Improving auditory skills through training

Beverly A. Wright

Northwestern UniversityKnowles Hearing Center

Types of learning

Types of learning

Declarative(Explicit, Conscious)

Facts and Events

Fact Event

Types of learning

Declarative(Explicit, Conscious)

Non-declarative (Implicit, Non-Conscious)

Facts and Events

Fact Event

Types of learning

Facts and Events Skills

Fact Event

Declarative(Explicit, Conscious)

Non-declarative (Implicit, Non-Conscious)

Types of learning

Facts and Events Skills

MotorFact Event

Declarative(Explicit, Conscious)

Non-declarative (Implicit, Non-Conscious)

Types of learning

Facts and Events Skills

Motor PerceptualFact Event

Declarative(Explicit, Conscious)

Non-declarative (Implicit, Non-Conscious)

Types of learning

Facts and Events Skills

Motor PerceptualFact Event

Declarative(Explicit, Conscious)

Non-declarative (Implicit, Non-Conscious)

Perceptual learning

Perceptual learning

Treatment option for hearing loss

Perceptual learning

Treatment option for hearing loss

Learning mechanisms

Perceptual learning

Treatment option for hearing loss

Learning mechanisms

More effective training strategies

Perceptual learning

Treatment option for hearing loss

Learning mechanisms

More effective training strategies

Perceptual learning

Treatment option for hearing loss

Learning mechanisms

More effective training strategies

Learning on basic tasks

Perceptual learning

Treatment option for hearing loss

Learning mechanisms

More effective training strategies

Learning on basic tasks

Learning on wide array of tasks

Perceptual learning

Treatment option for hearing loss

Learning mechanisms

More effective training strategies

Learning on basic tasks

Learning on wide array of tasks

Basic task

Freq

uenc

y

Time

Frequency difference

Standard Signal

Basic task: Frequency discrimination

Which pair of tones has the lower frequency (pitch)?

Freq

uenc

y

Time

Frequency difference

Standard Signal

Which pair of tones has the lower frequency (pitch)?

Basic task: Frequency discrimination

Freq

uenc

y

Time

Frequency difference

Standard Signal

Which pair of tones has the lower frequency (pitch)?

Basic task: Frequency discrimination

Freq

uenc

y

Time

Frequency difference

Standard Signal

Which pair of tones has the lower frequency (pitch)?

Basic task: Frequency discrimination

Freq

uenc

y

Time

Frequency difference

Standard Signal

Which pair of tones has the lower frequency (pitch)?

Basic task: Frequency discrimination

Freq

uenc

y

Time

Frequency difference

Standard Signal

Which pair of tones has the lower frequency (pitch)?

Basic task: Frequency discrimination

Principles of perceptual learning

Just do it

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None Freq Interval

Trained taskΔf

Time

Freq

Wright, Sabin, Zhang, Marrone & Fitzgerald (2010) J.Neuroscience

Worse

Better

Just do it

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None Freq Interval

Trained taskΔf

Time

Freq

Wright, Sabin, Zhang, Marrone & Fitzgerald (2010) J.Neuroscience

Worse

Better

Just do it

Adj

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None Freq Interval

Trained taskΔf

Time

Freq

Wright, Sabin, Zhang, Marrone & Fitzgerald (2010) J.Neuroscience

Worse

Better

Just do it

Adj

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None Freq Interval

Trained taskΔf

Time

Freq

Wright, Sabin, Zhang, Marrone & Fitzgerald (2010) J.Neuroscience

Worse

Better

Just do it

95% confidence interval of control

post-test performance

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None Freq Interval

Trained taskΔf

Time

Freq

Wright, Sabin, Zhang, Marrone & Fitzgerald (2010) J.Neuroscience

Worse

Better

Just do it

Significant improvement

(trained>none)

