 5 days of training. Sustained changes throughout training were found in the lateral septal nucleus and anteroventral thalamic nucleus. As compared to naïve or habituation groups, rats with 1 day of training in the spatial learning task showed involvement of the lateral mammillary nucleus, basolateral amygdala and anterodorsal thalamic nucleus. By 5 days of training, there were mean changes in the hippocampal CA3 field and the prefrontal cortex. The regions involved and their pattern of network interactions changed progressively over days of training. At 1-day there was an open serial network of pairwise correlations. At 3-days there was a more closed reciprocal network of intercorrelations. At 5-days there were three separate parallel networks. In addition, brain-behavior correlations showed that CA1 and CA3 hippocampal fields together with the parietal cortex are related to the mastery of the spatial learning task. The present study extends previous findings on the progressive contribution of neural networks to spatial learning. PMID:19969098

  1. Understanding the Correlations Among Undergraduates’ Spatial Reasoning Skills and Their Ability to Learn Astronomy Concepts

    NASA Astrophysics Data System (ADS)

    Heyer, Inge

    2012-01-01

    We tacitly assume that astronomy is a conceptual domain deeply entrenched in three dimensions and that learners need to utilize spatial thinking to develop understanding of the field. In particular, cognitive science generally views students’ spatial thinking abilities as something that can be enhanced through purposeful instruction, whereas aptitude and ability to learn complex ideas might be immutable. Yet, precise investigations into the underlying relationship between students’ spatial reasoning ability and their ability to learn astronomy content in college science classes are beginning to reveal insight into how students cognitively engage in learning astronomy. In support, researchers at the CAPER Center for Astronomy and Physics Education Research conducted a first-steps correlational study of 148 non-science majoring undergraduate students. Using a single group, multiple-measures, longitudinal study design, students’ cognition was measured for pretest and posttest gains in astronomy understanding using established assessment tools, including the Test Of Astronomy STandards (TOAST) over the duration of instruction. In the middle of the semester they were tested for spatial reasoning ability using a subset of reliable spatial thinking assessment tools from the Spatial Intelligence and Learning Center (SILC). Results suggest some instructional techniques can be predicted as successful a priori while others are as yet unresolved. This work was supported, in part, by the Wyoming Excellence in Higher Education Endowment.

  2. Spontaneous fast gamma activity in the septal hippocampal region correlates with spatial learning in humans.

    PubMed

    Cornwell, B R; Overstreet, C; Grillon, C

    2014-03-15

    Hippocampal neuronal populations exhibit multiple kinds of activity patterns, from the dominant theta rhythm during active exploration to high-frequency ripple-like activity during periods of relative inactivity. In animals, evidence is rapidly accruing that these high-frequency ripple activity patterns subserve retention of spatial learning performance. In a translational effort to address the possible function of offline hippocampal processes in humans, we measured spontaneous gamma activity during an awake rest period within a virtual spatial learning context. Whole-head magnetoencephalographic (MEG) recordings were taken while healthy participants (N=24) quietly rested (eyes open) between encoding and retrieval phases of a hippocampal-dependent virtual Morris water maze task. Results are that fast gamma activity (80-140 Hz) in the septal or posterior region of the hippocampus (bilaterally) was positively correlated across participants with subsequent within-session spatial learning rate. Fast gamma did not predict initial retrieval performance following rest, failing to provide evidence of a direct link between spontaneous high-frequency activity patterns during awake rest and consolidation of previous spatial memories. The findings nevertheless are consistent with a prospective role for offline human hippocampal processes in spatial learning and indicate that higher spontaneous gamma activity in the septal hippocampal region is related to faster updating of spatial knowledge in familiar virtual surroundings. PMID:24388977

  3. Hyperspectral imagery super-resolution by compressive sensing inspired dictionary learning and spatial-spectral regularization.

    PubMed

    Huang, Wei; Xiao, Liang; Liu, Hongyi; Wei, Zhihui

    2015-01-01

    Due to the instrumental and imaging optics limitations, it is difficult to acquire high spatial resolution hyperspectral imagery (HSI). Super-resolution (SR) imagery aims at inferring high quality images of a given scene from degraded versions of the same scene. This paper proposes a novel hyperspectral imagery super-resolution (HSI-SR) method via dictionary learning and spatial-spectral regularization. The main contributions of this paper are twofold. First, inspired by the compressive sensing (CS) framework, for learning the high resolution dictionary, we encourage stronger sparsity on image patches and promote smaller coherence between the learned dictionary and sensing matrix. Thus, a sparsity and incoherence restricted dictionary learning method is proposed to achieve higher efficiency sparse representation. Second, a variational regularization model combing a spatial sparsity regularization term and a new local spectral similarity preserving term is proposed to integrate the spectral and spatial-contextual information of the HSI. Experimental results show that the proposed method can effectively recover spatial information and better preserve spectral information. The high spatial resolution HSI reconstructed by the proposed method outperforms reconstructed results by other well-known methods in terms of both objective measurements and visual evaluation. PMID:25608212

  4. Hyperspectral Imagery Super-Resolution by Compressive Sensing Inspired Dictionary Learning and Spatial-Spectral Regularization

    PubMed Central

    Huang, Wei; Xiao, Liang; Liu, Hongyi; Wei, Zhihui

    2015-01-01

    Due to the instrumental and imaging optics limitations, it is difficult to acquire high spatial resolution hyperspectral imagery (HSI). Super-resolution (SR) imagery aims at inferring high quality images of a given scene from degraded versions of the same scene. This paper proposes a novel hyperspectral imagery super-resolution (HSI-SR) method via dictionary learning and spatial-spectral regularization. The main contributions of this paper are twofold. First, inspired by the compressive sensing (CS) framework, for learning the high resolution dictionary, we encourage stronger sparsity on image patches and promote smaller coherence between the learned dictionary and sensing matrix. Thus, a sparsity and incoherence restricted dictionary learning method is proposed to achieve higher efficiency sparse representation. Second, a variational regularization model combing a spatial sparsity regularization term and a new local spectral similarity preserving term is proposed to integrate the spectral and spatial-contextual information of the HSI. Experimental results show that the proposed method can effectively recover spatial information and better preserve spectral information. The high spatial resolution HSI reconstructed by the proposed method outperforms reconstructed results by other well-known methods in terms of both objective measurements and visual evaluation. PMID:25608212

  5. Sex and boldness explain individual differences in spatial learning in a lizard

    PubMed Central

    Carazo, Pau; Noble, Daniel W. A.; Chandrasoma, Dani; Whiting, Martin J.

    2014-01-01

    Understanding individual differences in cognitive performance is a major challenge to animal behaviour and cognition studies. We used the Eastern water skink (Eulamprus quoyii) to examine associations between exploration, boldness and individual variability in spatial learning, a dimension of lizard cognition with important bearing on fitness. We show that males perform better than females in a biologically relevant spatial learning task. This is the first evidence for sex differences in learning in a reptile, and we argue that it is probably owing to sex-specific selective pressures that may be widespread in lizards. Across the sexes, we found a clear association between boldness after a simulated predatory attack and the probability of learning the spatial task. In contrast to previous studies, we found a nonlinear association between boldness and learning: both ‘bold’ and ‘shy’ behavioural types were more successful learners than intermediate males. Our results do not fit with recent predictions suggesting that individual differences in learning may be linked with behavioural types via high–low-risk/reward trade-offs. We suggest the possibility that differences in spatial cognitive performance may arise in lizards as a consequence of the distinct environmental variability and complexity experienced by individuals as a result of their sex and social tactics. PMID:24619443

  6. Visual modulation of auditory responses in the owl inferior colliculus.

    PubMed

    Bergan, Joseph F; Knudsen, Eric I

    2009-06-01

    The barn owl's central auditory system creates a map of auditory space in the external nucleus of the inferior colliculus (ICX). Although the crucial role visual experience plays in the formation and maintenance of this auditory space map is well established, the mechanism by which vision influences ICX responses remains unclear. Surprisingly, previous experiments have found that in the absence of extensive pharmacological manipulation, visual stimuli do not drive neural responses in the ICX. Here we investigated the influence of dynamic visual stimuli on auditory responses in the ICX. We show that a salient visual stimulus, when coincident with an auditory stimulus, can modulate auditory responses in the ICX even though the same visual stimulus may elicit no neural responses when presented alone. For each ICX neuron, the most effective auditory and visual stimuli were located in the same region of space. In addition, the magnitude of the visual modulation of auditory responses was dependent on the context of the stimulus presentation with novel visual stimuli eliciting consistently larger response modulations than frequently presented visual stimuli. Thus the visual modulation of ICX responses is dependent on the characteristics of the visual stimulus as well as on the spatial and temporal correspondence of the auditory and visual stimuli. These results demonstrate moment-to-moment visual enhancements of auditory responsiveness that, in the short-term, increase auditory responses to salient bimodal stimuli and in the long-term could serve to instruct the adaptive auditory plasticity necessary to maintain accurate auditory orienting behavior. PMID:19321633

  7. Women and Spatial Change: Learning Resources for Social Science Courses.

    ERIC Educational Resources Information Center

    Rengert, Arlene C., Ed.; Monk, Janice J., Ed.

    Six units focusing on the effects of spatial change on women are designed to supplement college introductory courses in geography and the social sciences. Unit 1, Woman and Agricultural Landscapes, focuses on how women contributed to landscape change in prehistory, women's impact on the environment, and the hypothesis that women developed…

  8. Sleep Enhances a Spatially Mediated Generalization of Learned Values

    ERIC Educational Resources Information Center

    Javadi, Amir-Homayoun; Tolat, Anisha; Spiers, Hugo J.

    2015-01-01

    Sleep is thought to play an important role in memory consolidation. Here we tested whether sleep alters the subjective value associated with objects located in spatial clusters that were navigated to in a large-scale virtual town. We found that sleep enhances a generalization of the value of high-value objects to the value of locally clustered…

  9. Relationship between Spatial Abilities, Mental Rotation and Functional Anatomy Learning

    ERIC Educational Resources Information Center

    Guillot, Aymeric; Champely, Stephane; Batier, Christophe; Thiriet, Patrice; Collet, Christian

    2007-01-01

    This study investigated the relationship between visuo-spatial representation, mental rotation (MR) and functional anatomy examination results. A total of 184 students completed the Group Embedded Figures Test (GEFT), Mental Rotation Test (MRT) and Gordon Test of Visual Imagery Control. The time spent on personal assignment was also considered.…

  10. Spatial Constraints on Learning in Visual Search: Modeling Contextual Cuing

    ERIC Educational Resources Information Center

    Brady, Timothy F.; Chun, Marvin M.

    2007-01-01

    Predictive visual context facilitates visual search, a benefit termed contextual cuing (M. M. Chun & Y. Jiang, 1998). In the original task, search arrays were repeated across blocks such that the spatial configuration (context) of all of the distractors in a display predicted an embedded target location. The authors modeled existing results using…

  11. Spatial Learning Deficits in Adult Children of Alcoholic Parents.

    ERIC Educational Resources Information Center

    Schandler, Steven L.; And Others

    1991-01-01

    Investigated whether visuospatial deficits displayed by chronic alcoholics are present in persons at risk for alcoholism. Compared 17 social drinkers who were children of alcoholics and 17 who had no family alcoholism history. Visuospatial learning of children of alcoholics was significantly poorer than that of subjects with no family alcoholism…

  12. Spatial Context Learning Survives Interference from Working Memory Load

    ERIC Educational Resources Information Center

    Vickery, Timothy J.; Sussman, Rachel S.; Jiang, Yuhong V.

    2010-01-01

    The human visual system is constantly confronted with an overwhelming amount of information, only a subset of which can be processed in complete detail. Attention and implicit learning are two important mechanisms that optimize vision. This study addressed the relationship between these two mechanisms. Specifically we asked, Is implicit learning…

  13. Location-Aware Mobile Learning of Spatial Algorithms

    ERIC Educational Resources Information Center

    Karavirta, Ville

    2013-01-01

    Learning an algorithm--a systematic sequence of operations for solving a problem with given input--is often difficult for students due to the abstract nature of the algorithms and the data they process. To help students understand the behavior of algorithms, a subfield in computing education research has focused on algorithm…

  14. Hippocampal 5-HT1A Receptor and Spatial Learning and Memory

    PubMed Central

    Glikmann-Johnston, Yifat; Saling, Michael M.; Reutens, David C.; Stout, Julie C.

