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Distinguishing between regular and irregular heartbeats, conversing with speakers of different accents, and tuning a guitar-all rely on some form of auditory learning. What drives these experience-dependent changes? A growing body of evidence suggests an important role for non-sensory influences, including reward, task engagement, and social or linguistic context. This review is a collection of contributions that highlight how these non-sensory factors shape auditory plasticity and learning at the molecular, physiological, and behavioral level. We begin by presenting evidence that reward signals from the dopaminergic midbrain act on cortico-subcortical networks to shape sound-evoked responses of auditory cortical neurons, facilitate auditory category learning, and modulate the long-term storage of new words and their meanings. We then discuss the role of task engagement in auditory perceptual learning and suggest that plasticity in top-down cortical networks mediates learning-related improvements in auditory cortical and perceptual sensitivity. Finally, we present data that illustrates how social experience impacts sound-evoked activity in the auditory midbrain and forebrain and how the linguistic environment rapidly shapes speech perception. These findings, which are derived from both human and animal models, suggest that non-sensory influences are important regulators of auditory learning and plasticity and are often implemented by shared neural substrates. Application of these principles could improve clinical training strategies and inform the development of treatments that enhance auditory learning in individuals with communication disorders.

The two primary cues to sound-source location on the horizontal plane are interaural time differences (ITDs) and interaural level differences (ILDs). Here we asked whether the ability to discriminate small changes in each of these interaural cues differs between the sexes. We tested one group of males (n = 43) and females (n = 94) on ITD discrimination at 0.5 kHz and a separate group of males (n = 80) and females (n = 166) on ILD discrimination at 4 kHz. None of the participants had any prior experience with psychoacoustic tasks. Testing of each participant was completed in a single testing session of 4-5 blocks of 60 trials. For ILD discrimination, the overall mean threshold, as well as the mean threshold for each block, was statistically significantly lower for males than for females. Despite that, males and females learned at an equal rate over the course of testing. For ITD discrimination, in contrast, thresholds did not differ significantly between the sexes for the overall mean or for any block. There also was no statistically significant learning across blocks for either sex. For both tasks and both sexes, the individual thresholds spanned a wide range. The presence of a statistically significant sex difference and learning for ILD but not for ITD discrimination, along with a larger effect size for ILD than for ITD discrimination, suggests that the factors responsible for these outcomes acted upon an ILD-specific neural pathway, and not upon an ITD-specific pathway, nor any pathway common to the two cues. Because the ILD and ITD specific pathways are most separable initially, the factors associated with sex and learning may have acted upon the ILD-specific pathway at an early stage.

Dave Green had an enormous influence on auditory research via signal-detection theory. A major contribution of signal-detection theory is the concept and application of the ideal detector, which establishes the absolute optimal detection performance. To bridge between the ideal performance and the less-than-ideal human performance, Green and Swets (1966) described an energy detector. The energy-detector model relaxed assumptions of the ideal detector to account for the phase insensitivity and limited frequency selectivity of humans, but it retained the assumption that the time window is matched to the signal duration. However, the time-window assumption had no clear support from human data. To help fill this gap, we examined the detectability of signals with expected versus unexpected temporal properties. The results of experiments and signal-detection analyses suggest that listeners listen selectively to signal duration, implying that they match the time window to the overall signal duration as was assumed in the energy-detector model. Additional results suggest that listeners do not also listen selectively to the temporal structure of the signal, implying that the temporal constraint is based on overall signal duration. We are grateful for the opportunity to have worked with Dave.

Most sounds fluctuate in amplitude, but do listeners attend to the temporal structure of those fluctuations when trying to detect the mere presence of those sounds? This question was addressed by leading listeners to expect a faint sound with a fixed temporal structure (pulse train or steady-state tone) and total duration (300 ms) and measuring their ability to detect equally faint sounds of unexpected temporal structure (pulse train when expecting steady state) and/or total duration (