95% confidence interval of control

post-test performance

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None Freq Interval

Trained taskΔf

Time

Freq

Worse

Better

Wright, Sabin, Zhang, Marrone & Fitzgerald (2010) J.Neuroscience

Just do it

Adj

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None Freq Interval

Δt

Time

Freq

Δf

Time

Freq

Trained onInterval

Discrimination

Better

Worse

Wright, Sabin, Zhang, Marrone & Fitzgerald (2010) J.NeuroscienceTrained task

Just do it

Adj

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None Freq Interval

Δt

Time

Freq

Δf

Time

Freq

Trained onInterval

Discrimination

Tested onFrequency

DiscriminationBetter

Worse

Wright, Sabin, Zhang, Marrone & Fitzgerald (2010) J.NeuroscienceTrained task

Just do it

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None Freq Interval

Δt

Time

Freq

Δf

Time

Freq

Trained onInterval

Discrimination

Tested onFrequency

DiscriminationBetter

Worse

Wright, Sabin, Zhang, Marrone & Fitzgerald (2010) J.NeuroscienceTrained task

Just do it

Karni & Sagi, 1991

Shiu & Pashler, 1992

Treisman et al., 1992

Ahissar & Hochstein, 1993

Levi & Polat, 1996

Crist et al., 1997

Fahle, 1997

Sigman & Gilbert, 2000

Meinhardt, 2002

Meinhardt & Grabbe, 2002

Visual Learning

Just do it

Just do it

Mechanism A

Mechanism B

Mechanism CFrequency

Intensity

Duration

Just do it

Task performance

Mechanism A

Mechanism B

Mechanism CFrequency

Intensity

Duration

Just do it

Task performance

Mechanism A

Mechanism B

Mechanism CFrequency

Intensity

Duration

Just do it

selec

tion

Task performance

Mechanism A

Mechanism B

Mechanism CFrequency

Intensity

Duration

Just do it

selec

tion

Task performance

Mechanism A

Mechanism B

Mechanism CFrequency

Intensity

Duration

sensitization

Just do it

Practice, practice, practice

Better

Worse

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# training trials/day for 6 days

9003600

Δf

Time

Freq

10

12.5

15.8

Wright, & Sabin (2007) Exp. Brain. Res.

Practice, practice, practice

Better

Worse

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9003600

Δf

Time

Freq

10

12.5

15.8

Wright, & Sabin (2007) Exp. Brain. Res.

# training trials/day for 6 days

Practice, practice, practice

Better

Worse

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9003600

Δf

Time

Freq

10

12.5

15.8

Wright, & Sabin (2007) Exp. Brain. Res.

# training trials/day for 6 days

Practice, practice, practice

• chevron discrimination (Aberg & Herzog, 2010)• letter enumeration (Hauptmann and Karni, 2002;

Hauptmann et al., 2005)

Practice, practice, practice

Practice, practice, practice

Practice, practice, practice

selec

tion

Task performance

Mechanism A

Mechanism B

Mechanism CFrequency

Intensity

Duration

sensitization

Mechanism A

Mechanism B

Mechanism CFrequency

Intensity

Duration

sensitization selec

tion

Task performance

Practice, practice, practice

Training

Effe

ct

Training per day

No Learning Learning

Less More

Learning threshold

Practice, practice, practice

Enough is enough

Wright, & Sabin (2007) Exp. Brain. Res.

360 trials per day

900 trials per day

Δt

Time

Freq

Temporal-Interval Discrimination

Enough is enough

Worse

Better

Wright, & Sabin (2007) Exp. Brain. Res.

360 trials per day

900 trials per day

Δt

Time

Freq

Temporal-Interval Discrimination

Enough is enough

Worse

Better

Wright, & Sabin (2007) Exp. Brain. Res.

Δt

Time

Freq

Temporal-Interval Discrimination

Enough is enough

Worse

Better

Wright, & Sabin (2007) Exp. Brain. Res.

360 trials per day

Δt

Time

Freq

Temporal-Interval Discrimination

Enough is enough

Worse

Better

Wright, & Sabin (2007) Exp. Brain. Res.

