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Prosody is an important tool of human communication, carrying both affective and pragmatic messages in speech. Prosody recognition relies on processing of acoustic cues, such as the fundamental frequency of the voice signal, and their interpretation according to acquired socioemotional scripts. Individuals with autism spectrum disorders (ASD) show deficiencies in affective prosody recognition. These deficiencies have been mostly associated with general difficulties in emotion recognition. The current study explored an additional association between affective prosody recognition in ASD and auditory perceptual abilities. Twenty high-functioning male adults with ASD and 32 typically developing male adults, matched on age and verbal abilities undertook a battery of auditory tasks. These included affective and pragmatic prosody recognition tasks, two psychoacoustic tasks (pitch direction recognition and pitch discrimination), and a facial emotion recognition task, representing nonvocal emotion recognition. Compared with controls, the ASD group demonstrated poorer performance on both vocal and facial emotion recognition, but not on pragmatic prosody recognition or on any of the psychoacoustic tasks. Both groups showed strong associations between psychoacoustic abilities and prosody recognition, both affective and pragmatic, although these were more pronounced in the ASD group. Facial emotion recognition predicted vocal emotion recognition in the ASD group only. These findings suggest that auditory perceptual abilities, alongside general emotion recognition abilities, play a significant role in affective prosody recognition in ASD., (© 2014 International Society for Autism Research, Wiley Periodicals, Inc.)

Prosodic attributes of speech, such as intonation, influence our ability to recognize, comprehend, and produce affect, as well as semantic and pragmatic meaning, in vocal utterances. The present study examines associations between auditory perceptual abilities and the perception of prosody, both pragmatic and affective. This association has not been previously examined. Ninety-seven participants (49 female and 48 male participants) with normal hearing thresholds took part in two experiments, involving both prosody recognition and psychoacoustic tasks. The prosody recognition tasks included a vocal emotion recognition task and a focus perception task requiring recognition of an accented word in a spoken sentence. The psychoacoustic tasks included a task requiring pitch discrimination and three tasks also requiring pitch direction (i.e., high/low, rising/falling, changing/steady pitch). Results demonstrate that psychoacoustic thresholds can predict 31% and 38% of affective and pragmatic prosody recognition scores, respectively. Psychoacoustic tasks requiring pitch direction recognition were the only significant predictors of prosody recognition scores. These findings contribute to a better understanding of the mechanisms underlying prosody recognition and may have an impact on the assessment and rehabilitation of individuals suffering from deficient prosodic perception.

Background: There is ample evidence showing that frequency discrimination can dramatically improve with practice. Nevertheless, the ability to generalize the learning gains to conditions that were not encountered during training is still controversial. Therefore, the purpose of the present study was to evaluate the extent of generalization to the untrained ear, to an untrained frequency (2000 Hz) and to an untrained (noisy) environment by continuing to train the generalization conditions., Methods: Twenty-one participants took part in two training phases. The first training phase included nine training sessions that consisted each of six threshold measurements of difference limen for frequency (DLF) at 1000 Hz, and a 10th testing session that consisted of three DLF thresholds at 1000 Hz. The generalization phase included four training sessions that consisted each of six DLF threshold estimates, two days at each generalization condition (each participant was trained in two out of three generalization conditions, thus the total number of participants trained in each generalization condition was 14). All DLF thresholds were estimated using a three-interval, two-alternative forced choice adaptive procedure., Results: Results showed that (1) the initial thresholds in the generalization conditions were reduced following training, and (2) new learning was observed in the subsequent training sessions suggesting that the learning was partially specific to the trained ear, frequency and environment., Conclusions: These results have important theoretical and clinical implications regarding the extent of the plasticity of the auditory system and the neural processes that underlie this plasticity.

