Electrophysiology and Auditory Training

描述（由申请人提供）：听觉训练计划正在许多临床环境中使用，作为各种沟通障碍患者的补救工具。这些训练范例通常被设计为通过使用特定刺激（或其修改）和特定任务来改善对某些类型的声学信息的感知。作为示例，使用在语音起始时间（VOT）上不同的刺激来训练VOT的感知。由于生理变化已被证明与训练刺激的感知改善相一致，因此假设训练改变了对该特定线索的生理检测。但是，在任何训练计划中固有的是这样一个事实，即个体经历重复的刺激暴露，他们参与感知基线任务，他们必须注意刺激并执行特定的任务。到目前为止，很少有人知道重复的刺激暴露和集中的听力任务（在没有训练的情况下）是否或如何调节诱发的大脑活动，重要的是要了解这些变量的贡献之前，我们可以完全理解的生理效应的训练对中央听觉系统（CAS）。因此，这项研究计划的目标是确定刺激暴露和集中听力任务对大脑的影响。由于P1-N1-P2听觉诱发电位（AEP）已被用来检查语音和音乐训练对CAS的影响，我们检查刺激暴露，集中听任务，并使用此措施的培训的贡献。为此，将测试三组听力正常的受试者。第一组将是暴露组，其中个人只听到重复的刺激呈现。第二组将参与知觉任务（没有反馈），除了暴露于刺激。第三组将参与刺激暴露，加上任务，以及培训。每组成员将在相同的时间点接受测试（两项基线测量、培训后和一项保留测试）。使用组内和组间比较，目的是：1）使用从组1记录的AEP检查重复刺激暴露对大脑的影响，2）使用从组2记录的AEP检查除了集中的听力任务之外的重复刺激暴露对大脑的影响，3）使用从组3记录的AEP检查暴露、任务和听觉训练对大脑的影响，4）使用描述性大脑测量来描述组间差异，并观察每个人群中的个体差异。 公共卫生相关性：听觉训练计划在世界各地的许多临床环境中被用作具有各种类型的沟通障碍的个体的（再）抑制工具。这些训练计划通常被设计为通过使用特定的声音（或其修改）和特定的任务来改善语音的感知。我们的研究旨在通过神经成像来检查听觉训练对大脑的影响，以便更好地了解训练计划引起的生理和感知变化。

DESCRIPTION (provided by applicant): Auditory training programs are being used in many clinical settings as a remediation tool for people with various types of communication disorders. These training paradigms are often designed to improve the perception of certain types of acoustic information by using specific stimuli (or modifications thereof) and specific tasks. As an example, stimuli differing in voice-onset-time (VOT) are used to train the perception of VOT. Because physiological changes have been shown to coincide with improved perception of the trained stimuli, it is assumed that training alters the physiological detection of that specific cue. But, inherent in any training program is the fact that individuals experience repeated stimulus exposure, and they participate in perceptual baseline tasks where they must attend to the stimuli and execute a specific task. To date little is known about if or how repeated stimulus exposure and focused listening tasks (in the absence of training) modulate evoked brain activity, and it is important to understand the contribution of these variables before we can fully understand the physiological effects of training on the central auditory system (CAS). Therefore, the goal of this research program is to determine the effects of stimulus exposure and focused listening tasks on the brain. Because the P1-N1-P2 auditory evoked potential (AEP) has been used to examine the effects of speech and music training on the CAS, we examine the contributions of stimulus exposure, focused listening tasks, and training using this measure. To do this, three groups of young-normal hearing subjects will be tested. Group one will be the exposure group, where individuals only hear repeated stimulus presentations. Group two will participate in a perceptual task (without feedback) in addition to being exposed to the stimuli. Group three will participate in stimulus exposure, plus task, as well as training. Members of each group will be tested at the same points in time (two baseline measures, post -training, and one retention test). Using within and across group comparisons, the aims are to: 1) Examine the effect of repeated stimulus exposure on the brain using AEPs recorded from Group 1, 2) Examine the effect of repeated stimulus exposure in addition to a focused listening task on the brain using AEPs recorded from Group 2, 3) Examine the effects of exposure, tasks, and auditory training on the brain using AEPs recorded from Group 3, 4) Characterize between group differences using descriptive brain measures and look at individual differences within each population. PUBLIC HEALTH RELEVANCE: Auditory training programs are used in many clinical settings around the world as a (re)habilitation tool for individuals with various types of communication disorders. These training programs are often designed to improve the perception of speech by using specific sounds (or modifications thereof) and specific tasks. Our research is designed to examine the effects of auditory training on the brain through neuroimgaing in order to better understand the physiological as well as perceptual changes resulting from training programs.