Electrophysiology and Auditory Training

电生理学和听觉训练

• 批准号: 7913009
• 负责人: Katrina McClannahan
• 金额: $ 3.33万
• 依托单位: UNIVERSITY OF WASHINGTON
• 依托单位国家: 美国
• 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
• 来源: https://reporter.nih.gov/project-details/7913009
• 关键词: Acoustics; Auditory; Auditory Evoked Potentials; Auditory system; Brain; Clinical; Communication impairment; Cues; Detection; Electrophysiology (science); Feedback; Goals; Habilitation; Hearing; Individual; Individual Differences; Measures; Modification; Music; Perception; Physiological; Population; Research; Speech; Speech Perception; Stimulus; Testing; Time; Training; Training Programs; Voice; comparison group; design; experience; improved; member; programs; public health relevance; remediation; sound; time use; tool

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. PUBLIC HEALTH RELEVANCE: Auditory training programs are used in many clinical settings around the world as a (re)habilitation tool for individuals with various types of communication disorders. These training programs are often designed to improve the perception of speech by using specific sounds (or modifications thereof) and specific tasks. Our research is designed to examine the effects of auditory training on the brain through neuroimgaing in order to better understand the physiological as well as perceptual changes resulting from training programs.

描述（由申请人提供）：听觉训练计划在许多临床环境中被用作患有各种类型沟通障碍的人的补救工具。这些训练范例通常旨在通过使用特定刺激（或其修改）和特定任务来改善对某些类型的声学信息的感知。例如，语音开始时间 (VOT) 不同的刺激用于训练 VOT 的感知。由于生理变化已被证明与训练刺激的感知改善相一致，因此假设训练改变了对该特定线索的生理检测。但是，任何培训计划都固有的事实是，个人会经历重复的刺激暴露，并且他们参与感知基线任务，在这些任务中他们必须关注刺激并执行特定任务。迄今为止，人们对重复刺激暴露和集中聆听任务（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，在我们充分了解训练对大脑的生理影响之前，了解这些变量的贡献非常重要。中枢听觉系统（CAS）。因此，该研究计划的目标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 听觉诱发电位 (AEP) 已用于检查言语和音乐训练对 CAS 的影响，因此我们使用此测量方法检查刺激暴露、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。第一组是暴露组，个人只听到重复的刺激呈现。第二组除了接受刺激外，还将参与感知任务（没有反馈）。第三组将参加刺激暴露、任务以及培训。每组成员将在同一时间点接受测试（两项基线测量、培训后测试和一项保留测试）。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) 除了集中聆听任务之外，检查重复刺激暴露对大脑的影响使用第 2、3 组记录的 AEP）使用第 3、4 组记录的 AEP 检查暴露、任务和听觉训练对大脑的影响）使用描述性大脑测量来表征组间差异，并查看组内个体差异每个人口。 公共卫生相关性：听觉训练计划在世界各地的许多临床环境中被用作患有各种类型沟通障碍的个人的（重新）康复工具。这些培训计划通常旨在通过使用特定声音（或其变体）和特定任务来提高语音感知。我们的研究旨在通过神经成像检查听觉训练对大脑的影响，以便更好地了解训练计划带来的生理和知觉变化。