It has recently been documented that perceptual learning occurs in the absence of perceived differences between stimuli. This finding supports the notion that stimuli do not have to be highly discriminable in order to elicit learning effects. It is not clear, however, whether additional characteristics of perceptual learning, such as generalization of the learning gains, will be demonstrated in this type of training. Thus, the goals of the present study were to compare the effects of type of training, i.e. adaptive versus fixed with identical stimuli on (1) difference limen for frequency (DLF) thresholds; and (2) the extent of generalization of the learning gains to an untrained frequency and the untrained ear. Twelve adult participants with normal hearing were randomly assigned into two experimental groups: an 'adaptive' group and a 'fixed' group. A single-session frequency discrimination training/testing protocol was conducted in which participants were assessed using three 1,000 Hz DLF testing intervals separated by two training intervals. In the 'adaptive' group, each training interval consisted of tone pairs that varied in a 2-down 1-up adaptive procedure. In the 'fixed' group, each training interval consisted of identical 1,000 Hz tone pairs. Following the training/testing protocol, two untrained conditions were tested: a 2,000 Hz untrained frequency and the untrained ear. Results show that: (1) training on a DLF task with identical stimuli improved performance; (2) the type of training (i.e., 'adaptive' versus 'fixed' with identical stimuli) did not influence the amount of gains in performance; (3) learning generalized to an untrained frequency but to a lesser extent in the 'fixed' group with identical stimuli compared to the 'adaptive' group; and (4) learning generalized to the untrained ear for both groups. Thus, training with identical stimuli appears to promote auditory perceptual learning in a frequency discrimination task that generalizes, to some extent, to untrained conditions. These findings support the hypothesis that top-down attention processes and not only bottom-up processes may play an important role in auditory perceptual learning.

Following a recent report by Moore (Auditory learning: implications for speech perception. Proceedings of ISCA Workshop on Plasticity in Speech Perception [PSP2005], London, UK, 2005), showing in a frequency discrimination task that perceptual learning can occur in the absence of perceived stimuli, we further investigated the effects of training with identical stimuli (i.e. no perceptual difference between the stimuli) on frequency discrimination thresholds (DLF) and evaluated the influence of task demands on the degree of improvement following such training. A total of 20 adult normal-hearing participants were randomly assigned into three experimental groups: a "DLF-task" group, a "DLI-task" group, and a control group. For all groups, three DLF thresholds were obtained using an adaptive technique with feedback. For the two experimental groups, training was provided using two intervals of identical tone pairs. The participants in the "DLF-task" group were asked to select the tone with the higher pitch, whereas the participants in the "DLI-task" group, were instructed to select the louder of two tones. For the control group, DLF threshold-seeking tests were separated by two time intervals with no training. The results showed that: (1) training on a DLF task with identical stimuli can improve performance; (2) limited exposure to the stimuli and task in a group of naive listeners can already induce significant fast changes in performance; and (3) changing the task demands (i.e. to a DLI task) reduced improvement compared to the control group, which may suggest an interference with DLF learning. These results support the notion that perceptual learning can occur even in the absence of perceived stimuli. These findings shed light on the mechanisms that are involved in and influence auditory perceptual learning.

Difference limen for frequency (DLF) is traditionally tested using a frequency increment detection paradigm in which listeners are requested to distinguish between a reference tone and a series of comparison tones of higher frequency. Sporadic findings indicated that an increment paradigm is not necessarily comparable to a decrement paradigm, in which the comparison tones are lower than the reference tone. The purpose of the present study was to test whether the ability to detect frequency increments is different from that of frequency decrements. DLFs of 16 young women were measured at 200 Hz and 1,000 Hz, using detection of both frequency increment and decrement paradigms. Results indicated that: (1) the frequency increment detection paradigm was significantly smaller (i.e., superior) to the decrement paradigm for the DLF task at 200 Hz, (2) for both frequencies, the number of participants who exhibited better DLF using the frequency increment detection paradigm was significantly larger than the number of those who had better DLFs using the frequency decrement paradigm, and (3) for both frequencies, strong correlations were found between DLFs obtained in the increment versus the decrement paradigms. These results have implications: (1) to studies whose subjects may have reduced sensitivities at frequencies higher than the reference tone (such as the hearing impaired), and (2) to models related to the role of auditory feedback on voice accuracy and to the underlying processes of frequency discrimination.

While it is well documented that significant improvements in a frequency discrimination task occur following training of normal-hearing adult subjects, less is known about the symmetry between the ears. The objectives of the present study were (1) to compare the first obtained DLF thresholds between left and right ears, (2) to determine whether single-session training would result in similar improvements in those subjects trained in the right ear versus those trained in the left ear, and (3) to evaluate the generalization of learning to the untrained ear and compare its extent between the left and right ears. Two groups of 10 normal-hearing subjects participated in a single-session training. One group of 10 subjects was trained in the left ear and the second group of 10 additional subjects was trained in the right ear. Single-session training consisted of 10 difference limen frequency (DLF) thresholds for 1 kHz using a two-interval, two-alternative forced choice paradigm. Generalization to the untrained ear was tested 24 hours post-training. Our results show that: (1) No significant differences were found in the first obtained DLF thresholds between left and right ears; (2) Similar improvement in DLF thresholds occurred in both ears for single-session training; and (3) Twenty-four hours post-training, learning generalized to the untrained ear with similar generalization to both ears. Future studies are required in order to establish whether this symmetry is maintained with verbal stimuli and/or after multi-session training.