The two primary cues to sound-source location on the horizontal plane are interaural differences in time (ITDs) and in level (ILDs). Here, we asked whether the ability to discriminate small changes in each of these interaural cues differs between the sexes. We tested males and females who had no prior experience with any psychoacoustic task on either ILD discrimination at 4 kHz or ITD discrimination at 0.5 kHz. For ILD discrimination, the overall mean threshold, as well as the threshold for each 50-trial block, was significantly lower for males (n = 80) than for females (n = 166). Both males and females learned over the course of testing, but there was no sex difference in learning rate. In contrast, for ITD discrimination, thresholds did not differ significantly between the sexes for the overall mean or for any block (n = 43M/94F). There also was no learning across blocks for either group. For both tasks, the individual thresholds spanned a wide range in each group. The presence of sex differences and learning for ILD but not ITD discrimination suggests that the factors responsible for these outcomes influenced a relatively peripheral ILD-specific pathway, and not an ITD-specific pathway, or a more central locus that is not cue specific.

Rhythm is fundamental to music and speech, yet little is known about how even simple rhythmic patterns are processed. Here we investigated the processing of isochronous rhythms in the short inter-onset-interval (IOI) range (IOIs < 250–400 ms) using a perceptual-learning paradigm. Trained listeners (n=8) practiced anisochrony detection with a 100-ms IOI marked by 1-kHz tones, 720 trials per day for 7 days. Between pre- and post-training tests, trained listeners improved significantly more than controls (no training; n=8) on the anisochrony-detection condition that the trained listeners practiced. However, the learning on anisochrony detection did not generalize to temporal-interval discrimination with the trained IOI (100 ms) and marker frequency (1 kHz) or to anisochrony detection with an untrained marker frequency (4 kHz or variable frequency vs. 1 kHz), and generalized negatively to anisochrony detection with an untrained IOI (200 ms vs. 100 ms). Further, pre-training thresholds were correlated among nearly all of the conditions with the same IOI (100-ms IOIs), but not between conditions with different IOIs (100-ms vs. 200-ms IOIs). Thus, it appears that some task-, IOI-, and frequency-specific processes are involved in fast-rhythm processing. These outcomes are most consistent with a holistic rhythm-processing model in which a holistic “image” of the stimulus is compared to a stimulus-specific template.

Detection of a tonal signal in amplitude-modulated noise can improve with increases in noise bandwidth if the pattern of amplitude fluctuations is uniform across frequency, a phenomenon termed comodulation masking release (CMR). Most explanations for CMR rely on an assumption that listeners monitor frequency channels both at and remote from the signal frequency in conditions that yield the effect. To test this assumption, detectability was assessed for signals presented at expected and unexpected frequencies in wideband amplitude-modulated noise. Detection performance was high even for signals of unexpected frequency, suggesting that listeners were monitoring multiple frequency channels, as has been assumed.

Semi-supervised learning refers to learning that occurs when feedback about performance is provided on only a subset of training trials. Algorithms for semi-supervised learning are popular in machine learning because of their minimal reliance on labeled data. There have been, however, only a few reports of semi-supervised learning in humans. Here we document human semi-supervised learning on a nonnative phonetic classification task. Classification performance remained unchanged when 60 feedback trials were provided on each of the two days of training. In contrast, performance improved when 60 feedback trials were combined with 240 no-feedback trials each day. In variants of this successful semi-supervised regimen, increasing the daily number of feedback trials from 60 to 240 did not increase the amount of learning, while decreasing that number to 30 abolished learning. Finally, replacing the no-feedback trials with stimulus exposure alone had little effect on the outcome. These results were an unexpected consequence of combining training periods with feedback and testing periods without feedback, illustrating that no-feedback testing can influence learning outcomes. More broadly, these data suggest that task performance with feedback can function as an all-or-none trigger for recruiting the contribution of trials without feedback, or mere stimulus exposures, to human learning.