    2015-01-01

    Spatial cognition is fundamental for survival in the topographically complex environments inhabited by humans and other animals. The hippocampus, which has a central role in spatial cognition, is characterized by high concentration of serotonin (5-hydroxytryptamine; 5-HT) receptor binding sites, particularly of the 1A receptor (5-HT1A) subtype. This review highlights converging evidence for the role of hippocampal 5-HT1A receptors in spatial learning and memory. We consider studies showing that activation or blockade of the 5-HT1A receptors using agonists or antagonists, respectively, lead to changes in spatial learning and memory. For example, pharmacological manipulation to induce 5-HT release, or to block 5-HT uptake, have indicated that increased extracellular 5-HT concentrations maintain or improve memory performance. In contrast, reduced levels of 5-HT have been shown to impair spatial memory. Furthermore, the lack of 5-HT1A receptor subtype in single gene knockout mice is specifically associated with spatial memory impairments. These findings, along with evidence from recent cognitive imaging studies using positron emission tomography (PET) with 5-HT1A receptor ligands, and studies of individual genetic variance in 5-HT1A receptor availability, strongly suggests that 5-HT, mediated by the 5-HT1A receptor subtype, plays a key role in spatial learning and memory. PMID:26696889

  15. Effects of a cognitive training on spatial learning and associated functional brain activations

    PubMed Central

    2013-01-01

    Background Both cognitive and physical exercise have been discussed as promising interventions for healthy cognitive aging. The present study assessed the effects of cognitive training (spatial vs. perceptual training) and physical training (endurance training vs. non-endurance training) on spatial learning and associated brain activation in 33 adults (40–55 years). Spatial learning was assessed with a virtual maze task, and at the same time neural correlates were measured with functional magnetic resonance imaging (fMRI). Results Only the spatial training improved performance in the maze task. These behavioral gains were accompanied by a decrease in frontal and temporal lobe activity. At posttest, participants of the spatial training group showed lower activity than participants of the perceptual training group in a network of brain regions associated with spatial learning, including the hippocampus and parahippocampal gyrus. No significant differences were observed between the two physical intervention groups. Conclusions Functional changes in neural systems associated with spatial navigation can be induced by cognitive interventions and seem to be stronger than effects of physical exercise in middle-aged adults. PMID:23870447

  16. Adaptive information processing in auditory cortex. Annual report, 1 June 1987-31 May 1988

    SciTech Connect

    Weinberger, N.M.

    1988-05-31

    The fact that learning induces frequency-specific modification of receptive fields in auditory cortex implies that the functional organization of auditory (and perhaps other sensory) cortex comprises an adaptively-constituted information base. This project initiates the first systematic investigation of adaptive information processing in cerebral cortex. A major goal is to determine the circumstances under which adaptive information processing is induced by experience. This project also addresses central hypotheses about rules that govern adaptive information processing, at three levels of spatial scale: (a) parallel processing in different auditory fields: (b) modular processing in different cortical lamina within fields; (c) local processing in different neurons within the same locus within lamina. The author emphasized determining the learning circumstances under which adaptive information processing is invoked by the brain. Current studies reveal that the frequency receptive fields of neurons in the auditory cortex, and the physiologically plastic magnocellular medial geniculate nucleus, develop frequency-specific modification such that maximal shifts in tuning are at or adjacent to the signal frequency. Further, this adaptive re-tuning of neurons develops rapidly during habituation, classical conditioning, and instrumental avoidance conditioning. The generality of re-tuning has established that AIP during learning represents a general brain strategy for the acquisition and subsequent processing of information.

  17. [An improved N-FINDR endmember extraction algorithm based on manifold learning and spatial information].

    PubMed

    Tang, Xiao-yan; Gao, Kun; Ni, Guo-qiang; Zhu, Zhen-yu; Cheng, Hao-bo

    2013-09-01

    An improved N-FINDR endmember extraction algorithm by combining manifold learning and spatial information is presented under nonlinear mixing assumptions. Firstly, adaptive local tangent space alignment is adapted to seek potential intrinsic low-dimensional structures of hyperspectral high-diemensional data and reduce original data into a low-dimensional space. Secondly, spatial preprocessing is used by enhancing each pixel vector in spatially homogeneous areas, according to the continuity of spatial distribution of the materials. Finally, endmembers are extracted by looking for the largest simplex volume. The proposed method can increase the precision of endmember extraction by solving the nonlinearity of hyperspectral data and taking advantage of spatial information. Experimental results on simulated and real hyperspectral data demonstrate that the proposed approach outperformed the geodesic simplex volume maximization (GSVM), vertex component analysis (VCA) and spatial preprocessing N-FINDR method (SPPNFINDR). PMID:24369664

  18. Sleep enhances a spatially mediated generalization of learned values

    PubMed Central

    Tolat, Anisha; Spiers, Hugo J.

    2015-01-01

    Sleep is thought to play an important role in memory consolidation. Here we tested whether sleep alters the subjective value associated with objects located in spatial clusters that were navigated to in a large-scale virtual town. We found that sleep enhances a generalization of the value of high-value objects to the value of locally clustered objects, resulting in an impaired memory for the value of high-valued objects. Our results are consistent with (a) spatial context helping to bind items together in long-term memory and serve as a basis for generalizing across memories and (b) sleep mediating memory effects on salient/reward-related items. PMID:26373834

  19. Sleep enhances a spatially mediated generalization of learned values.

    PubMed

    Javadi, Amir-Homayoun; Tolat, Anisha; Spiers, Hugo J

    2015-10-01

    Sleep is thought to play an important role in memory consolidation. Here we tested whether sleep alters the subjective value associated with objects located in spatial clusters that were navigated to in a large-scale virtual town. We found that sleep enhances a generalization of the value of high-value objects to the value of locally clustered objects, resulting in an impaired memory for the value of high-valued objects. Our results are consistent with (a) spatial context helping to bind items together in long-term memory and serve as a basis for generalizing across memories and (b) sleep mediating memory effects on salient/reward-related items. PMID:26373834

  20. Dynamic microglial modulation of spatial learning and social behavior.

    PubMed

    Torres, Luisa; Danver, Joan; Ji, Kyungmin; Miyauchi, Jeremy T; Chen, Danling; Anderson, Maria E; West, Brian L; Robinson, John K; Tsirka, Stella E

    2016-07-01

    Microglia are active players in inflammation, but also have important supporting roles in CNS maintenance and function, including modulation of neuronal activity. We previously observed an increase in the frequency of excitatory postsynaptic current in organotypic brain slices after depletion of microglia using clodronate. Here, we describe that local hippocampal depletion of microglia by clodronate alters performance in tests of spatial memory and sociability. Global depletion of microglia by high-dose oral administration of a Csf1R inhibitor transiently altered spatial memory but produced no change in sociability behavior. Microglia depletion and behavior effects were both reversible, consistent with a dynamic role for microglia in the regulation of such behaviors. PMID:26348580

  1. Early Visual Deprivation Severely Compromises the Auditory Sense of Space in Congenitally Blind Children

    ERIC Educational Resources Information Center

    Vercillo, Tiziana; Burr, David; Gori, Monica

    2016-01-01

    A recent study has shown that congenitally blind adults, who have never had visual experience, are impaired on an auditory spatial bisection task (Gori, Sandini, Martinoli, & Burr, 2014). In this study we investigated how thresholds for auditory spatial bisection and auditory discrimination develop with age in sighted and congenitally blind…

  2. Spatial learning and memory as a function of age in the dog.

    PubMed

    Head, E; Mehta, R; Hartley, J; Kameka, M; Cummings, B J; Cotman, C W; Ruehl, W W; Milgram, N W

    1995-10-01

    Spatial learning and memory were studied in dogs of varying ages and sources. Compared to young dogs, a significantly higher proportion of aged dogs could not acquire a spatial delayed nonmatching-to-sample task. A regression analysis revealed a significant age effect during acquisition. Spatial memory was studied by comparing performance at delay interval of 20, 70, and 110 s. At short delays aged and young dogs were similar; at longer delays, errors increased to a greater extent in old than in young dogs; however this was not statistically significant. It was possible to identify 2 groups of aged animals, age-impaired and age-unimpaired. Several of the dogs were also tested on an object recognition memory task, which was more difficult to learn than the spatial task. The possibility that these findings are confounded by breed differences is considered. Overall, the present results provide further evidence of the value of a canine model of aging. PMID:8554710

  3. Learning the spatial features of a locomotor task is slowed after stroke

    PubMed Central

    Tyrell, Christine M.; Helm, Erin

    2014-01-01

    The capacity for humans to learn a new walking pattern has been explored with a split-belt treadmill during single sessions of adaptation, but the split-belt treadmill can also be used to study longer-term motor learning. Although the literature provides some information about motor learning after stroke, existing studies have primarily involved the upper extremity and the results are mixed. The purpose of this study was to characterize learning of a novel locomotor task in stroke survivors. We hypothesized that the presence of neurological dysfunction from stroke would result in slower learning of a locomotor task and decreased retention of what was learned and that these deficits would be related to level of sensorimotor impairment. Sixteen participants with stroke and sixteen neurologically intact participants walked on a split-belt treadmill for 15 min on 5 consecutive days and during a retention test. Step length and limb phase were measured to capture learning of the spatial and temporal aspects of walking. Learning the spatial pattern of split-belt treadmill walking was slowed after stroke compared with neurologically intact subjects, whereas there were no differences between these two groups in learning the temporal pattern. During the retention test, poststroke participants demonstrated equal retention of the split-belt treadmill walking pattern compared with those who were neurologically intact. The results suggest that although stroke survivors are slower to learn a new spatial pattern of gait, if given sufficient time they are able to do so to the same extent as those who are neurologically intact. PMID:24790172

  4. Morris water maze: procedures for assessing spatial and related forms of learning and memory.

    PubMed

    Vorhees, Charles V; Williams, Michael T

    2006-01-01

    The Morris water maze (MWM) is a test of spatial learning for rodents that relies on distal cues to navigate from start locations around the perimeter of an open swimming arena to locate a submerged escape platform. Spatial learning is assessed across repeated trials and reference memory is determined by preference for the platform area when the platform is absent. Reversal and shift trials enhance the detection of spatial impairments. Trial-dependent, latent and discrimination learning can be assessed using modifications of the basic protocol. Search-to-platform area determines the degree of reliance on spatial versus non-spatial strategies. Cued trials determine whether performance factors that are unrelated to place learning are present. Escape from water is relatively immune from activity or body mass differences, making it ideal for many experimental models. The MWM has proven to be a robust and reliable test that is strongly correlated with hippocampal synaptic plasticity and NMDA receptor function. We present protocols for performing variants of the MWM test, from which results can be obtained from individual animals in as few as 6 days. PMID:17406317

  5. Deletion of PEA-15 in mice is associated with specific impairments of spatial learning abilities

    PubMed Central

    2009-01-01

    Background PEA-15 is a phosphoprotein that binds and regulates ERK MAP kinase and RSK2 and is highly expressed throughout the brain. PEA-15 alters c-Fos and CREB-mediated transcription as a result of these interactions. To determine if PEA-15 contributes to the function of the nervous system we tested mice lacking PEA-15 in a series of experiments designed to measure learning, sensory/motor function, and stress reactivity. Results We report that PEA-15 null mice exhibited impaired learning in three distinct spatial tasks, while they exhibited normal fear conditioning, passive avoidance, egocentric navigation, and odor discrimination. PEA-15 null mice also had deficient forepaw strength and in limited instances, heightened stress reactivity and/or anxiety. However, these non-cognitive variables did not appear to account for the observed spatial learning impairments. The null mice maintained normal weight, pain sensitivity, and coordination when compared to wild type controls. Conclusion We found that PEA-15 null mice have spatial learning disabilities that are similar to those of mice where ERK or RSK2 function is impaired. We suggest PEA-15 may be an essential regulator of ERK-dependent spatial learning. PMID:19917132

  6. Learning Novel Phonological Representations in Developmental Dyslexia: Associations with Basic Auditory Processing of Rise Time and Phonological Awareness

    ERIC Educational Resources Information Center

    Thomson, Jennifer M.; Goswami, Usha

    2010-01-01

    Across languages, children with developmental dyslexia are known to have impaired lexical phonological representations. Here, we explore associations between learning new phonological representations, phonological awareness, and sensitivity to amplitude envelope onsets (rise time). We show that individual differences in learning novel phonological…

  7. Assessment of Cognitive Load in Multimedia Learning with Dual-Task Methodology: Auditory Load and Modality Effects

    ERIC Educational Resources Information Center

    Brunken, Roland; Plass, Jan L.; Leutner, Detlev

    2004-01-01

    Using cognitive load theory and cognitive theory of multimedia learning as a framework, we conducted two within-subject experiments with 10 participants each in order to investigate (1) if the audiovisual presentation of verbal and pictorial learning materials would lead to a higher demand on phonological cognitive capacities than the visual-only…

  8. Can zebrafish learn spatial tasks? An empirical analysis of place and single CS-US associative learning

    PubMed Central

    Karnik, Indraneel; Gerlai, Robert

    2012-01-01

    The zebrafish may be an ideal tool with which genes underlying learning and memory can be identified and functionally investigated. From a translational viewpoint, relational learning and episodic memory are particularly important as their impairment is the hallmark of prevalent human neurodegenerative diseases. Recent reports suggest that zebrafish are capable of solving complex relational-type associative learning tasks, namely spatial learning tasks. However, it is not known whether good performance in these tasks was truly based upon relational learning or upon a single CS-US association. Here we study whether zebrafish can find a rewarding stimulus (sight of conspecifics) based upon a single associative cue or/and upon the location of the reward using a method conceptually similar to ‘context and cue dependent fear conditioning’ employed with rodents. Our results confirm that zebrafish can form an association between a salient visual cue and the rewarding stimulus and at the same time they can also learn where the reward is presented. Although our results do not prove that zebrafish form a dynamic spatial map of their surroundings and use this map to locate their reward, they do show that these fish perform similarly to rodents whose hippocampal function is unimpaired. These results further strengthen the notion that complex cognitive abilities exist in the zebrafish and thus they may be analyzed using the excellent genetic tool set developed for this simple vertebrate. PMID:22633962

