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Short-term learning and memory: training and perceptual learning

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter

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Short-term learning and memory: training and perceptual learning. / Carcagno, Samuele; Plack, Christopher John.
The frequency-following response: a window into human communication. ed. / Nina Kraus; Samira Anderson; Travis White-Schwoch; Richard R. Fay; Arthur N. Popper. New York: Springer, 2017. p. 75-100 (Springer Handbook of Auditory Research; Vol. 61).

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter

Harvard

Carcagno, S & Plack, CJ 2017, Short-term learning and memory: training and perceptual learning. in N Kraus, S Anderson, T White-Schwoch, RR Fay & AN Popper (eds), The frequency-following response: a window into human communication. Springer Handbook of Auditory Research, vol. 61, Springer, New York, pp. 75-100.

APA

Carcagno, S., & Plack, C. J. (2017). Short-term learning and memory: training and perceptual learning. In N. Kraus, S. Anderson, T. White-Schwoch, R. R. Fay, & A. N. Popper (Eds.), The frequency-following response: a window into human communication (pp. 75-100). (Springer Handbook of Auditory Research; Vol. 61). Springer.

Vancouver

Carcagno S, Plack CJ. Short-term learning and memory: training and perceptual learning. In Kraus N, Anderson S, White-Schwoch T, Fay RR, Popper AN, editors, The frequency-following response: a window into human communication. New York: Springer. 2017. p. 75-100. (Springer Handbook of Auditory Research).

Author

Carcagno, Samuele ; Plack, Christopher John. / Short-term learning and memory : training and perceptual learning. The frequency-following response: a window into human communication. editor / Nina Kraus ; Samira Anderson ; Travis White-Schwoch ; Richard R. Fay ; Arthur N. Popper. New York : Springer, 2017. pp. 75-100 (Springer Handbook of Auditory Research).

Bibtex

@inbook{8a4b2feaee0944c896dc8f7e0ada854b,
title = "Short-term learning and memory: training and perceptual learning",
abstract = "The frequency-following response (FFR) is a sustained auditory-evoked potential that reflects the phase locking of neurons in the auditory brainstem to periodicities in the waveform of a sound. Studies have shown that short-term auditory training can improve the robustness and/or accuracy of this phase locking. FFR plasticity has been investigated using training tasks that are thought to involve some form of auditory temporal coding, including fundamental-frequency discrimination training, training to identify Mandarin lexical tones, and training to identify speech in noise. The results of these studies have shown that improvements in the trained task are often accompanied by FFR plasticity. This suggests that subcortical auditory processing is not hardwired but can be modified by training even in adulthood. The FFR has also been shown to change following auditory-cognitive training protocols in special populations of listeners who may have subcortical auditory processing deficits, such as children with language-based learning disabilities, elderly listeners, and listeners with sensorineural hearing loss. The results of these studies provide promising evidence that subcortical auditory plasticity could be harnessed to ameliorate auditory processing deficits. It has been hypothesized that this learning-induced subcortical plasticity may be guided by efferent cortical feedback; however, the mechanisms of FFR plasticity remain largely unclear.",
keywords = "Aging, Brainstem , Efferent system , Evoked potentials, F0 discrimination , Learning disabilities, Lexical tones , Pitch, Plasticity , Speech-in-noise , Temporal coding",
author = "Samuele Carcagno and Plack, {Christopher John}",
year = "2017",
month = jan,
day = "12",
language = "English",
isbn = "9783319479422",
series = "Springer Handbook of Auditory Research",
publisher = "Springer",
pages = "75--100",
editor = "Nina Kraus and Samira Anderson and Travis White-Schwoch and Fay, {Richard R.} and Popper, {Arthur N.}",
booktitle = "The frequency-following response",

}

RIS

TY - CHAP

T1 - Short-term learning and memory

T2 - training and perceptual learning

AU - Carcagno, Samuele

AU - Plack, Christopher John

PY - 2017/1/12

Y1 - 2017/1/12

N2 - The frequency-following response (FFR) is a sustained auditory-evoked potential that reflects the phase locking of neurons in the auditory brainstem to periodicities in the waveform of a sound. Studies have shown that short-term auditory training can improve the robustness and/or accuracy of this phase locking. FFR plasticity has been investigated using training tasks that are thought to involve some form of auditory temporal coding, including fundamental-frequency discrimination training, training to identify Mandarin lexical tones, and training to identify speech in noise. The results of these studies have shown that improvements in the trained task are often accompanied by FFR plasticity. This suggests that subcortical auditory processing is not hardwired but can be modified by training even in adulthood. The FFR has also been shown to change following auditory-cognitive training protocols in special populations of listeners who may have subcortical auditory processing deficits, such as children with language-based learning disabilities, elderly listeners, and listeners with sensorineural hearing loss. The results of these studies provide promising evidence that subcortical auditory plasticity could be harnessed to ameliorate auditory processing deficits. It has been hypothesized that this learning-induced subcortical plasticity may be guided by efferent cortical feedback; however, the mechanisms of FFR plasticity remain largely unclear.

AB - The frequency-following response (FFR) is a sustained auditory-evoked potential that reflects the phase locking of neurons in the auditory brainstem to periodicities in the waveform of a sound. Studies have shown that short-term auditory training can improve the robustness and/or accuracy of this phase locking. FFR plasticity has been investigated using training tasks that are thought to involve some form of auditory temporal coding, including fundamental-frequency discrimination training, training to identify Mandarin lexical tones, and training to identify speech in noise. The results of these studies have shown that improvements in the trained task are often accompanied by FFR plasticity. This suggests that subcortical auditory processing is not hardwired but can be modified by training even in adulthood. The FFR has also been shown to change following auditory-cognitive training protocols in special populations of listeners who may have subcortical auditory processing deficits, such as children with language-based learning disabilities, elderly listeners, and listeners with sensorineural hearing loss. The results of these studies provide promising evidence that subcortical auditory plasticity could be harnessed to ameliorate auditory processing deficits. It has been hypothesized that this learning-induced subcortical plasticity may be guided by efferent cortical feedback; however, the mechanisms of FFR plasticity remain largely unclear.

KW - Aging

KW - Brainstem

KW - Efferent system

KW - Evoked potentials

KW - F0 discrimination

KW - Learning disabilities

KW - Lexical tones

KW - Pitch

KW - Plasticity

KW - Speech-in-noise

KW - Temporal coding

M3 - Chapter

SN - 9783319479422

T3 - Springer Handbook of Auditory Research

SP - 75

EP - 100

BT - The frequency-following response

A2 - Kraus, Nina

A2 - Anderson, Samira

A2 - White-Schwoch, Travis

A2 - Fay, Richard R.

A2 - Popper, Arthur N.

PB - Springer

CY - New York

ER -