Electrophysiology and Auditory Training

描述（由申请人提供）：听觉训练项目在许多临床环境中被用作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的刺激（或其修改）和特定的任务来提高对某些类型的声学信息的感知。作为一个例子，在语音启动时间（VOT）不同的刺激被用来训练VOT的感知。由于生理上的变化与训练刺激感知的改善是一致的，因此可以假设训练改变了对特定线索的生理检测。但是，任何训练计划的本质都是这样一个事实，即个体会经历重复的刺激暴露，他们参与感知基线任务，他们必须关注刺激并执行特定任务。迄今为止，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知之甚少，在我们能够充分理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，本研究项目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）已被用于研究语言和音乐训练对CAS的影响，我们研究了刺激暴露、集中听力任务和训练对CAS的影响。为此，将对三组听力正常的年轻人进行测试。第一组是暴露组，个体只听到重复的刺激呈现。第二组将参与知觉任务（没有反馈），除了暴露在刺激中。第三组将参与刺激暴露，外加任务，以及训练。每个组的成员将在相同的时间点进行测试（两个基线测试，培训后测试和一个保留测试）。使用组内和组间比较，目的是：1)使用第1组记录的aep检查重复刺激暴露对大脑的影响；2)使用第2组记录的aep检查重复刺激暴露加上集中听力任务对大脑的影响；3)使用第3组记录的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间差异，并观察每个人群中的个体差异。

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.