Extended high frequencies (EHF), above 8 kHz, represent a region of the human hearing spectrum that is generally ignored by clinicians and researchers alike. This article is a compilation of contributions that, together, make the case for an essential role of EHF in both normal hearing and auditory dysfunction. We start with the fundamentals of biological and acoustic determinism – humans have EHF hearing for a purpose, for example, the detection of prey, predators, and mates. EHF hearing may also provide a boost to speech perception in challenging conditions and its loss, conversely, might help explain difficulty with the same task. However, it could be that EHF are a marker for damage in the conventional frequency region that is more related to speech perception difficulties. Measurement of EHF hearing in concert with otoacoustic emissions could provide an early warning of age-related hearing loss. In early life, when EHF hearing sensitivity is optimal, we can use it for enhanced phonetic identification during language learning, but we are also susceptible to diseases that can prematurely damage it. EHF audiometry techniques and standardization are reviewed, providing evidence that they are reliable to measure and provide important information for early detection, monitoring and possible prevention of hearing loss in populations at-risk. To better understand the full contribution of EHF to human hearing, clinicians and researchers can contribute by including its measurement, along with measures of speech in noise and self-report of hearing difficulties and tinnitus in clinical evaluations and studies.

A key component of musical proficiency is the ability to discriminate between and identify musical intervals, or fixed ratios between pitches. Acquiring these skills requires training, but little is known about how to best arrange the trials within a training session. To address this issue, learning on a musical-interval comparison task was evaluated for two four-day training regimens that employed equal numbers of stimulus presentations per day. A regimen of continuous practice yielded no learning, but a regimen that combined practice and stimulus exposure alone generated clear improvement. Learning in the practice-plus-exposure regimen was due to the combination of the two experiences, because two control groups who received only either the practice or the exposure from that regimen did not learn. Posttest performance suggested that this improvement in comparison learning generalized to an untrained stimulus type and an untrained musical-interval identification task. Naive comparison performance, but not learning, was better for larger pitch-ratio differences and for individuals with more musical experience. The reported benefits of the practice-plus-exposure regimen mirror the outcomes for fine-grained discrimination and speech tasks, suggesting that a general learning principle is involved. In practical terms, it appears that combining practice and stimulus exposure alone is a particularly effective configuration for improving musical-interval perception.

Perceptual learning is an enhancement in discriminability of similar stimuli following experience with those stimuli. Here, we examined the efficacy of adding additional active training following a standard training session, compared with additional stimulus exposure in the absence of associated task performance. Mice were trained daily in an odor-discrimination task, and then, several hours later each day, received 1 of 3 different manipulations: 1) a second active-training session, 2) non-task-related odor exposure in the home cage, or 3) no second session. For home-cage exposure, odorants were presented in small tubes that mice could sniff and investigate for a similar period of time as in the active discrimination task each day. The results demonstrate that daily home-cage exposure was equivalent to active odor training in supporting improved odor discrimination. Daily home-cage exposure to odorants that did not match those used in the active task did not improve learning, yielding outcomes similar to those obtained with no second session. Piriform cortical local field potential recordings revealed that both sampling in the active learning task and investigation in the home cage evoked similar beta band oscillatory activity. Together the results suggest that odor-discrimination learning can be significantly enhanced by addition of odor exposure outside of the active training task, potentially because of the robust activity evoked in the olfactory system by both exposure paradigms. They further suggest that odorant exposure alone could enhance or maintain odor-discrimination abilities in conditions associated with olfactory impairment, such as aging or dementia.

Language acquisition typically involves periods when the learner speaks and listens to the new language, and others when the learner is exposed to the language without consciously speaking or listening to it. Adaptation to variants of a native language occurs under similar conditions. Here, speech learning by adults was assessed following a training regimen that mimicked this common situation of language immersion without continuous active language processing. Experiment 1 focused on the acquisition of a novel phonetic category along the voice-onset-time continuum, while Experiment 2 focused on adaptation to foreign-accented speech. The critical training regimens of each experiment involved alternation between periods of practice with the task of phonetic classification (Experiment 1) or sentence recognition (Experiment 2) and periods of stimulus exposure without practice. These practice and exposure periods yielded little to no improvement separately, but alternation between them generated as much or more improvement as did practicing during every period. Practice appears to serve as a catalyst that enables stimulus exposures encountered both during and outside of the practice periods to contribute to quite distinct cases of speech learning. It follows that practice-plus-exposure combinations may tap a general learning mechanism that facilitates language acquisition and speech processing.