  9. Dynamics of auditory working memory

    PubMed Central

    Kaiser, Jochen

    2015-01-01

    Working memory denotes the ability to retain stimuli in mind that are no longer physically present and to perform mental operations on them. Electro- and magnetoencephalography allow investigating the short-term maintenance of acoustic stimuli at a high temporal resolution. Studies investigating working memory for non-spatial and spatial auditory information have suggested differential roles of regions along the putative auditory ventral and dorsal streams, respectively, in the processing of the different sound properties. Analyses of event-related potentials have shown sustained, memory load-dependent deflections over the retention periods. The topography of these waves suggested an involvement of modality-specific sensory storage regions. Spectral analysis has yielded information about the temporal dynamics of auditory working memory processing of individual stimuli, showing activation peaks during the delay phase whose timing was related to task performance. Coherence at different frequencies was enhanced between frontal and sensory cortex. In summary, auditory working memory seems to rely on the dynamic interplay between frontal executive systems and sensory representation regions. PMID:26029146

  10. Pre-pubertal castration improves spatial learning during mid-adolescence in rats.

    PubMed

    Moradpour, Farshad; Naghdi, Nasser; Fathollahi, Yaghoub; Javan, Mohamad; Choopani, Samira; Gharaylou, Zeinab

    2013-10-01

    Hippocampus functions, including spatial cognition and stress responses, mature during adolescence. In addition, hippocampus neuronal structures are modified by circulating sex steroids, which dramatically increase during adolescence. Therefore, the effects of castration and the circulating levels of the main sex steroid testosterone on spatial learning and memory were examined across postnatal ages to test whether pre-pubertal castration affected rats' spatial ability in the Morris Water maze (MWM). Male rats were either castrated or sham-castrated at 22d (days of age), or left gonadally intact. They were then trained and tested in the MWM beginning at 28d, 35d, 45d or 60d. We found that all of the intact rats learned the spatial task; however, the males at 22d and 28d required more trials to acquire the task than the males at older ages. The males castrated at 22d and tested at 35d had significantly lower escape latency and traveled distance during training than the sham-castrated males trained at the same age. No differences were observed in mean values of escape latency and traveled distance at 45d even though they had comparable levels of testosterone. We conclude that adult-typical performance for male spatial memory emerges during mid-adolescence and that pre-pubertal castration appears to improve spatial learning during this time. PMID:23871792

  11. Adaptive auditory feedback control of the production of formant trajectories in the Mandarin triphthong /iau/ and its pattern of generalization.

    PubMed

    Cai, Shanqing; Ghosh, Satrajit S; Guenther, Frank H; Perkell, Joseph S

    2010-10-01

    In order to test whether auditory feedback is involved in the planning of complex articulatory gestures in time-varying phonemes, the current study examined native Mandarin speakers' responses to auditory perturbations of their auditory feedback of the trajectory of the first formant frequency during their production of the triphthong /iau/. On average, subjects adaptively adjusted their productions to partially compensate for the perturbations in auditory feedback. This result indicates that auditory feedback control of speech movements is not restricted to quasi-static gestures in monophthongs as found in previous studies, but also extends to time-varying gestures. To probe the internal structure of the mechanisms of auditory-motor transformations, the pattern of generalization of the adaptation learned on the triphthong /iau/ to other vowels with different temporal and spatial characteristics (produced only under masking noise) was tested. A broad but weak pattern of generalization was observed; the strength of the generalization diminished with increasing dissimilarity from /iau/. The details and implications of the pattern of generalization are examined and discussed in light of previous sensorimotor adaptation studies of both speech and limb motor control and a neurocomputational model of speech motor control. PMID:20968374

  12. Administration of donepezil does not rescue galanin-induced spatial learning deficits.

    PubMed

    Sabbagh, Jonathan J; Heaney, Chelcie F; Bolton, Monica M; Murtishaw, Andrew S; Ure, Jennifer A; Kinney, Jefferson W

    2012-12-01

    The neuropeptide galanin inhibits the evoked release of several neurotransmitters including acetylcholine and modulates adenylate cyclase (AC) activity. Galanin has also been established to impair various forms of learning and memory in rodents. However, whether galanin produces learning deficits by inhibiting cholinergic activity or decreasing AC function has not been clearly established. The current study investigated if donepezil, an acetylcholinesterase inhibitor utilized in Alzheimer's disease, could rescue galanin-induced Morris water task deficits in rats. The results demonstrated that donepezil did not alter the previously established deficits induced by galanin. These findings suggest that galanin-mediated spatial learning deficits may be unrelated to its modulation of the cholinergic system. PMID:22897394

  13. Bilateral cochlear implants in children: Effects of auditory experience and deprivation on auditory perception.

    PubMed

    Litovsky, Ruth Y; Gordon, Karen

    2016-08-01

    Spatial hearing skills are essential for children as they grow, learn and play. These skills provide critical cues for determining the locations of sources in the environment, and enable segregation of important sounds, such as speech, from background maskers or interferers. Spatial hearing depends on availability of monaural cues and binaural cues. The latter result from integration of inputs arriving at the two ears from sounds that vary in location. The binaural system has exquisite mechanisms for capturing differences between the ears in both time of arrival and intensity. The major cues that are thus referred to as being vital for binaural hearing are: interaural differences in time (ITDs) and interaural differences in levels (ILDs). In children with normal hearing (NH), spatial hearing abilities are fairly well developed by age 4-5 years. In contrast, most children who are deaf and hear through cochlear implants (CIs) do not have an opportunity to experience normal, binaural acoustic hearing early in life. These children may function by having to utilize auditory cues that are degraded with regard to numerous stimulus features. In recent years there has been a notable increase in the number of children receiving bilateral CIs, and evidence suggests that while having two CIs helps them function better than when listening through a single CI, these children generally perform worse than their NH peers. This paper reviews some of the recent work on bilaterally implanted children. The focus is on measures of spatial hearing, including sound localization, release from masking for speech understanding in noise and binaural sensitivity using research processors. Data from behavioral and electrophysiological studies are included, with a focus on the recent work of the authors and their collaborators. The effects of auditory plasticity and deprivation on the emergence of binaural and spatial hearing are discussed along with evidence for reorganized processing from both

  14. Spatial olfactory learning facilitates long-term depression in the hippocampus.

    PubMed

    André, Marion Agnès Emma; Manahan-Vaughan, Denise

    2013-10-01

    Recently, it has emerged that visual spatial exploration facilitates synaptic plasticity at different synapses within the trisynaptic network. Particularly striking is the finding that visuospatial contexts facilitate hippocampal long-term depression (LTD), raising the possibility that this form of plasticity may be important for memory formation. It is not known whether other sensory modalities elicit similar permissive effects on LTD. Here, we explored if spatial olfactory learning facilitates LTD in the hippocampus region of freely behaving rats. Patterned afferent stimulation of the Schaffer collaterals elicited short-term depression (STD) (<1 h) of evoked responses in the Stratum radiatum of the CA1 region. Coupling of this protocol with novel exploration of a spatial constellation of olfactory cues facilitated short-term depression into LTD that lasted for over 24 h. Facilitation of LTD did not occur when animals were re-exposed 1 week later to the same odors in the same spatial constellation. Evaluation of learning behavior revealed that 1 week after the 1st odor exposure, the animals remembered the odors and their relative positions. These data support that the hippocampus can use nonvisuospatial resources, and specifically can use spatial olfactory information, to facilitate LTD and to generate spatial representations. The data also support that a tight relationship exists between the processing of spatial contextual information and the expression of LTD in the hippocampus. PMID:23804412

  15. Effects of testosterone on spatial learning and memory in adult male rats

    PubMed Central

    Spritzer, Mark D.; Daviau, Emily D.; Coneeny, Meagan K.; Engelman, Shannon M.; Prince, W. Tyler; Rodriguez-Wisdom, Karlye N.

    2011-01-01

    A male advantage over females for spatial tasks has been well documented in both humans and rodents, but it remains unclear how the activational effects of testosterone influence spatial ability in males. In a series of experiments, we tested how injections of testosterone influenced the spatial working and reference memory of castrated male rats. In the eight-arm radial maze, testosterone injections (0.500 mg/rat) reduced the number of working memory errors during the early blocks of testing but had no effect on the number of reference memory errors relative to the castrated control group. In a reference memory version of the Morris water maze, injections of a wide range of testosterone doses (0.0625-1.000 mg/rat) reduced path lengths to the hidden platform, indicative of improved spatial learning. This improved learning was independent of testosterone dose, with all treatment groups showing better performance than the castrated control males. Furthermore, this effect was only observed when rats were given testosterone injections starting seven days prior to water maze testing and not when injections were given only on the testing days. We also observed that certain doses of testosterone (0.250 and 1.000 mg/rat) increased perseverative behavior in a reversal-learning task. Finally, testosterone did not have a clear effect on spatial working memory in the Morris water maze, although intermediate doses seemed to optimize performance. Overall, the results indicate that testosterone can have positive activational effects on spatial learning and memory, but the duration of testosterone replacement and the nature of the spatial task modify these effects. PMID:21295035

  16. SEIZURES IN EARLY-LIFE SUPPRESS HIPPOCAMPAL DENDRITE GROWTH WHILE IMPAIRING SPATIAL LEARNING

    PubMed Central

    Nishimura, Masataka; Gu, Xue; Swann, John W.

    2011-01-01

    Impaired learning and memory are common in epilepsy syndromes of childhood. Clinical investigations suggest that the developing brain may be particularly vulnerable to the effects of intractable seizure disorders. Magnetic resonance imaging (MRI) studies have demonstrated reduced volumes in brain regions involved in learning and memory. The earlier the onset of an epilepsy the larger the effects seem to be on both brain anatomy and cognition. Thus, childhood epilepsy has been proposed to interfere in some unknown way with brain development. Experiments reported here explore these ideas by examining the effects of seizures in infant mice on learning and memory and on the growth of CA1 hippocampal pyramidal cell dendrites. Fifteen brief seizures were induced by flurothyl between postnatal days 7 and 11 in mice that express green fluorescent protein (GFP) in hippocampal pyramidal cells. One to 44 days later, dendritic arbors were reconstructed to measure growth. Spatial learning and memory were also assessed in a water maze. Our results show that recurrent seizures produced marked deficits in learning and memory. Seizures also dramatically slowed the growth of basilar dendrites while neurons in litter-mate control mice continued to add new dendritic branches and lengthen existing branches. When experiments were performed in older mice, seizures had no measureable effects on either dendrite arbor complexity or spatial learning and memory. Our results suggest that the recurring seizures of intractable childhood epilepsy contribute to associated learning and memory deficits by suppressing dendrite growth. PMID:21777677

  17. Failure to learn a new spatial format in children with developmental dyslexia

    PubMed Central

    Pontillo, Maria; De Luca, Maria; Ellis, Andrew W.; Marinelli, Chiara Valeria; Spinelli, Donatella; Zoccolotti, Pierluigi

    2014-01-01

    A general problem in studying children with developmental dyslexia is how to separate inefficiency in learning on the one hand from exposure to written texts on the other. To evaluate dyslexic children's learning abilities with graphemic materials, we tested their improvement in a condition that minimized previous experience with words (i.e., “novel words”) and with the standard, horizontal spatial letter array (i.e., a non-canonical “zigzag” format). We selected five pairs of children with dyslexia and (younger) typically developing readers matched for reading speed and accuracy in these specific conditions. Reading performance on novel words in the zigzag format was measured in 23 sessions; learning curves were fitted by power functions. Similar to typically developing readers, children with dyslexia improved their reading of novel words presented in the new format; however, their rate of learning was slower than that of typically developing readers. Furthermore, their learning to read in the new format did not generalize to novel untrained items, whereas significant generalization was present in typically developing readers. As the failure to generalize learning of the spatial format could not be attributed to reduced experience, it indicates a genuine disability and points to impaired perceptual learning as a factor in developmental dyslexia. PMID:24785494

  18. THE EFFECT OF SELECTED SPATIAL DESIGN FACTORS IN EDUCATIONAL DISPLAYS ON LEARNING AND RETENTION.

    ERIC Educational Resources Information Center

    ROCKETT, AGNES M.; SAUL, EZRA V.

