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Neural bases of successful auditory learning

成功听觉学习的神经基础

基本信息

批准号：
10179343
负责人：
Kelsey Mankel
金额：
$ 2.46万
依托单位：
UNIVERSITY OF MEMPHIS
依托单位国家：
美国
项目类别：
财政年份：
2020
资助国家：
美国
起止时间：
2020-06-01 至 2021-08-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/10179343
关键词：
Acoustics Area Auditory Auditory Perception Auditory area Base of the Brain Behavioral Behavioral Model Behavioral Research Brain Brain region Categories Clinical Cognition Cognitive Science Complement Computer Models Coupled Data Development Disease Dyslexia Educational workshop Electroencephalography Environment Event-Related Potentials Exhibits Faculty Feedback Fellowship Future Goals Grain Grouping Hearing Human Impairment Individual Individual Differences Inferior frontal gyrus Intervention Knowledge Knowledge acquisition Label Laboratories Language Development Learning Light Linguistics Link Maps Measurement Measures Mentorship Music Neurobiology Neuronal Plasticity Neurophysiology - biologic function Outcome Participant Pathway interactions Perception Perceptual learning Performance Population Process Publications Rehabilitation therapy Research Research Personnel Scalp structure Science Sensory Sensory Process Signal Transduction Source Specific qualifier value Speech Stimulus System Techniques Testing Therapeutic Training Training Programs Universities Work auditory pathway base brain pathway career career development cognitive neuroscience density experience lens neural correlate neuroimaging neuromechanism neurophysiology pre-doctoral recruit relating to nervous system skills sound success symposium tenure track theories

项目摘要

Project Summary/Abstract Robust perception requires listeners organize incoming stimuli into meaningful perceptual groups to make sense of their environment. This many-to-one mapping problem is known as categorical perception (CP). Surprisingly, despite decades of behavioral research, when and where categorization occurs in the brain and how categories are shaped by experience (e.g., learning) are not well understood. By combining temporally sensitive EEG measurements with state-of-the-art source analysis and functional connectivity techniques, this project will characterize the neural correlates of successful category learning (Aim 1) during short-term auditory identification training. We then evaluate neural differences within the brain’s auditory-linguistic pathways that distinguish good vs. poor learners (Aim 2), testing bottom-up vs. top-down predictions of the reverse hierarchy theory (RHT). Analyses will identify different “neural strategies” that illustrate individual differences in learning performance and determine whether stronger feedforward or feedback cortical processing leads to more successful categorization after training. Understanding the unique neural mechanisms supporting sound categorization and auditory learning may help individualize future rehabilitative or personalized training programs (e.g., second language learning), thereby maximizing therapeutic and/or educational benefits for receptive hearing abilities. The proposed predoctoral work will be conducted in a highly productive and interdisciplinary training environment at the University of Memphis that is well-suited to support the PI in achieving the training plan goals. Under the guidance of Dr. Gavin Bidelman, the research will be primarily conducted in the Auditory Cognitive Neuroscience Laboratory (ACNL), which specializes in auditory perception-cognition, neurophysiology (via multichannel EEG/ERP analysis), speech/music perception, and computational modeling. To achieve the research objectives, this F31 includes training in advanced source analysis and functional connectivity techniques via dedicated one-on-one mentorship with the faculty Sponsor. Primary training in human neuroimaging and speech-hearing science will be complemented by interdisciplinary training in cognitive psychology and modeling of behavioral learning data with Co-Sponsor Dr. Philip Pavlik, a leading expert on knowledge acquisition and the dynamics of human learning. In addition to these research experiences, the fellowship training plan includes opportunities for career development, incorporating milestones in scientific dissemination (conference presentations, publications), seminars and workshops in professional development (e.g., grantsmanship), and formal coursework to support the PI’s training in theoretical and empirical issues in auditory cognitive neuroscience and the speech-hearing sciences. This fellowship will provide the PI invaluable scientific training, mentorship, and professional development that will ultimately help launch her career toward becoming a tenure-track academic researcher.

项目总结/文摘