360 trials per day

900 trials per day

Δt

Time

Freq

Temporal-Interval Discrimination

Enough is enough

Worse

Better

• ITD discrimination (Ortiz & Wright, 2010)• visual chevron discrimination (Aberg & Herzog, 2010)• mirror-reading task (Ofen-Noy et al., 2003)• motor-sequence task (Savion-Lemieux & Penhune, ’05)• visual-texture discrimination (Karni & Sagi, 1993)• speech-identification task (Roth et al., 2005)

Enough is enough

Enough is enough

Training

Effe

ctEnough is enough

Training per day

No Learning Learning

Less More

Training

Effe

ctEnough is enough

Training per day

No Learning Learning

Same Learning

Less More Even More

Training

Effe

ctEnough is enough

Training per day

No Learning Learning

Same Learning

Less More Even More

Two wrongs that make a right

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IntervalFreq + Interval All FreqFreq +

SilenceFreq + Sound

Wright, Sabin, Zhang, Marrone & Fitzgerald (2010) J.Neuroscience

Δf

Time

Freq

Worse

Better

Adj

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IntervalFreq + Interval All FreqControl Freq +

SilenceFreq + Sound

Wright, Sabin, Zhang, Marrone & Fitzgerald (2010) J.Neuroscience

Δf

Time

Freq

Worse

Better

Adj

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IntervalFreq + Interval All FreqControl Freq +

SilenceFreq + Sound

Wright, Sabin, Zhang, Marrone & Fitzgerald (2010) J.Neuroscience

Δf

Time

Freq

Worse

Better

Adj

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IntervalFreq + Interval All FreqControl Freq +

SilenceFreq + Sound

Wright, Sabin, Zhang, Marrone & Fitzgerald (2010) J.Neuroscience

Δf

Time

Freq

Worse

Better

Adj

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IntervalFreq + Interval All FreqControl Freq +

SilenceFreq + Sound

Wright, Sabin, Zhang, Marrone & Fitzgerald (2010) J.Neuroscience

Δf

Time

Freq

Worse

Better

Adj

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IntervalFreq + Interval All FreqControl Freq +

SilenceFreq + Sound

Wright, Sabin, Zhang, Marrone & Fitzgerald (2010) J.Neuroscience

Δf

Time

Freq

Worse

Better

Adj

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IntervalFreq + Interval All FreqControl Freq +

SilenceFreq + Sound

Wright, Sabin, Zhang, Marrone & Fitzgerald (2010) J.Neuroscience

Δf

Time

Freq

Worse

Better

Adj

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thre

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IntervalFreq + Interval All FreqControl Freq +

SilenceFreq + Sound

Wright, Sabin, Zhang, Marrone & Fitzgerald (2010) J.Neuroscience

Δf

Time

Freq

Worse

Better

Adj

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d po

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thre

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IntervalFreq + Interval All FreqControl Freq +

SilenceFreq + Sound

Wright, Sabin, Zhang, Marrone & Fitzgerald (2010) J.Neuroscience

Δf

Time

Freq

Worse

Better

Adj

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d po

st-tr

aini

ng

thre

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IntervalFreq + Interval All FreqControl Freq +

SilenceFreq + Sound

Wright, Sabin, Zhang, Marrone & Fitzgerald (2010) J.Neuroscience

Δf

Time

Freq

Worse

Better

Adj

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d po

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aini

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thre

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d (H

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IntervalFreq + Interval All FreqControl Freq +

SilenceFreq + Sound

Wright, Sabin, Zhang, Marrone & Fitzgerald (2010) J.Neuroscience

Δf

Time

Freq

Worse

Better

Adj

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d po

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aini

ng

thre

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d (H

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IntervalFreq + Interval All FreqControl Freq +

SilenceFreq + Sound

Wright, Sabin, Zhang, Marrone & Fitzgerald (2010) J.Neuroscience

Δf

Time

Freq

Worse

Better

Adj

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thre

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IntervalFreq + Interval All FreqControl Freq +

SilenceFreq + Sound

Wright, Sabin, Zhang, Marrone & Fitzgerald (2010) J.Neuroscience

Δf

Time

Freq

Worse

Better

• Visual orientation discrimination (Szpiro et al., in press)