    CRITERIA WERE DEVELOPED FOR THE DESIGN OF LABELS IN VERBAL-PICTORIAL EDUCATIONAL DISPLAYS. THE INFLUENCE OF SPATIAL DISTRIBUTION OF LABELS ON EASE OF LEARNING AND DEGREE OF RETENTION WAS INVESTIGATED. THIRTY ANATOMICAL PARTS OF THE HUMAN DIGESTIVE TRACT WERE LABELED ON 10 CHARTS SHOWING THE SAME DIAGRAM OF THE HUMAN BODY, BUT WITH DIFFERENT…

  19. Variable impact of chronic stress on spatial learning and memory in BXD mice.

    PubMed

    Shea, Chloe J A; Carhuatanta, Kimberly A K; Wagner, Jessica; Bechmann, Naomi; Moore, Raquel; Herman, James P; Jankord, Ryan

    2015-10-15

    The effects of chronic stress on learning are highly variable across individuals. This variability stems from gene-environment interactions. However, the mechanisms by which stress affects genetic predictors of learning are unclear. Thus, we aim to determine whether the genetic pathways that predict spatial memory performance are altered by previous exposure to chronic stress. Sixty-two BXD recombinant inbred strains of mice, as well as parent strains C57BL/6J and DBA/2J, were randomly assigned as behavioral control or to a chronic variable stress paradigm and then underwent behavioral testing to assess spatial memory and learning performance using the Morris water maze. Quantitative trait loci (QTL) mapping was completed for average escape latency times for both control and stress animals. Loci on chromosomes 5 and 10 were found in both control and stress environmental populations; eight additional loci were found to be unique to either the control or stress environment. In sum, results indicate that certain genetic loci predict spatial memory performance regardless of prior stress exposure, while exposure to stress also reveals unique genetic predictors of training during the memory task. Thus, we find that genetic predictors contributing to spatial learning and memory are susceptible to the presence of chronic stress. PMID:26079812

  20. Neurobiological and Endocrine Correlates of Individual Differences in Spatial Learning Ability

    ERIC Educational Resources Information Center

    Sandi, Carmen; Cordero, M. Isabel; Merino, Jose J.; Kruyt, Nyika D.; Regan, Ciaran M.; Murphy, Keith J.

    2004-01-01

    The polysialylated neural cell adhesion molecule (PSA-NCAM) has been implicated in activity-dependent synaptic remodeling and memory formation. Here, we questioned whether training-induced modulation of PSA-NCAM expression might be related to individual differences in spatial learning abilities. At 12 h posttraining, immunohistochemical analyses…

  1. The Effects of Spatial Configuration on Preschoolers' Attention Strategies, Selective Attention, and Incidental Learning

    ERIC Educational Resources Information Center

    Blumberg, Fran C.; Torenberg, Meira

    2005-01-01

    This study investigated the effects of spatial arrangement on preschool children's selective attention and incidental learning. Three- and four-year old children were shown a multi-coloured box designated as a "special place" containing miniature chairs and models of animals. One category of objects were designated as relevant and one as…

  2. Fluoxetine Restores Spatial Learning but Not Accelerated Forgetting in Mesial Temporal Lobe Epilepsy

    ERIC Educational Resources Information Center

    Barkas, Lisa; Redhead, Edward; Taylor, Matthew; Shtaya, Anan; Hamilton, Derek A.; Gray, William P.

    2012-01-01

    Learning and memory dysfunction is the most common neuropsychological effect of mesial temporal lobe epilepsy, and because the underlying neurobiology is poorly understood, there are no pharmacological strategies to help restore memory function in these patients. We have demonstrated impairments in the acquisition of an allocentric spatial task,…

  3. Increasing Content-Area Learning: A Comparison of Mnemonic and Visual-Spatial Direct Instruction.

    ERIC Educational Resources Information Center

    Scruggs, Thomas E.; And Others

    In two experiments, learning disabled (LD) students were taught attributes of North American minerals via mnemonic instruction, free study, or a visual-spatial display condition similar to that proposed by Engelmann and Carnine (1982). In the first experiement, 36 junior high school-age LD students were taught specific attribute values (hardness =…

  4. Learning to Think Spatially: GIS as a Support System in the K-12 Curriculum

    ERIC Educational Resources Information Center

    National Academies Press, 2006

    2006-01-01

    Spatial thinking is a cognitive skill that can be used in everyday life, the workplace, and science to structure problems, find answers, and express solutions using the properties of space. It can be learned and taught formally to students using appropriately designed tools, technologies, and curricula. This report explains the nature and…

  5. Spatial Visualization as Mediating between Mathematics Learning Strategy and Mathematics Achievement among 8th Grade Students

    ERIC Educational Resources Information Center

    Rabab'h, Belal; Veloo, Arsaythamby

    2015-01-01

    Jordanian 8th grade students revealed low achievement in mathematics through four periods (1999, 2003, 2007 & 2011) of Trends in International Mathematics and Science Study (TIMSS). This study aimed to determine whether spatial visualization mediates the affect of Mathematics Learning Strategies (MLS) factors namely mathematics attitude,…

  6. A Computer-Based Spatial Learning Strategy Approach That Improves Reading Comprehension and Writing

    ERIC Educational Resources Information Center

    Ponce, Hector R.; Mayer, Richard E.; Lopez, Mario J.

    2013-01-01

    This article explores the effectiveness of a computer-based spatial learning strategy approach for improving reading comprehension and writing. In reading comprehension, students received scaffolded practice in translating passages into graphic organizers. In writing, students received scaffolded practice in planning to write by filling in graphic…

  7. Real-Time Data Display, Spatial Visualization Ability, and Learning Force and Motion Concepts

    ERIC Educational Resources Information Center

    Kozhevnikov, Maria; Thornton, Ronald

    2006-01-01

    In this study, we examined how students' levels of spatial visualization ability interact with learning physics in a microcomputer-based laboratory (MBL) environment. Undergraduate students who had taken an introductory physics course based on MBL tools were pre- and posttested at the beginning and at the end of the semester on spatial…

  8. Incidental Learning of Links during Navigation: The Role of Visuo-Spatial Capacity

    ERIC Educational Resources Information Center

    Rouet, Jean-Francois; Voros, Zsofia; Pleh, Csaba

    2012-01-01

    We investigated the impact of readers' visuo-spatial (VS) capacity on their incidental learning of page links during the exploration of simple hierarchical hypertextual documents. Forty-three university students were asked to explore a series of hypertexts for a limited period of time. Then the participants were asked to recall the layout and the…

  9. Does Spatial Ability Help the Learning of Anatomy in a Biomedical Science Course?

    ERIC Educational Resources Information Center

    Sweeney, Kevin; Hayes, Jennifer A.; Chiavaroli, Neville

    2014-01-01

    A three-dimensional appreciation of the human body is the cornerstone of clinical anatomy. Spatial ability has previously been found to be associated with students' ability to learn anatomy and their examination performance. The teaching of anatomy has been the subject of major change over the last two decades with the reduction in time spent…

  10. Knockdown of Nurr1 in the Rat Hippocampus: Implications to Spatial Discrimination Learning and Memory

    ERIC Educational Resources Information Center

    Colon-Cesario, Wanda I.; Martinez-Montemayor, Michelle M.; Morales, Sohaira; Felix, Jahaira; Cruz, Juan; Adorno, Monique; Pereira, Lixmar; Colon, Nydia; Maldonado-Vlaar, Carmen S.; Pena de Ortiz, Sandra

    2006-01-01

    Nurr1 expression is up-regulated in the brain following associative learning experiences, but its relevance to cognitive processes remains unclear. In these studies, rats initially received bilateral hippocampal infusions of control or antisense oligodeoxynucleotides (ODNs) 1 hour prior to training in a holeboard spatial discrimination task. Such…

  11. Blocking of Spatial Learning between Enclosure Geometry and a Local Landmark

    ERIC Educational Resources Information Center

    Wilson, Paul N.; Alexander, Tim

    2008-01-01

    In a virtual environment, blocking of spatial learning to locate an invisible target was found reciprocally between a distinctively shaped enclosure and a local landmark within its walls. The blocking effect was significantly stronger when the shape of the enclosure rather than the landmark served as the blocking cue. However, the extent to which…

  12. Primary School Students' Spatial Orientation Strategies in an Outdoor Learning Activity Supported by Mobile Technologies

    ERIC Educational Resources Information Center

    Peng, Aihui; Sollervall, Håkan

    2014-01-01

    Students' different learning performance on mathematical problem solving across contexts has attracted a number of researchers' interest. The study investigates the spatial orientation ability of primary school students in an outdoor situation, where six pairs of grade six students are asked to coordinate themselves physically in terms of given…

  13. Who Benefits from Learning with 3D Models?: The Case of Spatial Ability

    ERIC Educational Resources Information Center

    Huk, T.

    2006-01-01

    Empirical studies that focus on the impact of three-dimensional (3D) visualizations on learning are to date rare and inconsistent. According to the ability-as-enhancer hypothesis, high spatial ability learners should benefit particularly as they have enough cognitive capacity left for mental model construction. In contrast, the…

  14. Effects of an Auditory Lateralization Training in Children Suspected to Central Auditory Processing Disorder

    PubMed Central

    Lotfi, Yones; Moosavi, Abdollah; Bakhshi, Enayatollah; Sadjedi, Hamed

    2016-01-01

    Background and Objectives Central auditory processing disorder [(C)APD] refers to a deficit in auditory stimuli processing in nervous system that is not due to higher-order language or cognitive factors. One of the problems in children with (C)APD is spatial difficulties which have been overlooked despite their significance. Localization is an auditory ability to detect sound sources in space and can help to differentiate between the desired speech from other simultaneous sound sources. Aim of this research was investigating effects of an auditory lateralization training on speech perception in presence of noise/competing signals in children suspected to (C)APD. Subjects and Methods In this analytical interventional study, 60 children suspected to (C)APD were selected based on multiple auditory processing assessment subtests. They were randomly divided into two groups: control (mean age 9.07) and training groups (mean age 9.00). Training program consisted of detection and pointing to sound sources delivered with interaural time differences under headphones for 12 formal sessions (6 weeks). Spatial word recognition score (WRS) and monaural selective auditory attention test (mSAAT) were used to follow the auditory lateralization training effects. Results This study showed that in the training group, mSAAT score and spatial WRS in noise (p value≤0.001) improved significantly after the auditory lateralization training. Conclusions We used auditory lateralization training for 6 weeks and showed that auditory lateralization can improve speech understanding in noise significantly. The generalization of this results needs further researches. PMID:27626084

  15. Forebrain pathway for auditory space processing in the barn owl.

    PubMed

    Cohen, Y E; Miller, G L; Knudsen, E I

    1998-02-01

    The forebrain plays an important role in many aspects of sound localization behavior. Yet, the forebrain pathway that processes auditory spatial information is not known for any species. Using standard anatomic labeling techniques, we used a "top-down" approach to trace the flow of auditory spatial information from an output area of the forebrain sound localization pathway (the auditory archistriatum, AAr), back through the forebrain, and into the auditory midbrain. Previous work has demonstrated that AAr units are specialized for auditory space processing. The results presented here show that the AAr receives afferent input from Field L both directly and indirectly via the caudolateral neostriatum. Afferent input to Field L originates mainly in the auditory thalamus, nucleus ovoidalis, which, in turn, receives input from the central nucleus of the inferior colliculus. In addition, we confirmed previously reported projections of the AAr to the basal ganglia, the external nucleus of the inferior colliculus (ICX), the deep layers of the optic tectum, and various brain stem nuclei. A series of inactivation experiments demonstrated that the sharp tuning of AAr sites for binaural spatial cues depends on Field L input but not on input from the auditory space map in the midbrain ICX: pharmacological inactivation of Field L eliminated completely auditory responses in the AAr, whereas bilateral ablation of the midbrain ICX had no appreciable effect on AAr responses. We conclude, therefore, that the forebrain sound localization pathway can process auditory spatial information independently of the midbrain localization pathway. PMID:9463450

  16. Individual differences in spatial configuration learning predict the occurrence of intrusive memories.

    PubMed

    Meyer, Thomas; Smeets, Tom; Giesbrecht, Timo; Quaedflieg, Conny W E M; Girardelli, Marta M; Mackay, Georgina R N; Merckelbach, Harald

    2013-03-01

    The dual-representation model of posttraumatic stress disorder (PTSD; Brewin, Gregory, Lipton, & Burgess, Psychological Review, 117, 210-232 2010) argues that intrusions occur when people fail to construct context-based representations during adverse experiences. The present study tested a specific prediction flowing from this model. In particular, we investigated whether the efficiency of temporal-lobe-based spatial configuration learning would account for individual differences in intrusive experiences and physiological reactivity in the laboratory. Participants (N = 82) completed the contextual cuing paradigm, which assesses spatial configuration learning that is believed to depend on associative encoding in the parahippocampus. They were then shown a trauma film. Afterward, startle responses were quantified during presentation of trauma reminder pictures versus unrelated neutral and emotional pictures. PTSD symptoms were recorded in the week following participation. Better configuration learning performance was associated with fewer perceptual intrusions, r = -.33, p < .01, but was unrelated to physiological responses to trauma reminder images (ps > .46) and had no direct effect on intrusion-related distress and overall PTSD symptoms, rs > -.12, ps > .29. However, configuration learning performance tended to be associated with reduced physiological responses to unrelated negative images, r = -.20, p = .07. Thus, while spatial configuration learning appears to be unrelated to affective responding to trauma reminders, our overall findings support the idea that the context-based memory system helps to reduce intrusions. PMID:23001992

  17. A Study of the Effects of Visual Occlusion on Motor and Spatial Learning in Visually Impaired Adults.

    ERIC Educational Resources Information Center

    Palmer, James L.; Elliott, Jeffrey; Kuyk, T. K.

