Sensory Basis for Speech Motor Learning

项目摘要/摘要 这个项目将测试一种新的语音运动学习模型，该模型侧重于感觉系统的可塑性 以及它对言语运动和言语感知的影响。相关的实验是有动机的 根据我们的初步工作的结果，每个测试都与我们的新模型相关的一个新的假设。这个 Aim 1中的研究使用持续的Theta-Burst经颅磁刺激来扰乱听觉活动 和躯体感觉皮质在言语运动适应后测试这些感觉的假说 大脑中的区域参与了语言运动记忆的巩固。《目标2》检验了这一假设 感觉工作记忆在言语运动学习中起着决定性的作用。如果是这样，那么如果 前额叶皮质中与感觉工作记忆相关的大脑区域受到抑制，两者 学习和工作记忆应该受到损害。在目标3中，我们测试了语音感知的假设 受言语运动过程中听觉和体感反馈的反复配对的影响 学习。如果是这样的话，那么在语音的实验模型中操纵体感输入 学习，包括成对的体感和听觉信号，应该会导致随后的变化 涉及对语音的感知分类。我们对这三个目标的初步工作都支持 感觉可塑性在言语运动学习和知觉中起关键作用的观点，并强调 需要将这些影响包括在言语运动学习模型中。一种更完整的言语模式 如果我们要了解基本的机制并开发新的方法来 为言语运动障碍患者提供治疗和康复服务。

Project Summary / Abstract This project will test a new model of speech motor learning that focuses on plasticity in sensory systems and its effects on speech movements and speech perception. The associated experiments are motivated by the results of our preliminary work and each tests a novel hypothesis related to our new model. The studies in Aim 1 use continuous theta-burst transcranial magnetic stimulation to disrupt activity in auditory and somatosensory cortex following speech motor adaptation to test the hypothesis that these sensory areas of the brain are involved in the consolidation of speech motor memory. Aim 2 tests the hypothesis that sensory working memory plays a determining role in speech motor learning. If this is the case, then if brain areas in prefrontal cortex that are associated with sensory working memory are suppressed, both learning and working memory should be impaired. In Aim 3, we test the hypothesis that speech perception is influenced by the repeated pairing of auditory and somatosensory feedback during speech motor learning. If this is the case, then manipulating somatosensory inputs in an experimental model of speech learning, which includes paired somatosensory and auditory signals, should result in subsequent changes to the perceptual classification of speech sounds. Our preliminary work on each of the three aims supports the idea that sensory plasticity plays a key role in speech motor learning and perception, and underscores the need to include these effects in models of speech motor learning. A more complete model of speech motor learning is critical if we are to understand basic mechanisms and develop novel approaches to treatment and rehabilitation for people who are affected by speech motor disorders.