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Perceptual learning reflects experience-driven improvements in the ability to detect changes in stimulus characteristics. The time course for perceptual learning overlaps with that for procedural learning (acquiring general skills and strategies) and task learning (learning the perceptual judgment specific to the task), making it difficult to isolate their individual effects. This study was conducted to examine the role of exposure to stimulus, procedure, and task information on learning for auditory temporal-interval discrimination. Eighty-three listeners completed five online sessions that required temporal-interval discrimination (target task). Before the initial session, listeners were differentially exposed to information about the target task's stimulus, procedure, or task characteristics. Learning occurred across sessions, but an exposure effect was not observed. Given the significant learning across sessions and variability within and across listeners, contributions from stimulus, procedure, and task exposure to overall learning cannot be discounted. These findings clarify the influence of experience on temporal perceptual learning and could inform designs of training paradigms that optimize perceptual improvements.

Effects of frequency-shifted feedback are typically examined using Eventide Harmonizer Series processors to shift the fundamental frequency (F0) of auditory feedback during vocalizations, eliciting compensatory shifts in speaker F0. Recently, unexpected intensity changes were observed in speakers' ear canals, corresponding with F0 shifts. An investigation revealed that feedback time delays introduced by the processor resulted in phase shifts between feedback and unprocessed voice signals radiating into the ear canal via bone conduction, producing combination waves with gains as high as 6 dB. Shifts of this magnitude potentially alter the interpretation of previously published results and should be controlled in future studies.