    1998-01-01

    This study compared effects of visual occlusion on the motor and spatial learning of 28 legally blind adult males, half due to acuity loss and half due to peripheral field restriction. For both groups, occlusion appeared neither to facilitate nor impede motor learning but did significantly impair acquisition of spatial relations. Results have…

  18. Spatial water maze learning using celestial cues by the meadow vole, Microtus pennsylvanicus.

    PubMed

    Kavaliers, M; Galea, L A

    1994-03-31

    The Morris water maze is widely used to evaluate to evaluate the spatial learning ability of rodents under laboratory settings. The present study demonstrates that reproductive male meadow voles, Microtus pennsylvanicus, are able to acquire and retain a spatial water maze task using celestial cues. Voles were able to acquire a modified outdoor Morris water maze task over 4 trials per day, whereby they had to learn and remember the location of a submerged hidden platform, using the position of the sun and associated celestial cues. Their proficiency on this task was related to the availability of the celestial cues, with voles displaying significantly poorer spatial navigation on overcast than clear days and when the testing time (and position of the sun and associated celestial cues) was shifted from morning to afternoon. These findings with meadow voles support the ecological relevance of the water maze task. PMID:8031502

  19. Treadmill exercise enhances spatial learning ability through suppressing hippocampal apoptosis in Huntington’s disease rats

    PubMed Central

    Ji, Eun-Sang; Kim, You-Mi; Shin, Mal-Soon; Kim, Chang-Ju; Lee, Kwang-Sik; Kim, Kijeong; Ha, Jonglin; Chung, Yong-Rak

    2015-01-01

    Huntington’s disease is a chronic neurodegenerative disorder inherited in an autosomal dominant fashion, and characterized as involuntary movement. Quinolinic acid has been used to produce an animal model of Huntington’s disease. In the present study, the effect of treadmill exercise on spatial-learning ability and motor coordination focusing on the apoptosis in the hippocampus was investigated using quinolinic acid-induced Huntington’s disease rats. Huntington’s disease was induced by unilateral intrastriatal injection of quinolinic acid (2 μL of 100 nmol) using stereotaxic instrument. The rats in the treadmill exercise groups were subjected to run on a treadmill for 30 min once a day during 14 days. Spatial learning ability and motor coordination were determined by radial 8-arm maze test and rota-rod test. Immunohistochemistry for caspase-3 and western blot for Bax and Bcl-2 were also conducted for the detection of apoptosis. In the present results, spatial learning ability and motor coordination were deteriorated by intrastriatal injection of quinolinic acid. In contrast, treadmill exercise exerted ameliorating effect on quinolinic acid-induced deterioration of spatial learning ability and motor coordination. Bcl-2 expression in the hippocampus was de-creased and expressions of casepase-3 and Bax in the hippocampus were increased in the quinolinic acid-induced Huntington’s disease rats. Treadmill exercise increased Bcl-2 expression and decreased expressions of casepase-3 and Bax in the Huntington’s disease rats. The present results showed that treadmill exercise might ameliorate quinolinic acid-induced loss of spatial learning ability and motor coordination by suppressing apoptosis in the hippocampus. PMID:26171378

  20. Treadmill exercise enhances spatial learning ability through suppressing hippocampal apoptosis in Huntington's disease rats.

    PubMed

    Ji, Eun-Sang; Kim, You-Mi; Shin, Mal-Soon; Kim, Chang-Ju; Lee, Kwang-Sik; Kim, Kijeong; Ha, Jonglin; Chung, Yong-Rak

    2015-06-01

    Huntington's disease is a chronic neurodegenerative disorder inherited in an autosomal dominant fashion, and characterized as involuntary movement. Quinolinic acid has been used to produce an animal model of Huntington's disease. In the present study, the effect of treadmill exercise on spatial-learning ability and motor coordination focusing on the apoptosis in the hippocampus was investigated using quinolinic acid-induced Huntington's disease rats. Huntington's disease was induced by unilateral intrastriatal injection of quinolinic acid (2 μL of 100 nmol) using stereotaxic instrument. The rats in the treadmill exercise groups were subjected to run on a treadmill for 30 min once a day during 14 days. Spatial learning ability and motor coordination were determined by radial 8-arm maze test and rota-rod test. Immunohistochemistry for caspase-3 and western blot for Bax and Bcl-2 were also conducted for the detection of apoptosis. In the present results, spatial learning ability and motor coordination were deteriorated by intrastriatal injection of quinolinic acid. In contrast, treadmill exercise exerted ameliorating effect on quinolinic acid-induced deterioration of spatial learning ability and motor coordination. Bcl-2 expression in the hippocampus was de-creased and expressions of casepase-3 and Bax in the hippocampus were increased in the quinolinic acid-induced Huntington's disease rats. Treadmill exercise increased Bcl-2 expression and decreased expressions of casepase-3 and Bax in the Huntington's disease rats. The present results showed that treadmill exercise might ameliorate quinolinic acid-induced loss of spatial learning ability and motor coordination by suppressing apoptosis in the hippocampus. PMID:26171378

  1. Uncertain spatial reasoning of environmental risks in GIS using genetic learning algorithms.

    PubMed

    Shad, Rouzbeh; Shad, Arefeh

    2012-10-01

    Modeling the impact of air pollution is one of the most important approaches for managing damages to the ecosystem. This problem can be solved by sensing and modeling uncertain spatial behaviors, defining topological rules, and using inference and learning capabilities in a spatial reasoning system. Reasoning, which is the main component of such complex systems, requires that proper rules be defined through expert judgments in the knowledge-based part. Use of genetic fuzzy capabilities enables the algorithm to learn and be tuned to proper rules in a flexible manner and increases the preciseness and robustness of operations. The main objective of this paper was to design and evaluate a spatial genetic fuzzy system, with the goal of assessing environmental risks of air pollution due to oil well fires during the Persian Gulf War. Dynamic areas were extracted and monitored through images from NOAA, and the data were stored in an efficient spatial database. Initial spatial knowledge was determined by expert consideration of the application characteristics, and the inference engine was performed with genetic learning (GL) algorithms. Finally, GL (0.7 and 0.03), GL (0.7 and 0.08), GL (0.98 and 0.03), GL (0.98 and 0.08), and Cordon learning methods were evaluated with test and training data related to samples extracted from Landsat thematic mapper satellite images. Results of the implementation showed that GL (0.98, 0.03) was more precise than the other methods for learning and tuning rules in the concerned application. PMID:22068317

  2. Auditory connections and functions of prefrontal cortex

    PubMed Central

    Plakke, Bethany; Romanski, Lizabeth M.

    2014-01-01

    The functional auditory system extends from the ears to the frontal lobes with successively more complex functions occurring as one ascends the hierarchy of the nervous system. Several areas of the frontal lobe receive afferents from both early and late auditory processing regions within the temporal lobe. Afferents from the early part of the cortical auditory system, the auditory belt cortex, which are presumed to carry information regarding auditory features of sounds, project to only a few prefrontal regions and are most dense in the ventrolateral prefrontal cortex (VLPFC). In contrast, projections from the parabelt and the rostral superior temporal gyrus (STG) most likely convey more complex information and target a larger, widespread region of the prefrontal cortex. Neuronal responses reflect these anatomical projections as some prefrontal neurons exhibit responses to features in acoustic stimuli, while other neurons display task-related responses. For example, recording studies in non-human primates indicate that VLPFC is responsive to complex sounds including vocalizations and that VLPFC neurons in area 12/47 respond to sounds with similar acoustic morphology. In contrast, neuronal responses during auditory working memory involve a wider region of the prefrontal cortex. In humans, the frontal lobe is involved in auditory detection, discrimination, and working memory. Past research suggests that dorsal and ventral subregions of the prefrontal cortex process different types of information with dorsal cortex processing spatial/visual information and ventral cortex processing non-spatial/auditory information. While this is apparent in the non-human primate and in some neuroimaging studies, most research in humans indicates that specific task conditions, stimuli or previous experience may bias the recruitment of specific prefrontal regions, suggesting a more flexible role for the frontal lobe during auditory cognition. PMID:25100931

  3. Severity of spatial learning impairment in aging: Development of a learning index for performance in the Morris water maze.

    PubMed

    Gallagher, Michela; Burwell, Rebecca; Burchinal, Margaret

    2015-08-01

    The Morris water maze task was originally designed to assess the rat's ability to learn to navigate to a specific location in a relatively large spatial environment. This article describes new measures that provide information about the spatial distribution of the rat's search during both training and probe trial performance. The basic new measure optimizes the use of computer tracking to identify the rat's position with respect to the target location. This proximity measure was found to be highly sensitive to age-related impairment in an assessment of young and aged male Long-Evans rats. Also described is the development of a learning index that provides a continuous, graded measure of the severity of age-related impairment in the task. An index of this type should be useful in correlational analyses with other neurobiological or behavioral measures for the study of individual differences in functional/biological decline in aging. PMID:26214219

  4. Acute stress differentially affects spatial configuration learning in high and low cortisol-responding healthy adults

    PubMed Central

    Meyer, Thomas; Smeets, Tom; Giesbrecht, Timo; Quaedflieg, Conny W. E. M.; Merckelbach, Harald

    2013-01-01

    Background Stress and stress hormones modulate memory formation in various ways that are relevant to our understanding of stress-related psychopathology, such as posttraumatic stress disorder (PTSD). Particular relevance is attributed to efficient memory formation sustained by the hippocampus and parahippocampus. This process is thought to reduce the occurrence of intrusions and flashbacks following trauma, but may be negatively affected by acute stress. Moreover, recent evidence suggests that the efficiency of visuo-spatial processing and learning based on the hippocampal area is related to PTSD symptoms. Objective The current study investigated the effect of acute stress on spatial configuration learning using a spatial contextual cueing task (SCCT) known to heavily rely on structures in the parahippocampus. Method Acute stress was induced by subjecting participants (N = 34) to the Maastricht Acute Stress Test (MAST). Following a counterbalanced within-subject approach, the effects of stress and the ensuing hormonal (i.e., cortisol) activity on subsequent SCCT performance were compared to SCCT performance following a no-stress control condition. Results Acute stress did not impact SCCT learning overall, but opposing effects emerged for high versus low cortisol responders to the MAST. Learning scores following stress were reduced in low cortisol responders, while high cortisol-responding participants showed improved learning. Conclusions The effects of stress on spatial configuration learning were moderated by the magnitude of endogenous cortisol secretion. These findings suggest a possible mechanism by which cortisol responses serve an adaptive function during stress and trauma, and this may prove to be a promising route for future research in this area. PMID:23671762

  5. Exposure to radiation accelerates normal brain aging and produces deficits in spatial learning and memory

    NASA Astrophysics Data System (ADS)

    Shukitt-Hale, B.; Casadesus, G.; Carey, A.; Rabin, B. M.; Joseph, J. A.