• Non-native phonetic contrast• Adapting to foreign-accented speech

Two wrongs that make a right

selec

tion

Task performance

Mechanism A

Mechanism B

Mechanism CFrequency

Intensity

Duration

sensitization

Two wrongs that make a right

Task performance

Mechanism A

Mechanism B

Mechanism CFrequency

Intensity

Duration

sensitization

Two wrongs that make a right

Task performance

Mechanism A

Mechanism B

Mechanism CFrequency

Intensity

Duration

sensitization

Two wrongs that make a right

Summary

Types of learning

Facts and Events Skills

Motor PerceptualFact Event

Declarative(Explicit, Conscious)

Non-declarative (Implicit, Non-Conscious)

Perceptual Learning

Perceptual learning

Treatment option for hearing loss

Learning mechanisms

More effective training strategies

• Just do it• Practice, practice, practice• Enough is enough• Two wrongs that make a right

Principles of perceptual learning

Extra slides

Better

Worse 720 trials/day for 7 days with a 30-minute

break

Adj

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9003600

Δf

Time

Freq

10

12.5

15.8

# training trials/day for 6 days

Need for sufficient daily training within a restricted time period

Control Short Freq

0 15 240

Minutes between Freq + Interval

……

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Freq + Interval

Control Short Freq

Same standard

Standards differ in Interval

Standards differ in

Freq

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Control Short Freq

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15.8

12.5

10

Worse

Better

Freq then

Interval

Interval then Freq

Passive then Freq

Sound categorization task

mba ba pa

100

% baresponses

0

100

% mbaresponses

0ba pamba ba

Voice-onset time (10 ms steps)

Native contrastNon-native contrast

Voice-onset time (10 ms steps)

After training

Pre1 Post1 Pre2 Post2

0.2

0.25

0.3

0.35

0.4

0.45

Passive 8

Test

Adj

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ope

Short Act 8

Act+Pass 8

Task + Extra Sound

Sound Only

Task Performance

mba

mba

mba

mba

mba

mba

mba

mba

mba

mba

worse

better

Adj

uste

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ope

0.45

0.40

0.35

0.30

0.25

0.20

Post-1 Post-2Pre-2Pre-1

Test

Pre1 Post1 Pre2 Post2

0.2

0.25

0.3

0.35

0.4

0.45

Short Act 8

Test

Adj

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ope

Act+Pass 8

RSVP 8

Task + Extra Sound

mba

mba

mba

mba

mba

mba

mbaV

mbaV

Task + Extra Sound during Visual Demand

Task Performancemba

mba

worse

better

Adj

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d sl

ope

0.45

0.40

0.35

0.30

0.25

0.20

Post-1 Post-2Pre-2Pre-1

Test

Pre1 Post1 Pre2 Post2

0.2

0.25

0.3

0.35

0.4

0.45

Act+Pass 8

Test

Adj

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ope

RSVP 8

RVQuiet 9Task + Extra Sound

mba

mba

mba

mba

mba

mba

mbaV

mbaV

Task + Extra Sound during Visual Demand

mba

mbaV V

Task + No Sound during Visual Demand

n = 9

worse

better

Adj

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ope

0.45

0.40

0.35

0.30

0.25

0.20

Post-1 Post-2Pre-2Pre-1

Test

Enhancing learning, greater amplified auditory responses can arise from prior ….

time

Internal response to stimulation

time

timeV

Task performance

Additional stimuluspresentations

Visual demand in quiet

Dis

crim

inat

ion

thre

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d(7

9% c

orre

ct, i

n m

s) 20

10

15 min

4 hrs

Time Course of Interference

Dis

crim

inat

ion

thre

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d(7

9% c

orre

ct, i

n m

s) 20

10

15 min

4 hrs

Dis

crim

inat

ion

thre

shol

d(7

9% c

orre

ct, i

n m

s) 20

10

Time Course of Interference

…

Dis

crim

inat

ion

thre

shol

d(7

9% c

orre

ct, i

n m

s) 20

10

15 min

4 hrs

Dis

crim

inat

ion

thre

shol

d(7

9% c

orre

ct, i

n m

s) 20

10

Time Course of Interference

…