Auditory skills improve with practice. Producing across-day learning requires a sufficient number of trials per session; additional trials in the same session produce no additional improvement. Thus, trials appear to integrate within a session to reach a learning threshold, after which there is a refractory period during which trials do not contribute to learning. The refractory period duration must be

Foreign-accented speech can be difficult to understand but listeners can adapt to novel talkers and accents with appropriate experience. Previous studies have demonstrated talker-independent but accent-dependent learning after training on multiple talkers from a single language background. Here, listeners instead were exposed to talkers from five language backgrounds during training. After training, listeners generalized their learning to novel talkers from language backgrounds both included and not included in the training set. These findings suggest that generalization of foreign-accent adaptation is the result of exposure to systematic variability in accented speech that is similar across talkers from multiple language backgrounds.

Many perceptual abilities differ between the sexes. Because these sex differences have been documented almost exclusively in adults, they have been attributed to sex-specific neural circuitry that emerges during development and is maintained in the mature perceptual system. To investigate whether behavioral sex differences in perception can also have other origins, we compared performance between males and females ranging in age from 8 to 30 years on auditory temporal-interval discrimination and tone-in-noise detection tasks on which there are no sex differences in adults. If sex differences in perception arise only from the establishment and subsequent maintenance of sex-specific neural circuitry, there should be no sex differences during development on these tasks. In contrast, sex differences emerged in adolescence but resolved by adulthood on two of the six conditions, with signs of a similar pattern on a third condition. In each case, males reached mature performance earlier than females, resulting in a sex difference in the interim. These results suggest that sex differences in perception may arise from differences in the maturational timing of common circuitry used by both sexes. They also imply that sex differences in perceptual abilities may be more prevalent than previously thought based on adult data alone.

Young adults with normal hearing (YNH) can improve their sensitivity to basic acoustic features with practice. However, it is not known to what extent the influence of the same training regimen differs between YNH listeners and older listeners with hearing impairment (OHI)--the largest population seeking treatment in audiology clinics. To examine this issue, we trained OHI listeners on a basic auditory task (spectral modulation detection) using a training regimen previously administered to YNH listeners (≈ 1 h/session for seven sessions on a single condition). For the trained conditions on which pretraining performance was not already at asymptote, the YNH listeners who received training learned more than matched controls who received none, but that learning did not generalize to any untrained spectral modulation frequency. In contrast, the OHI-trained listeners and controls learned similar amounts on the trained condition, implying no effect of the training itself. However, surprisingly the OHI-trained listeners improved over the training phase and on an untrained spectral modulation frequency. These population differences suggest that learning consolidated more slowly, and that training modified an aspect of processing that had broader tuning to spectral modulation frequency, in OHI than YNH listeners. More generally, these results demonstrate that conclusions about perceptual learning that come from examination of one population do not necessarily apply to another.

Natural sounds are characterized by complex patterns of sound intensity distributed across both frequency (spectral modulation) and time (temporal modulation). Perception of these patterns has been proposed to depend on a bank of modulation filters, each tuned to a unique combination of a spectral and a temporal modulation frequency. There is considerable physiological evidence for such combined spectrotemporal tuning. However, direct behavioral evidence is lacking. Here we examined the processing of spectrotemporal modulation behaviorally using a perceptual-learning paradigm. We trained human listeners for ∼1 h/d for 7 d to discriminate the depth of spectral (0.5 cyc/oct; 0 Hz), temporal (0 cyc/oct; 32 Hz), or upward spectrotemporal (0.5 cyc/oct; 32 Hz) modulation. Each trained group learned more on their respective trained condition than did controls who received no training. Critically, this depth-discrimination learning did not generalize to the trained stimuli of the other groups or to downward spectrotemporal (0.5 cyc/oct; −32 Hz) modulation. Learning on discrimination also led to worsening on modulation detection, but only when the same spectrotemporal modulation was used for both tasks. Thus, these influences of training were specific to the trained combination of spectral and temporal modulation frequencies, even when the trained and untrained stimuli had one modulation frequency in common. This specificity indicates that training modified circuitry that had combined spectrotemporal tuning, and therefore that circuits with such tuning can influence perception. These results are consistent with the possibility that the auditory system analyzes sounds through filters tuned to combined spectrotemporal modulation.