    Previous studies have shown that radiation exposure, particularly to particles of high energy and charge (HZE particles), produces deficits in spatial learning and memory. These adverse behavioral effects are similar to those seen in aged animals. It is possible that these shared effects may be produced by the same mechanism; oxidative stress damage to the central nervous system caused by an increased release of reactive oxygen species is likely responsible for the deficits seen in aging and following irradiation. Both aged and irradiated rats display cognitive impairment in tests of spatial learning and memory such as the Morris water maze and the radial arm maze. These rats have decrements in the ability to build spatial representations of the environment and they utilize non-spatial strategies to solve tasks. Furthermore, they show a lack of spatial preference, due to a decline in the ability to process or retain place (position of a goal with reference to a "map" provided by the configuration of numerous cues in the environment) information. These declines in spatial memory occur in measures dependent on both reference and working memory, and in the flexibility to reset mental images. These results show that irradiation with high-energy particles produces age-like decrements in cognitive behavior that may impair the ability of astronauts to perform critical tasks during long-term space travel beyond the magnetosphere. Supported by NASA Grants NAG9-1190 and NAG9-1529

  6. A revised spatial serial learning and memory procedure using Corsi's Block-tapping apparatus.

    PubMed

    Crawford, S M; Dickson, A L; Baños, J H

    2000-10-01

    The purpose of this study was to use Corsi's Block Tapping Test as a spatial analog of Benton's Serial Digit Learning Test, using the cognitive neuroscience approach utilized in the California Verbal Learning Test. 60 normal participants, ages 19-52 years, were included and administered an 8-block sequence for 9 trials or until they recalled the entire sequence for 3 consecutive errorless trials. The score was the number of blocks tapped in the correct serial order. An interference trial was administered. Following a 10-min. delay, free recall of the original sequence, cued recall, and recognition measures were obtained. Retroactive interference was significant, but no proactive interference emerged. Scores showed a strong primacy effect. Most participants who learned the sequence to the criterion of three successive errorless trials recalled the sequence after the 10-min. delay. Scores on the cued recall and recognition trials tended to support their validity as less demanding retrieval tasks. The use of this spatial learning and memory procedure allows finer discriminations among nonverbal memory deficits and may facilitate direct comparisons with scores on verbal memory tasks such as Serial Digit Learning and the California Verbal Learning Test. PMID:11065330

  7. Active and passive spatial learning in human navigation: acquisition of graph knowledge.

    PubMed

    Chrastil, Elizabeth R; Warren, William H

    2015-07-01

    It is known that active exploration of a new environment leads to better spatial learning than does passive visual exposure. We ask whether specific components of active learning differentially contribute to particular forms of spatial knowledge-the exploration-specific learning hypothesis. Previously, we found that idiothetic information during walking is the primary active contributor to metric survey knowledge (Chrastil & Warren, 2013). In this study, we test the contributions of 3 components to topological graph and route knowledge: visual information, idiothetic information, and cognitive decision making. Four groups of participants learned the locations of 8 objects in a virtual hedge maze by (a) walking or (b) watching a video, crossed with (1) either making decisions about their path or (2) being guided through the maze. Route and graph knowledge were assessed by walking in the maze corridors from a starting object to the remembered location of a test object, with frequent detours. Decision making during exploration significantly contributed to subsequent route finding in the walking condition, whereas idiothetic information did not. Participants took novel routes and the metrically shortest routes on the majority of both direct and barrier trials, indicating that labeled graph knowledge-not merely route knowledge-was acquired. We conclude that, consistent with the exploration-specific learning hypothesis, decision making is the primary component of active learning for the acquisition of topological graph knowledge, whereas idiothetic information is the primary component for metric survey knowledge. PMID:25419818

  8. Auditory Imagery: Empirical Findings

    ERIC Educational Resources Information Center

    Hubbard, Timothy L.

    2010-01-01

    The empirical literature on auditory imagery is reviewed. Data on (a) imagery for auditory features (pitch, timbre, loudness), (b) imagery for complex nonverbal auditory stimuli (musical contour, melody, harmony, tempo, notational audiation, environmental sounds), (c) imagery for verbal stimuli (speech, text, in dreams, interior monologue), (d)…

  9. Showercap Mindmap: a spatial activity for learning physiology terminology and location.

    PubMed

    Vanags, Thea; Budimlic, Mira; Herbert, Elissa; Montgomery, Melena M; Vickers, Tracy

    2012-06-01

    Students struggle with the volume and complexity of physiology terminology. We compared first-year undergraduate psychology students' learning of physiological terms using two teaching methods: one verbal (control group; n = 16) and one spatial and multisensory (experimental group; n = 19). The experimental group used clear plastic shower caps to mark brain regions and affix labels to another participant's head. The control group learned the material verbally through a game. When tested verbally, both the control and experimental groups recalled more of the 10 terms immediately after the activity (+106% and +83%, respectively) and 2 wk later (+53% and +31%, respectively) than at the pretest (P < 0.0005). When participants' knowledge was tested spatially (labeling a brain diagram), the experimental group recalled more terms at the posttest (+76%) and followup (+73%) than at the pretest (P < 0.0005), but the control group who showed no improvement at either time point (+12% and +14%, respectively). These findings support the notion that spatial and multisensory learning produces improved spatial recall over time while also supporting the notion of transfer-appropriate processing. PMID:22665427

  10. SVR learning-based spatiotemporal fuzzy logic controller for nonlinear spatially distributed dynamic systems.

    PubMed

    Zhang, Xian-Xia; Jiang, Ye; Li, Han-Xiong; Li, Shao-Yuan

    2013-10-01

    A data-driven 3-D fuzzy-logic controller (3-D FLC) design methodology based on support vector regression (SVR) learning is developed for nonlinear spatially distributed dynamic systems. Initially, the spatial information expression and processing as well as the fuzzy linguistic expression and rule inference of a 3-D FLC are integrated into spatial fuzzy basis functions (SFBFs), and then the 3-D FLC can be depicted by a three-layer network structure. By relating SFBFs of the 3-D FLC directly to spatial kernel functions of an SVR, an equivalence relationship of the 3-D FLC and the SVR is established, which means that the 3-D FLC can be designed with the help of the SVR learning. Subsequently, for an easy implementation, a systematic SVR learning-based 3-D FLC design scheme is formulated. In addition, the universal approximation capability of the proposed 3-D FLC is presented. Finally, the control of a nonlinear catalytic packed-bed reactor is considered as an application to demonstrate the effectiveness of the proposed 3-D FLC. PMID:24808600

  11. 4SPPIces: A Case Study of Factors in a Scripted Collaborative-Learning Blended Course across Spatial Locations

    ERIC Educational Resources Information Center

    Perez-Sanagustin, Mar; Santos, Patricia; Hernandez-Leo, Davinia; Blat, Josep

    2012-01-01

    Computer-Supported Collaborative Blended Learning (CSCBL) scripts are complex learning situations in which formal and informal activities conducted at different spatial locations are coordinated and integrated into one unique learning setting through the use of technology. We define a conceptual model identifying four factors to be considered when…

  12. Spatial learning-related changes in metabolic activity of limbic structures at different posttask delays.

    PubMed

    Méndez-López, M; Méndez, M; Sampedro-Piquero, P; Arias, J L

    2013-01-01

    The aim of this study was to assess the functional contribution of brain limbic system regions at different moments after the acquisition of a short-term spatial memory task performed in the Morris water maze. Adult male Wistar rats were submitted to a matching-to-sample procedure with a hidden platform. The trials were made up of two daily identical visits to the platform, sample (swim-1) and retention (swim-2). To study oxidative metabolic activity, we applied cytochrome oxidase (COx) histochemistry. Densitometric measurements were taken at 1.5, 6, 24, and 48 hr posttask. An untrained group was added to explore the COx changes not specific to the learning process. The brain regions studied showed a different pattern of metabolic activity at different time points after the spatial memory task. Specifically, a significant increase of COx was found in the septal dentate gyrus, anteromedial thalamus, medial mammillary nucleus, and entorhinal cortex at early moments after learning. The entorhinal cortex maintained an increase of COx at later stages of the posttask period. In addition, an increase of COx activity was found in the supramammillary nucleus and the retrosplenial, perirhinal, and parietal cortices a long time after learning. These findings suggest that diencephalic and cortical regions are involved in this spatial learning and contribute at different moments to process this information. PMID:23073928

  13. Genistein improves spatial learning and memory in male rats with elevated glucose level during memory consolidation.

    PubMed

    Kohara, Yumi; Kawaguchi, Shinichiro; Kuwahara, Rika; Uchida, Yutaro; Oku, Yushi; Yamashita, Kimihiro

    2015-03-01

    Cognitive dysfunction due to higher blood glucose level has been reported previously. Genistein (GEN) is a phytoestrogen that we hypothesized might lead to improved memory, despite elevated blood glucose levels at the time of memory consolidation. To investigate this hypothesis, we compared the effects of orally administered GEN on the central nervous system in normal versus glucose-loaded adult male rats. A battery of behavioral assessments was carried out. In the MAZE test, which measured spatial learning and memory, the time of normal rats was shortened by GEN treatment compared to the vehicle group, but only in the early stages of testing. In the glucose-loaded group, GEN treatment improved performance as mazes were advanced. In the open-field test, GEN treatment delayed habituation to the new environment in normal rats, and increased the exploratory behaviors of glucose-loaded rats. There were no significant differences observed for emotionality or fear-motivated learning and memory. Together, these results indicate that GEN treatment improved spatial learning and memory only in the early stages of testing in the normal state, but improved spatial learning and memory when glucose levels increased during memory consolidation. PMID:25481356

  14. Cortical dynamics of contextually cued attentive visual learning and search: spatial and object evidence accumulation.

    PubMed

    Huang, Tsung-Ren; Grossberg, Stephen

    2010-10-01

    How do humans use target-predictive contextual information to facilitate visual search? How are consistently paired scenic objects and positions learned and used to more efficiently guide search in familiar scenes? For example, humans can learn that a certain combination of objects may define a context for a kitchen and trigger a more efficient search for a typical object, such as a sink, in that context. The ARTSCENE Search model is developed to illustrate the neural mechanisms of such memory-based context learning and guidance and to explain challenging behavioral data on positive-negative, spatial-object, and local-distant cueing effects during visual search, as well as related neuroanatomical, neurophysiological, and neuroimaging data. The model proposes how global scene layout at a first glance rapidly forms a hypothesis about the target location. This hypothesis is then incrementally refined as a scene is scanned with saccadic eye movements. The model simulates the interactive dynamics of object and spatial contextual cueing and attention in the cortical What and Where streams starting from early visual areas through medial temporal lobe to prefrontal cortex. After learning, model dorsolateral prefrontal cortex (area 46) primes possible target locations in posterior parietal cortex based on goal-modulated percepts of spatial scene gist that are represented in parahippocampal cortex. Model ventral prefrontal cortex (area 47/12) primes possible target identities in inferior temporal cortex based on the history of viewed objects represented in perirhinal cortex. PMID:21038974

  15. Auditory Training for Central Auditory Processing Disorder.

    PubMed

    Weihing, Jeffrey; Chermak, Gail D; Musiek, Frank E

    2015-11-01

    Auditory training (AT) is an important component of rehabilitation for patients with central auditory processing disorder (CAPD). The present article identifies and describes aspects of AT as they relate to applications in this population. A description of the types of auditory processes along with information on relevant AT protocols that can be used to address these specific deficits is included. Characteristics and principles of effective AT procedures also are detailed in light of research that reflects on their value. Finally, research investigating AT in populations who show CAPD or present with auditory complaints is reported. Although efficacy data in this area are still emerging, current findings support the use of AT for treatment of auditory difficulties. PMID:27587909

  16. Representation of Reward Feedback in Primate Auditory Cortex

    PubMed Central

    Brosch, Michael; Selezneva, Elena; Scheich, Henning

    2011-01-01

    It is well established that auditory cortex is plastic on different time scales and that this plasticity is driven by the reinforcement that is used to motivate subjects to learn or to perform an auditory task. Motivated by these findings, we study in detail properties of neuronal firing in auditory cortex that is related to reward feedback. We recorded from the auditory cortex of two monkeys while they were performing an auditory categorization task. Monkeys listened to a sequence of tones and had to signal when the frequency of adjacent tones stepped in downward direction, irrespective of the tone frequency and step size. Correct identifications were rewarded with either a large or a small amount of water. The size of reward depended on the monkeys’ performance in the previous trial: it was large after a correct trial and small after an incorrect trial. The rewards served to maintain task performance. During task performance we found three successive periods of neuronal firing in auditory cortex that reflected (1) the reward expectancy for each trial, (2) the reward-size received, and (3) the mismatch between the expected and delivered reward. These results, together with control experiments suggest that auditory cortex receives reward feedback that could be used to adapt auditory cortex to task requirements. Additionally, the results presented here extend previous observations of non-auditory roles of auditory cortex and shows that auditory cortex is even more cognitively influenced than lately recognized. PMID:21369350

  17. Context-Specific Effects of Estradiol on Spatial Learning and Memory in the Zebra Finch

    PubMed Central

    Rensel, M.A.; Salwiczek, L.; Roth, J.; Schlinger, B.A.

    2012-01-01

    Estradiol is known to impact cognitive function including spatial learning and memory, with studies focused largely on rodent models. Estrogens can be produced peripherally or centrally as neuroestrogens, and the specific role for neuroestrogens in memory processes remains unresolved. Many songbirds possess remarkable spatial memory capabilities and also express the estrogen synthetic enzyme aromatase abundantly in the hippocampus, suggesting that locally-produced estrogens may promote the acquisition or retrieval of spatial memories in these birds. We examined the effect of estradiol on spatial memory in three contexts in the zebra finch: retrieval after discrimination training, retrieval after familiarization but without discrimination training, and memory acquisition, using a combination of estradiol implants and oral dosing with the aromatase inhibitor fadrozole (FAD). Retrieval of spatial memory in both contexts was impaired when estradiol production was blocked. However, spatial memory acquisition was enhanced when estradiol production was inhibited whereas estradiol replacement impaired acquisition. These results provide evidence for a context-specific role of estradiol in songbird spatial memory, results that finds accord with some mammalian studies but have not yet been observed in birds. PMID:23257279

  18. Auditory-induced neural dynamics in sensory-motor circuitry predict learned temporal and sequential statistics of birdsong

    PubMed Central

    Bouchard, Kristofer E.; Brainard, Michael S.

