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Cited by 5Neuroscience and Music PerceptionHearing Loss and RehabilitationHearing, Cochlea, Tinnitus, Genetics

Does feedback matter in an auditory frequency discrimination learning task?

Zaltz,, Y., Roth,, D. Ari-Even, Kishon-Rabin,, L.·2010·Journal of Basic and Clinical Physiology and Pharmacology
DOI 10.1515/jbcpp.2010.21.3.241
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Abstract

While it is well known that an auditory training of normal-hearing adults can result in significant learning gains, less in known about the influence of feedback on such gains. The objectives of the present study were: (1) to investigate the influence of feedback on the performance of a frequency discrimination task; (2) to compare the learning-dependent gains between different feedback training protocols, and (3) to evaluate the influence of background noise on the efficiency of the auditory learning. Two groups of normal-hearing subjects participated in a single-session training. The session comprised of nine difference limen frequency (DLF) thresholds for 1 kHz in background noise using a three-interval, two-alternative forced choice paradigm (n = 17). One group of eight participants ('feedback-first' group) was trained using visual feedback in the first three thresholds estimations followed by three estimations with no feedback and then by another three estimations with feedback. For the second group of nine participants ('feedback-later' group), feedback was provided in the reversed order. Additional two DLF measurements were performed with feedback in both groups in quiet. Our results show that: 1) auditory learning of a frequency discrimination task using an adaptive procedure can occur whether feedback is provided or not; 2) changing the strategy of feedback in the middle of the training session discontinued the effect of training; and 3) the protocol of feedback by which listeners started with, seemed to determine their strategy of learning. The results support the notion that the adult learning mechanism may be limited by the initial strategy of learning to which it is introduced. Nevertheless, similar gains in performance can be obtained, regardless of the provision of the strategy adopted by the listener.

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  • Simple sensory-based judgments and abilities such as Vernier acuity, frequency discrimination, and two-point discrimination can be greatly improved using training with feedback on ongoing judgments.

    “very simple sensory-based judgments and abilities, such as Vernier acuity (vision), frequency discrimination (auditory) and two-point discrimination (tactile), can be greatly improved using training approaches in which subjects are receiving feedback on the basis of their ongoing judgments (Kaas et al., 2013; Lev et al., 2014; Zaltz et al., 2010; Zhou et al., 2006).”

    From Behavioral, Perceptual, and Neural Alterations in Sensory and Multisensory Function in Autism Spectrum Disorder (2015) · cites this paper as Zaltz et al., 2010

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Authors
Zaltz, Roth, & Kishon-Rabin
Affiliations
Tel Aviv University (IL)
ORCID
Zaltz,, Y.
Venue
Journal of Basic and Clinical Physiology and Pharmacology
Publisher
Walter de Gruyter GmbH
Published
2010-06
Volume
21
Issue
3
Pages
241-254
ISSN
  • 0792-6855 (ISSN-L)
  • 2191-0286
DOI
10.1515/jbcpp.2010.21.3.241
OpenAlex
W2315936531
Cited by
5
References
26
Citations by year
2021: 1 · 2018: 1 · 2015: 2
FWCI
0.19
Type
journal article
Language
en
Open access
closed
Locations
  • Journal of Basic and Clinical Physiology and Pharmacology (publishedVersion)
  • PubMed (publishedVersion)
Funders
University of Arizona
Topics
  • Life Sciences › Neuroscience › Cognitive Neuroscience › Neuroscience and Music Perception
  • Life Sciences › Neuroscience › Cognitive Neuroscience › Hearing Loss and Rehabilitation
  • Life Sciences › Neuroscience › Sensory Systems › Hearing, Cochlea, Tinnitus, Genetics
Keywords
auditory training, auditory learning, feedback, frequency discrimination, background noise, visual feedback, training protocols, learning strategies, normal hearing adults
MeSH terms
Acoustic Stimulation, Adult, Auditory Perception, Auditory Threshold, Discrimination Learning, Humans, Noise, Pitch Discrimination, Feedback, Psychological, Young Adult

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