The relationship between auditory perception and vocal production has been typically investigated by evaluating the effect of either altered or degraded auditory feedback on speech production in either normal hearing or hearing-impaired individuals. Our goal in the present study was to examine this relationship in individuals with superior auditory abilities. Thirteen professional musicians and thirteen nonmusicians, with no vocal or singing training, participated in this study. For vocal production accuracy, subjects were presented with three tones. They were asked to reproduce the pitch using the vowel /a/. This procedure was repeated three times. The fundamental frequency of each production was measured using an autocorrelation pitch detection algorithm designed for this study. The musicians' superior auditory abilities (compared to the nonmusicians) were established in a frequency discrimination task reported elsewhere. Results indicate that (a) musicians had better vocal production accuracy than nonmusicians (production errors of 1/2 a semitone compared to 1.3 semitones, respectively); (b) frequency discrimination thresholds explain 43% of the variance of the production data, and (c) all subjects with superior frequency discrimination thresholds showed accurate vocal production; the reverse relationship, however, does not hold true. In this study we provide empirical evidence to the importance of auditory feedback on vocal production in listeners with superior auditory skills.

While there is growing evidence that frequency discrimination improves with practice, there are, however, limited and inclusive reports regarding the generalization of learning to untrained conditions. The goals of the present study were therefore (1) to measure the effect of multi-session training on difference limen frequency (DLF) thresholds and evaluate the relative contribution of procedural and stimulus learning by comparison to a control (untrained) group; (2) to evaluate the extent of generalization of the trained frequency to two untrained frequencies known to be temporally coded; and (3) to estimate the generalization of the trained frequency to the untrained ear, for both trained and untrained frequencies. Two groups of subjects were included: a trained group (n = 5) and a control group (n = 5). For the trained group, DLF thresholds for 1 kHz (trained frequency) and 1.1 and 2.0 kHz (untrained frequencies) were obtained using a two-interval, two-alternative forced choice paradigm before and after an eight-session training. The control group was tested using the same stimuli only twice, with a 3-week interval between testing. Results showed that (1) multi-session training improves frequency discrimination in normal hearing young adults; (2) adding a control group to the study allowed estimation of the effect of limited exposure to the stimuli and task in naïve listeners and evaluation of the magnitude of procedural learning; (3) learning was generalized across frequencies that are coded by similar mechanisms; (4) generalization of learning occurred in the untrained ear for trained and untrained frequencies. These results have important clinical and theoretical implications regarding the processes underlying perceptual learning and the effectiveness of auditory habilitation strategies.

Musicians are typically considered to exhibit exceptional auditory skills. Only few studies, however, have substantiated this in basic psychoacoustic tasks. The purpose of the present investigation was to expand our knowledge on basic auditory abilities of musicians compared to non-musicians. Specific goals were: (1) to compare frequency discrimination thresholds (difference limen for frequency [DLF]) of non-musical pure tones in controlled groups of professional musicians and non-musicians; (2) to relate DLF performance to musical background; and (3) to compare DLF thresholds obtained with two threshold estimation procedures: 2- and 3- interval forced choice procedures (2IFC and 3IFC). Subjects were 16 professional musicians and 14 non-musicians. DLFs were obtained for three frequencies (0.25, 1 and 1.5 kHz) using the 3IFC adaptive procedure, and for one frequency (1 kHz) also using the 2IFC. Three threshold estimates were obtained for each frequency, procedure and subject. The results of the present study support five major findings: (a) mean DLFs for musicians were approximately half the values of the non-musicians; (b) significant learning for both groups during the three threshold estimations; (c) classical musicians performed better than those with contemporary musical background; (d) performance was influenced by years of musical experience; and (e) both groups showed better DLF in a 2IFC paradigm compared to the 3IFC. These data highlight the importance of short-term training on an auditory task, auditory memory and factors related to musical background (such as musical genre and years of experience) on auditory performance.