    2016-01-01

    Predicting future events is a critical computation for both perception and behavior. Despite the essential nature of this computation, there are few studies demonstrating neural activity that predicts specific events in learned, probabilistic sequences. Here, we test the hypotheses that the dynamics of internally generated neural activity are predictive of future events and are structured by the learned temporal–sequential statistics of those events. We recorded neural activity in Bengalese finch sensory-motor area HVC in response to playback of sequences from individuals’ songs, and examined the neural activity that continued after stimulus offset. We found that the strength of response to a syllable in the sequence depended on the delay at which that syllable was played, with a maximal response when the delay matched the intersyllable gap normally present for that specific syllable during song production. Furthermore, poststimulus neural activity induced by sequence playback resembled the neural response to the next syllable in the sequence when that syllable was predictable, but not when the next syllable was uncertain. Our results demonstrate that the dynamics of internally generated HVC neural activity are predictive of the learned temporal–sequential structure of produced song and that the strength of this prediction is modulated by uncertainty. PMID:27506786

  19. Optogenetic stimulation of the auditory pathway

    PubMed Central

    Hernandez, Victor H.; Gehrt, Anna; Reuter, Kirsten; Jing, Zhizi; Jeschke, Marcus; Mendoza Schulz, Alejandro; Hoch, Gerhard; Bartels, Matthias; Vogt, Gerhard; Garnham, Carolyn W.; Yawo, Hiromu; Fukazawa, Yugo; Augustine, George J.; Bamberg, Ernst; Kügler, Sebastian; Salditt, Tim; de Hoz, Livia; Strenzke, Nicola; Moser, Tobias

    2014-01-01

    Auditory prostheses can partially restore speech comprehension when hearing fails. Sound coding with current prostheses is based on electrical stimulation of auditory neurons and has limited frequency resolution due to broad current spread within the cochlea. In contrast, optical stimulation can be spatially confined, which may improve frequency resolution. Here, we used animal models to characterize optogenetic stimulation, which is the optical stimulation of neurons genetically engineered to express the light-gated ion channel channelrhodopsin-2 (ChR2). Optogenetic stimulation of spiral ganglion neurons (SGNs) activated the auditory pathway, as demonstrated by recordings of single neuron and neuronal population responses. Furthermore, optogenetic stimulation of SGNs restored auditory activity in deaf mice. Approximation of the spatial spread of cochlear excitation by recording local field potentials (LFPs) in the inferior colliculus in response to suprathreshold optical, acoustic, and electrical stimuli indicated that optogenetic stimulation achieves better frequency resolution than monopolar electrical stimulation. Virus-mediated expression of a ChR2 variant with greater light sensitivity in SGNs reduced the amount of light required for responses and allowed neuronal spiking following stimulation up to 60 Hz. Our study demonstrates a strategy for optogenetic stimulation of the auditory pathway in rodents and lays the groundwork for future applications of cochlear optogenetics in auditory research and prosthetics. PMID:24509078

  20. Active sensing associated with spatial learning reveals memory-based attention in an electric fish.

    PubMed

    Jun, James J; Longtin, André; Maler, Leonard

    2016-05-01

    Active sensing behaviors reveal what an animal is attending to and how it changes with learning. Gymnotus sp, a gymnotiform weakly electric fish, generates an electric organ discharge (EOD) as discrete pulses to actively sense its surroundings. We monitored freely behaving gymnotid fish in a large dark "maze" and extracted their trajectories and EOD pulse pattern and rate while they learned to find food with electrically detectable landmarks as cues. After training, they more rapidly found food using shorter, more stereotyped trajectories and spent more time near the food location. We observed three forms of active sensing: sustained high EOD rates per unit distance (sampling density), transient large increases in EOD rate (E-scans) and stereotyped scanning movements (B-scans) were initially strong at landmarks and food, but, after learning, intensified only at the food location. During probe (no food) trials, after learning, the fish's search area and intense active sampling was still centered on the missing food location, but now also increased near landmarks. We hypothesize that active sensing is a behavioral manifestation of attention and essential for spatial learning; the fish use spatial memory of landmarks and path integration to reach the expected food location and confine their attention to this region. PMID:26961107

  1. Active and passive spatial learning in human navigation: acquisition of survey knowledge.

    PubMed

    Chrastil, Elizabeth R; Warren, William H

    2013-09-01

    It seems intuitively obvious that active exploration of a new environment would lead to better spatial learning than would passive visual exposure. It is unclear, however, which components of active learning contribute to spatial knowledge, and previous literature is decidedly mixed. This experiment tests the contributions of 4 components to metric survey knowledge: visual, vestibular, and podokinetic information and cognitive decision making. In the learning phase, 6 groups of participants learned the locations of 8 objects in a virtual hedge maze by (a) walking, (b) being pushed in a wheelchair, or (c) watching a video, crossed with (1) making decisions about their path or (2) being guided through the maze. In the test phase, survey knowledge was assessed by having participants walk a novel shortcut from a starting object to the remembered location of a test object, with the maze removed. Performance was slightly better than chance in the passive video condition. The addition of vestibular information did not improve performance in the wheelchair condition, but the addition of podokinetic information significantly improved angular accuracy in the walking condition. In contrast, there was no effect of decision making in any condition. The results indicate that visual and podokinetic information significantly contribute to survey knowledge, whereas vestibular information and decision making do not. We conclude that podokinetic information is the primary component of active learning for the acquisition of metric survey knowledge. PMID:23565781

  2. Persistent and stable biases in spatial learning mechanisms predict navigational style.

    PubMed

    Furman, Andrew J; Clements-Stephens, Amy M; Marchette, Steven A; Shelton, Amy L

    2014-12-01

    A wealth of evidence in rodents and humans supports the central roles of two learning systems--hippocampal place learning and striatal response learning--in the formation of spatial representations to support navigation. Individual differences in the ways that these mechanisms are engaged during initial encoding and subsequent navigation may provide a powerful framework for explaining the wide range of variability found in the strategies and solutions that make up human navigational styles. Previous work has revealed that activation in the hippocampal and striatal networks during learning could predict navigational style. Here, we used functional magnetic resonance imaging to investigate the relative activations in these systems during both initial encoding and the act of dynamic navigation in a learned environment. Participants learned a virtual environment and were tested on subsequent navigation to targets within the environment. We observed that a given individual had a consistent balance of memory system engagement across both initial encoding and subsequent navigation, a balance that successfully predicted the participants' tendencies to use novel shortcuts versus familiar paths during dynamic navigation. This was further supported by the observation that the activation during subsequent retrieval was not dependent on the type of solution used on a given trial. Taken together, our results suggest a model in which the place- and response-learning systems are present in parallel to support a variety of navigational behaviors, but stable biases in the engagement of these systems influence what solutions might be available for any given individual. PMID:24830787

  3. The Goldilocks effect in infant auditory attention.

    PubMed

    Kidd, Celeste; Piantadosi, Steven T; Aslin, Richard N

    2014-01-01

    Infants must learn about many cognitive domains (e.g., language, music) from auditory statistics, yet capacity limits on their cognitive resources restrict the quantity that they can encode. Previous research has established that infants can attend to only a subset of available acoustic input. Yet few previous studies have directly examined infant auditory attention, and none have directly tested theorized mechanisms of attentional selection based on stimulus complexity. This work utilizes model-based behavioral methods that were recently developed to examine visual attention in infants (e.g., Kidd, Piantadosi, & Aslin, 2012). The present results demonstrate that 7- to 8-month-old infants selectively attend to nonsocial auditory stimuli that are intermediately predictable/complex with respect to their current implicit beliefs and expectations. These findings provide evidence of a broad principle of infant attention across modalities and suggest that sound-to-sound transitional statistics heavily influence the allocation of auditory attention in human infants. PMID:24990627

  4. Crossmodal Object-Based Attention: Auditory Objects Affect Visual Processing

    ERIC Educational Resources Information Center

    Turatto, M.; Mazza, V.; Umilta, C.

    2005-01-01

    According to the object-based view, visual attention can be deployed to ''objects'' or perceptual units, regardless of spatial locations. Recently, however, the notion of object has also been extended to the auditory domain, with some authors suggesting possible interactions between visual and auditory objects. Here we show that task-irrelevant…

  5. The importance of spatial ability and mental models in learning anatomy

    NASA Astrophysics Data System (ADS)

    Chatterjee, Allison K.

    As a foundational course in medical education, gross anatomy serves to orient medical and veterinary students to the complex three-dimensional nature of the structures within the body. Understanding such spatial relationships is both fundamental and crucial for achievement in gross anatomy courses, and is essential for success as a practicing professional. Many things contribute to learning spatial relationships; this project focuses on a few key elements: (1) the type of multimedia resources, particularly computer-aided instructional (CAI) resources, medical students used to study and learn; (2) the influence of spatial ability on medical and veterinary students' gross anatomy grades and their mental models; and (3) how medical and veterinary students think about anatomy and describe the features of their mental models to represent what they know about anatomical structures. The use of computer-aided instruction (CAI) by gross anatomy students at Indiana University School of Medicine (IUSM) was assessed through a questionnaire distributed to the regional centers of the IUSM. Students reported using internet browsing, PowerPoint presentation software, and email on a daily bases to study gross anatomy. This study reveals that first-year medical students at the IUSM make limited use of CAI to study gross anatomy. Such studies emphasize the importance of examining students' use of CAI to study gross anatomy prior to development and integration of electronic media into the curriculum and they may be important in future decisions regarding the development of alternative learning resources. In order to determine how students think about anatomical relationships and describe the features of their mental models, personal interviews were conducted with select students based on students' ROT scores. Five typologies of the characteristics of students' mental models were identified and described: spatial thinking, kinesthetic approach, identification of anatomical structures

  6. Nicotine attenuates spatial learning deficits induced in the rat by perinatal lead exposure.

    PubMed

    Zhou, Mingfu; Suszkiw, Janusz B

    2004-02-27

    Maternally lead (Pb)-exposed, juvenile rats exhibit significant deficits in spatial reference memory acquisition and working memory performance in the Morris water maze (MWM). Acute systemic application of nicotine reverses these deficits without affecting behavioral performance of the age-matched, lead-unexposed control animals. These results suggest that nicotinic agonist treatments can ameliorate learning and memory impairments, presumably by compensating for deficient nicotinic function in developmentally lead-exposed animals. PMID:14746932

  7. The Diagnosis and Management of Auditory Processing Disorder

    ERIC Educational Resources Information Center

    Moore, David R.

    2011-01-01

    Purpose: To provide a personal perspective on auditory processing disorder (APD), with reference to the recent clinical forum on APD and the needs of clinical speech-language pathologists and audiologists. Method: The Medical Research Council-Institute of Hearing Research (MRC-IHR) has been engaged in research into APD and auditory learning for 8…

  8. Between-task transfer of learning from spatial compatibility to a color stroop task.

    PubMed

    Marini, Maddalena; Iani, Cristina; Nicoletti, Roberto; Rubichi, Sandro

    2011-01-01

    Responses to a relevant stimulus dimension are faster and more accurate when the stimulus and response spatially correspond compared to when they do not, even though stimulus position is irrelevant (Simon effect). It has been demonstrated that practicing with an incompatible spatial stimulus-response (S-R) mapping before performing a Simon task can eliminate this effect. In the present study we assessed whether a learned spatially incompatible S-R mapping can be transferred to a nonspatial conflict task, hence supporting the view that transfer effects are due to acquisition of a general "respond to the opposite stimulus value" rule. To this aim, we ran two experiments in which participants performed a spatial compatibility task with either a compatible or an incompatible mapping and then transferred, after a 5 min delay, to a color Stroop task. In Experiment 1, responses were executed by pressing one of two keys on the keyboard in both practice and transfer tasks. In Experiment 2, responses were manual in the practice task and vocal in the transfer task. The spatially incompatible practice significantly reduced the color Stroop effect only when responses were manual in both tasks. These results suggest that during practice participants develop a response-selection strategy of emitting the alternative spatial response. PMID:21592943

  9. Grid Cells, Place Cells, and Geodesic Generalization for Spatial Reinforcement Learning

    PubMed Central

    Gustafson, Nicholas J.; Daw, Nathaniel D.

