Electrophysiology and Auditory Training

描述(由申请人提供)：听觉训练计划正被用于许多临床环境中，作为治疗各种类型的沟通障碍的工具。这些训练范例通常被设计成通过使用特定的刺激(或其修改)和特定的任务来改善对某些类型的声学信息的感知。例如，不同发声时间(VOT)的刺激被用来训练对VOT的感知。由于生理变化已被证明与对训练刺激的感觉改善相一致，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，固有的事实是，个人经历反复的刺激暴露，他们参与感知基线任务，在那里他们必须关注刺激并执行特定的任务。到目前为止，关于重复刺激暴露和集中听力任务(在没有训练的情况下)是否或如何调节诱发的大脑活动，人们知之甚少，在我们完全了解训练对中枢听觉系统(CAS)的生理影响之前，了解这些变量的贡献是很重要的。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)已经被用来检验言语和音乐训练对CAS的影响，所以我们使用这一测量来检验刺激暴露、集中听力任务和训练的贡献。为此，将对三组听力正常的年轻受试者进行测试。第一组将是暴露组，个体只听到重复的刺激陈述。第二组除了接受刺激外，还将参与一项知觉任务(没有反馈)。第三组将参加刺激暴露，加上任务，以及训练。每组成员将在相同的时间点接受测试(两项基线测试、培训后测试和一项保持测试)。使用组内和跨组比较，目的是：1)使用组1记录的AEP检查重复刺激暴露对大脑的影响；2)使用组2记录的AEP检查重复刺激暴露对大脑的影响；3)使用组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表征组之间的差异，并观察每个群体中的个体差异。

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.