Normal sensory perception requires the ability to detect and identify patterns of activity distributed across the receptor surface. In the visual system, the ability to perceive these patterns across the retina improves with training. This learning differs in magnitude for different trained stimuli and does not generalize to untrained spatial frequencies or retinal locations. Here we asked whether training to detect patterns of activity across the cochlea yields learning with similar characteristics. Differences in learning between the visual and auditory systems would be inconsistent with the suggestion that the ability to detect these patterns is limited by similar constraints in these two systems. We trained three groups of normal-hearing listeners to detect spectral envelopes with a sinusoidal shape (spectral modulation) at either 0.5, 1, or 2 cycles/octave and compared the performance of each group to that of a separate group that received no training. On average, as the trained spectral modulation frequency increased, the magnitude of training-induced improvement and the time to reach asymptotic performance decreased, while the tendency for performance to worsen within a training session increased. The training-induced improvements did not generalize to untrained spectral modulation frequencies or untrained carrier spectra. Thus, for both visual-spatial and auditory-spectral modulation detection, learning depended upon and was specific to analogous features of the trained stimulus. Such similarities in learning could arise if, as has been suggested, similar constraints limit the ability to detect patterns across the receptor surface between the auditory and visual systems.

Amplitude modulation (AM) and frequency modulation (FM) are inherent components of most natural sounds. The ability to detect these modulations, considered critical for normal auditory and speech perception, improves over the course of development. However, the extent to which the development of AM and FM detection skills follow different trajectories, and therefore can be attributed to the maturation of separate processes, remains unclear. Here we explored the relationship between the developmental trajectories for the detection of sinusoidal AM and FM in a cross-sectional design employing children aged 8–10 and 11–12 years and adults. For FM of tonal carriers, both average performance (mean) and performance consistency (within-listener standard deviation) were adult-like in the 8–10 y/o. In contrast, in the same listeners, average performance for AM of wideband noise carriers was still not adult-like in the 11–12 y/o, though performance consistency was already mature in the 8–10 y/o. Among the children there were no significant correlations for either measure between the degrees of maturity for AM and FM detection. These differences in developmental trajectory between the two modulation cues and between average detection thresholds and performance consistency suggest that at least partially distinct processes may underlie the development of AM and FM detection as well as the abilities to detect modulation and to do so consistently.

The generalization of learning from trained to untrained conditions is of great potential value because it markedly increases the efficacy of practice. In principle, generalization and the learning itself could arise from either the same or distinct neural changes. Here, we assessed these two possibilities in the realm of human perceptual learning by comparing the time course of improvement on a trained condition (learning) to that on an untrained condition (generalization) for an auditory temporal-interval discrimination task. While significant improvement on the trained condition occurred within 2 d, generalization to the untrained condition lagged behind, only emerging after 4 d. The different time courses for learning and generalization suggest that these two types of perceptual improvement can arise from at least partially distinct neural changes. The notably longer time course for generalization than learning demonstrates that increasing the duration of training can be an effective means to increase the number of conditions to which learning generalizes on perceptual tasks.

For perceptual learning on fine-grained discrimination tasks, improvement can be enhanced or disrupted when two tasks are trained, depending on how the training on those tasks is distributed. To investigate if this phenomenon extends to speech learning, we trained native-English speakers to transcribe both Mandarin- and Turkish-accented English sentences using one of three different configurations of the same training stimuli. After training, all trained groups performed better than untrained controls, and similarly to each other, on a novel talker of a trained accent (Mandarin). However, for a novel accent (Slovakian), performance was better than untrained controls when training alternated between the two accents, but not when the two accents were trained consecutively. Performance for the novel accent decreased as the number of contiguous sentences per accent during training increased. One interpretation of these results is that accent information is integrated during a restricted time window. If two accents are encountered within this window, information from both accents is integrated, yielding accent-general learning. If two accents are encountered in separate consecutive windows, accent-specific learning occurs for each accent and accent-general learning is prevented. These results mirror patterns for fine-grained discrimination learning, and illuminate the processes underlying the success of high-variability training.For perceptual learning on fine-grained discrimination tasks, improvement can be enhanced or disrupted when two tasks are trained, depending on how the training on those tasks is distributed. To investigate if this phenomenon extends to speech learning, we trained native-English speakers to transcribe both Mandarin- and Turkish-accented English sentences using one of three different configurations of the same training stimuli. After training, all trained groups performed better than untrained controls, and similarly to each other, on a novel talker of a trained accent (Mandarin). However, for a novel accent (Slovakian), performance was better than untrained controls when training alternated between the two accents, but not when the two accents were trained consecutively. Performance for the novel accent decreased as the number of contiguous sentences per accent during training increased. One interpretation of these results is that accent information is integrated during a restricted time window. If two ac...

