Auditory evoked potentials dissociate rapid perceptual learning from task repetition without learning
Auditory evoked potentials dissociate rapid perceptual learning from task repetition without learning
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DOI：
10.1111/j.1469-8986.2010.01139.x
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发表时间：
2011-06-01
期刊：
影响因子：
3.7
通讯作者：
Alain, Claude
中科院分区：
文献类型：
--
作者：
Ben-David, Boaz M.;Campeanu, Sandra;Alain, Claude
在一小时的听觉知觉训练中，表现的改善伴随着快速的生理变化。这些变化可能反映了学习或仅仅是独立于学习的任务重复。我们评估了在困难语音识别任务和简单音调识别任务中，学习和任务重复对听觉诱发电位变化的贡献。我们假设只有任务重复效应会出现在声调任务中，但任务重复和学习在语音任务中会相互作用。语音识别随着实践得到改善（增加灵敏度d'与恒定的响应偏差β）。这种行为改善与感觉诱发反应幅度（N1, P2）的下降以及左额叶和顶叶部位慢波幅度（发病后320 ms达到峰值）的下降相一致。研究结果表明，与学习相关的快速生理变化不同于与任务重复相关的变化。
Performance improvement during an hour of auditory perceptual training is accompanied by rapid physiological changes. These changes may reflect learning or simply task repetition independent of learning. We assessed the contribution of learning and task repetition to changes in auditory evoked potentials during a difficult speech identification task and an easy tone identification task. We posited that only task repetition effects would occur in the tone task but that task repetition and learning would interact in the speech task. Speech identification improved with practice (increased sensitivity d' with a constant response bias beta). This behavioral improvement coincided with a decrease in the amplitude of sensory evoked responses (N1, P2) and a decrease in the amplitude of a slow wave (peak=320 ms after onset) over the left frontal and parietal sites. Results show rapid physiological changes associated with learning, distinct from changes related to task repetition.