Electrophysiology and Auditory Training

电生理学和听觉训练

基本信息

批准号：
8013501
负责人：
Katrina McClannahan
金额：
$ 3.37万
依托单位：
UNIVERSITY OF WASHINGTON
依托单位国家：
美国
项目类别：
财政年份：
2010
资助国家：
美国
起止时间：
2010-01-01 至 2013-12-31
项目状态：
已结题

项目摘要

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.

描述（由申请人提供）：在许多临床环境中使用听觉培训计划，作为各种沟通障碍的人的补救工具。这些训练范式通常旨在通过使用特定刺激（或其修改）及其特定任务来改善某些类型的声学信息的感知。例如，语音发言时间不同（fot）的刺激用于训练对投票的看法。由于生理变化已被证明与训练有素的刺激的感知相吻合，因此假定训练会改变该特定提示的生理检测。但是，在任何培训计划中固有的事实是，个人会经历重复的刺激暴露，并且他们参与了感知的基线任务，他们必须参加刺激并执行特定的任务。迄今为止，知之甚少，关于是否或如何重复的刺激暴露和专注的聆听任务（在没有训练的情况下）调节诱发的大脑活动，并且在我们完全了解训练对中央听觉系统（CAS）的生理影响之前，了解这些变量的贡献很重要。因此，该研究计划的目的是确定刺激暴露和集中聆听任务对大脑的影响。由于P1-N1-P2听觉引起的潜力（AEP）已用于检查语音和音乐训练对CAS的影响，因此我们研究了使用此措施的刺激暴露，集中的听力任务和训练的贡献。为此，将测试三组年轻的听力学科。第一组将是暴露组，个人只会听到反复的刺激表现。第二组除了暴露于刺激之外，还将参加一项感知任务（无反馈）。第三组将参加刺激曝光，以及任务以及培训。每个组的成员将在相同的时间点进行测试（两项基线测量，培训后和一项保留测试）。使用内部和跨组比较，目的是：1）检查反复刺激对大脑的影响的影响，使用第1组中记录的AEP记录的AEP，除了使用第2组的脑图，使用脑部训练的脑部培训，除了使用小组培训的脑部培训的脑图，还检查了重复刺激暴露的效果。衡量并查看每个人群中的个体差异。