    2011-01-01

    Reinforcement learning (RL) provides an influential characterization of the brain's mechanisms for learning to make advantageous choices. An important problem, though, is how complex tasks can be represented in a way that enables efficient learning. We consider this problem through the lens of spatial navigation, examining how two of the brain's location representations—hippocampal place cells and entorhinal grid cells—are adapted to serve as basis functions for approximating value over space for RL. Although much previous work has focused on these systems' roles in combining upstream sensory cues to track location, revisiting these representations with a focus on how they support this downstream decision function offers complementary insights into their characteristics. Rather than localization, the key problem in learning is generalization between past and present situations, which may not match perfectly. Accordingly, although neural populations collectively offer a precise representation of position, our simulations of navigational tasks verify the suggestion that RL gains efficiency from the more diffuse tuning of individual neurons, which allows learning about rewards to generalize over longer distances given fewer training experiences. However, work on generalization in RL suggests the underlying representation should respect the environment's layout. In particular, although it is often assumed that neurons track location in Euclidean coordinates (that a place cell's activity declines “as the crow flies” away from its peak), the relevant metric for value is geodesic: the distance along a path, around any obstacles. We formalize this intuition and present simulations showing how Euclidean, but not geodesic, representations can interfere with RL by generalizing inappropriately across barriers. Our proposal that place and grid responses should be modulated by geodesic distances suggests novel predictions about how obstacles should affect spatial firing

  10. Superficial Layer-Specific Histaminergic Modulation of Medial Entorhinal Cortex Required for Spatial Learning.

    PubMed

    He, Chao; Luo, Fenlan; Chen, Xingshu; Chen, Fang; Li, Chao; Ren, Shuancheng; Qiao, Qicheng; Zhang, Jun; de Lecea, Luis; Gao, Dong; Hu, Zhian

    2016-04-01

    The medial entorhinal cortex (MEC) plays a crucial role in spatial learning and memory. Whereas the MEC receives a dense histaminergic innervation from the tuberomamillary nucleus of the hypothalamus, the functions of histamine in this brain region remain unclear. Here, we show that histamine acts via H1Rs to directly depolarize the principal neurons in the superficial, but not deep, layers of the MEC when recording at somata. Moreover, histamine decreases the spontaneous GABA, but not glutamate, release onto principal neurons in the superficial layers by acting at presynaptic H3Rs without effect on synaptic release in the deep layers. Histamine-induced depolarization is mediated via inhibition of Kir channels and requires the activation of protein kinase C, whereas the inhibition of spontaneous GABA release by histamine depends on voltage-gated Ca(2+) channels and extracellular Ca(2+). Furthermore, microinjection of the H1R or H3R, but not H2R, antagonist respectively into the superficial, but not deep, layers of MEC impairs rat spatial learning as assessed by water maze tasks but does not affect the motor function and exploratory activity in an open field. Together, our study indicates that histamine plays an essential role in spatial learning by selectively regulating neuronal excitability and synaptic transmission in the superficial layers of the MEC. PMID:25595181

  11. Learning Spatially-Smooth Mappings in Non-Rigid Structure from Motion.

    PubMed

    Hamsici, Onur C; Gotardo, Paulo F U; Martinez, Aleix M

    2012-01-01

    Non-rigid structure from motion (NRSFM) is a classical underconstrained problem in computer vision. A common approach to make NRSFM more tractable is to constrain 3D shape deformation to be smooth over time. This constraint has been used to compress the deformation model and reduce the number of unknowns that are estimated. However, temporal smoothness cannot be enforced when the data lacks temporal ordering and its benefits are less evident when objects undergo abrupt deformations. This paper proposes a new NRSFM method that addresses these problems by considering deformations as spatial variations in shape space and then enforcing spatial, rather than temporal, smoothness. This is done by modeling each 3D shape coefficient as a function of its input 2D shape. This mapping is learned in the feature space of a rotation invariant kernel, where spatial smoothness is intrinsically defined by the mapping function. As a result, our model represents shape variations compactly using custom-built coefficient bases learned from the input data, rather than a pre-specified set such as the Discrete Cosine Transform. The resulting kernel-based mapping is a by-product of the NRSFM solution and leads to another fundamental advantage of our approach: for a newly observed 2D shape, its 3D shape is recovered by simply evaluating the learned function. PMID:23946937

  12. Outline for Remediation of Problem Areas for Children with Learning Disabilities. Revised. = Bosquejo para la Correccion de Areas Problematicas para Ninos con Impedimientos del Aprendizaje.

    ERIC Educational Resources Information Center

    Bornstein, Joan L.

    The booklet outlines ways to help children with learning disabilities in specific subject areas. Characteristic behavior and remedial exercises are listed for seven areas of auditory problems: auditory reception, auditory association, auditory discrimination, auditory figure ground, auditory closure and sound blending, auditory memory, and grammar…

  13. Focal manipulations of formant trajectories reveal a role of auditory feedback in the online control of both within-syllable and between-syllable speech timing.

    PubMed

    Cai, Shanqing; Ghosh, Satrajit S; Guenther, Frank H; Perkell, Joseph S

    2011-11-01

    Within the human motor repertoire, speech production has a uniquely high level of spatiotemporal complexity. The production of running speech comprises the traversing of spatial positions with precisely coordinated articulator movements to produce 10-15 sounds/s. How does the brain use auditory feedback, namely the self-perception of produced speech sounds, in the online control of spatial and temporal parameters of multisyllabic articulation? This question has important bearings on the organizational principles of sequential actions, yet its answer remains controversial due to the long latency of the auditory feedback pathway and technical challenges involved in manipulating auditory feedback in precisely controlled ways during running speech. In this study, we developed a novel technique for introducing time-varying, focal perturbations in the auditory feedback during multisyllabic, connected speech. Manipulations of spatial and temporal parameters of the formant trajectory were tested separately on two groups of subjects as they uttered "I owe you a yo-yo." Under these perturbations, significant and specific changes were observed in both the spatial and temporal parameters of the produced formant trajectories. Compensations to spatial perturbations were bidirectional and opposed the perturbations. Furthermore, under perturbations that manipulated the timing of auditory feedback trajectory (slow-down or speed-up), significant adjustments in syllable timing were observed in the subjects' productions. These results highlight the systematic roles of auditory feedback in the online control of a highly over-learned action as connected speech articulation and provide a first look at the properties of this type of sensorimotor interaction in sequential movements. PMID:22072698

  14. How the Learning Path and the Very Structure of a Multifloored Environment Influence Human Spatial Memory.

    PubMed

    Dollé, Laurent; Droulez, Jacques; Bennequin, Daniel; Berthoz, Alain; Thibault, Guillaume

    2015-01-01

    Few studies have explored how humans memorize landmarks in complex multifloored buildings. They have observed that participants memorize an environment either by floors or by vertical columns, influenced by the learning path. However, the influence of the building's actual structure is not yet known. In order to investigate this influence, we conducted an experiment using an object-in-place protocol in a cylindrical building to contrast with previous experiments which used rectilinear environments. Two groups of 15 participants were taken on a tour with a first person perspective through a virtual cylindrical three-floored building. They followed either a route discovering floors one at a time, or a route discovering columns (by simulated lifts across floors). They then underwent a series of trials, in which they viewed a camera movement reproducing either a segment of the learning path (familiar trials), or performing a shortcut relative to the learning trajectory (novel trials). We observed that regardless of the learning path, participants better memorized the building by floors, and only participants who had discovered the building by columns also memorized it by columns. This expands on previous results obtained in a rectilinear building, where the learning path favoured the memory of its horizontal and vertical layout. Taken together, these results suggest that both learning mode and an environment's structure influence the spatial memory of complex multifloored buildings. PMID:26770288

  15. How the Learning Path and the Very Structure of a Multifloored Environment Influence Human Spatial Memory

    PubMed Central

    Dollé, Laurent; Droulez, Jacques; Bennequin, Daniel; Berthoz, Alain; Thibault, Guillaume

    2015-01-01

    Few studies have explored how humans memorize landmarks in complex multifloored buildings. They have observed that participants memorize an environment either by floors or by vertical columns, influenced by the learning path. However, the influence of the building’s actual structure is not yet known. In order to investigate this influence, we conducted an experiment using an object-in-place protocol in a cylindrical building to contrast with previous experiments which used rectilinear environments. Two groups of 15 participants were taken on a tour with a first person perspective through a virtual cylindrical three-floored building. They followed either a route discovering floors one at a time, or a route discovering columns (by simulated lifts across floors). They then underwent a series of trials, in which they viewed a camera movement reproducing either a segment of the learning path (familiar trials), or performing a shortcut relative to the learning trajectory (novel trials). We observed that regardless of the learning path, participants better memorized the building by floors, and only participants who had discovered the building by columns also memorized it by columns. This expands on previous results obtained in a rectilinear building, where the learning path favoured the memory of its horizontal and vertical layout. Taken together, these results suggest that both learning mode and an environment’s structure influence the spatial memory of complex multifloored buildings. PMID:26770288

  16. Spatial Learning and Action Planning in a Prefrontal Cortical Network Model

    PubMed Central

    Martinet, Louis-Emmanuel; Sheynikhovich, Denis; Benchenane, Karim; Arleo, Angelo

    2011-01-01

    The interplay between hippocampus and prefrontal cortex (PFC) is fundamental to spatial cognition. Complementing hippocampal place coding, prefrontal representations provide more abstract and hierarchically organized memories suitable for decision making. We model a prefrontal network mediating distributed information processing for spatial learning and action planning. Specific connectivity and synaptic adaptation principles shape the recurrent dynamics of the network arranged in cortical minicolumns. We show how the PFC columnar organization is suitable for learning sparse topological-metrical representations from redundant hippocampal inputs. The recurrent nature of the network supports multilevel spatial processing, allowing structural features of the environment to be encoded. An activation diffusion mechanism spreads the neural activity through the column population leading to trajectory planning. The model provides a functional framework for interpreting the activity of PFC neurons recorded during navigation tasks. We illustrate the link from single unit activity to behavioral responses. The results suggest plausible neural mechanisms subserving the cognitive “insight” capability originally attributed to rodents by Tolman & Honzik. Our time course analysis of neural responses shows how the interaction between hippocampus and PFC can yield the encoding of manifold information pertinent to spatial planning, including prospective coding and distance-to-goal correlates. PMID:21625569

  17. Maturation of Rapid Auditory Temporal Processing and Subsequent Nonword Repetition Performance in Children

    ERIC Educational Resources Information Center

    Fox, Allison M.; Reid, Corinne L.; Anderson, Mike; Richardson, Cassandra; Bishop, Dorothy V. M.

    2012-01-01

    According to the rapid auditory processing theory, the ability to parse incoming auditory information underpins learning of oral and written language. There is wide variation in this low-level perceptual ability, which appears to follow a protracted developmental course. We studied the development of rapid auditory processing using event-related…

  18. Rapid tuning of auditory "what" and "where" pathways by training.

    PubMed

    Du, Yi; He, Yu; Arnott, Stephen R; Ross, Bernhard; Wu, Xihong; Li, Liang; Alain, Claude

    2015-02-01

    Behavioral improvement within the first hour of training is commonly explained as procedural learning (i.e., strategy changes resulting from task familiarization). However, it may additionally reflect a rapid adjustment of the perceptual and/or attentional system in a goal-directed task. In support of this latter hypothesis, we show feature-specific gains in performance for groups of participants briefly trained to use either a spectral or spatial difference between 2 vowels presented simultaneously during a vowel identification task. In both groups, the neuromagnetic activity measured during the vowel identification task following training revealed source activity in auditory cortices, prefrontal, inferior parietal, and motor areas. More importantly, the contrast between the 2 groups revealed a striking double dissociation in which listeners trained on spectral or spatial cues showed higher source activity in ventral ("what") and dorsal ("where") brain areas, respectively. These feature-specific effects indicate that brief training can implicitly bias top-down processing to a trained acoustic cue and induce a rapid recalibration of the ventral and dorsal auditory streams during speech segregation and identification. PMID:24042339

  19. Auditory imagery: empirical findings.

    PubMed

    Hubbard, Timothy L

    2010-03-01

    The empirical literature on auditory imagery is reviewed. Data on (a) imagery for auditory features (pitch, timbre, loudness), (b) imagery for complex nonverbal auditory stimuli (musical contour, melody, harmony, tempo, notational audiation, environmental sounds), (c) imagery for verbal stimuli (speech, text, in dreams, interior monologue), (d) auditory imagery's relationship to perception and memory (detection, encoding, recall, mnemonic properties, phonological loop), and (e) individual differences in auditory imagery (in vividness, musical ability and experience, synesthesia, musical hallucinosis, schizophrenia, amusia) are considered. It is concluded that auditory imagery (a) preserves many structural and temporal properties of auditory stimuli, (b) can facilitate auditory discrimination but interfere with auditory detection, (c) involves many of the same brain areas as auditory perception, (d) is often but not necessarily influenced by subvocalization, (e) involves semantically interpreted information and expectancies, (f) involves depictive components and descriptive components, (g) can function as a mnemonic but is distinct from rehearsal, and (h) is related to musical ability and experience (although the mechanisms of that relationship are not clear). PMID:20192565

  20. Distinct discrimination learning strategies and their relation with spatial memory and attentional control in 4- to 14-year-olds.

    PubMed

    Schmittmann, Verena D; van der Maas, Han L J; Raijmakers, Maartje E J

    2012-04-01

    Behavioral, psychophysiological, and neuropsychological studies have revealed large developmental differences in various learning paradigms where learning from positive and negative feedback is essential. The differences are possibly due to the use of distinct strategies that may be related to spatial working memory and attentional control. In this study, strategies in performing a discrimination learning task were distinguished in a cross-sectional sample of 302 children from 4 to 14 years of age. The trial-by-trial accuracy data were analyzed with mathematical learning models. The best-fitting model revealed three learning strategies: hypothesis testing, slow abrupt learning, and nonlearning. The proportion of hypothesis-testing children increased with age. Nonlearners were present only in the youngest age group. Feature preferences for the irrelevant dimension had a detrimental effect on performance in the youngest age group. The executive functions spatial working memory and attentional control significantly predicted posterior learning strategy probabilities after controlling for age. PMID:22176926