COGNITIVE NEUROPHYSIOLOGY OF SKILL ACQUISITION FOR VOICE

长期的职业目标是开发一种声音疗法的临床模型。 建立在两个领域的基础科学原理上：声音生理学和 技能习得。候选人过去的研究经验在很大程度上 从事嗓音生理学方面的工作，几乎没有研究经验 技能习得。临床指导型科学家的目标 发展奖是为了扩大认知领域的原有学术背景 技能获得的科学，到认知神经科学的方法 嗓音治疗任务的技能获取。已确定的辅导 环境是为这一努力提供支持的理想环境，包括 一位经验丰富的认知科学赞助商，最近，认知科学 神经科学，以及一群活跃的认知神经学家 在提出的理论框架内工作的研究人员 目前的研究。与这一群体的互动将得到以下补充 认知神经科学、神经科学和正电子的正规课程工作 发射断层扫描(PET)技术。 就研究方案本身而言，总体目标是：(1) 获取有关认知和功能的信息 语音疗法技能习得的神经生理学基础 任务，以及(2)获得关于该方法的临床效用的数据 信息，为喉结节患者提供。理论上的 框架将涉及有记忆和无记忆的区别 意识，后者被认为从根本上支配着技能 收购。具体的关注点是性能之间的区别 针对以前练习的特定项目的好处(特定于项目 学习)与练习后新项目的性能优势 关于类似类型的其他刺激(广义学习)。它是 预计具体项目和一般性学习将是 认知和神经上的分离，并用不同的 训练演习。还预计，与共同的情况相反， 临床期望值、特定项目和泛化学习都将 有助于结节发声疗法的结果。

The long-term career goal is to develop a clinical model of voice therapy founded on basic science principles in two domains: voice physiology and skill acquisition. The candidate's past research experience has largely involved work in voice physiology, with minimal research experience in skill acquisition. The goal of the Mentored Clinical Scientist Development Award is to expand prior academic background in cognitive science in skill acquisition, to a cognitive neuroscience approach to skill acquisition for a voice therapy task. The identified mentoring environment is ideal to provide support for this endeavor by including a highly experienced sponsor in cognitive science and recently, cognitive neuroscience, as well as a group of active cognitive neuroscientist researchers who work within the theoretical framework proposed for the present studies. Interactions with this group will be supplemented by formal course work in cognitive neuroscience, neuroscience, and Positron Emission Tomography (PET) technology. Regarding the research proposal itself, the general objectives are: (1) to obtain information about the cognitive and functional neurophysiological substrates of skill acquisition for a voice therapy task, and (2) to obtain data regarding the clinical utility of this information, for patients with laryngeal nodules. The theoretical framework will involve a distinction between memories with and without awareness, with the latter argued to fundamentally govern skill acquisition. The specific focus is a distinction between performance benefits for specific, previously practiced items (item-specific learning) versus performance benefits for new items following practice on other stimuli of a similar type (generalized learning). It is anticipated that item-specific and generalized learning will be cognitively and neurally dissociated, and manipulated with different training maneuvers. It is further anticipated that, contrary to common clinical expectations, item-specific and generalized learning will both contribute to the outcome of voice therapy for nodules.