What is required for long-lasting learning of a non-native phonetic contrast? Do principles from fine-grained discrimination learning apply? Discrimination learning often requires extensive practice within a day for performance to improve across days, and a 30-minute break midway through practice can disrupt that learning. Thus it appears that trials must integrate to a learning threshold in a transient memory store in order for durable discrimination learning to occur. We asked whether this same principle applies in phonetic-contrast learning. To do so, we trained monolingual speakers on a non-native phonetic contrast along a voice-onset-time (VOT) continuum. Those who engaged in a single continuous practice session on day 1 reached above chance accuracy on day 2 while classifying the non-native phoneme. In contrast, when day-1 practice included a 30-minute break halfway through training, day-2 performance was at chance. These results suggest that for phoneme learning, as for discrimination learning, lon...

The ability to detect and discriminate attributes of sounds improves with practice. Determining how such auditory learning generalizes to stimuli and tasks that are not encountered during training can guide the development of training regimens used to improve hearing abilities in particular populations as well as provide insight into the neural mechanisms mediating auditory performance. Here we review the newly emerging literature on the generalization of auditory learning, focusing on behavioural investigations of generalization on basic auditory tasks in human listeners. The review reveals a variety of generalization patterns across different trained tasks that can not be summarized with a simple rule, and a diversity of views about the definition, evaluation and interpretation of generalization.

Normal auditory perception relies on accurate judgments about the temporal relationships between sounds. Previously, we used a perceptual-learning paradigm to investigate the neural substrates of two such relative-timing judgments made at sound onset: detecting stimulus asynchrony and discriminating stimulus order. Here, we conducted parallel experiments at sound offset. Human adults practiced ∼1 h/d for 6–8 d on either asynchrony detection or order discrimination at sound offset with tones at 0.25 and 4.0 kHz. As at sound onset, learning on order-offset discrimination did not generalize to the other task (asynchrony), an untrained temporal position (onset), or untrained frequency pairs, indicating that this training affected a quite specialized neural circuit. In contrast, learning on asynchrony-offset detection generalized to the other task (order) and temporal position (onset), though not to untrained frequency pairs, implying that the training on this condition influenced a less specialized, or more interdependent, circuit. Finally, the learning patterns induced by single-session exposure to asynchrony and order tasks differed depending on whether these tasks were performed primarily at sound onset or offset, suggesting that this exposure modified circuitry specialized to separately process relative-timing tasks at these two temporal positions. Overall, it appears that the neural processes underlying relative-timing judgments are malleable, and that the nature of the affected circuitry depends on the duration of exposure (multihour or single-session) and the parameters of the judgment(s) made during that exposure.

Normal perception depends, in part, on accurate judgments of the temporal relationships between sensory events. Two such relative-timing skills are the ability to detect stimulus asynchrony and to discriminate stimulus order. Here we investigated the neural processes contributing to the performance of auditory asynchrony and order tasks in humans, using a perceptual-learning paradigm. In each of two parallel experiments, we tested listeners on a pretest and a posttest consisting of auditory relative-timing conditions. Between these two tests, we trained a subset of listeners ∼1 h/d for 6–8 d on a single relative-timing condition. The trained listeners practiced asynchrony detection in one experiment and order discrimination in the other. Both groups were trained at sound onset with tones at 0.25 and 4.0 kHz. The remaining listeners in each experiment, who served as controls, did not receive multihour training during the 8–10 d between the pretest and posttest. These controls improved even without intervening training, adding to evidence that a single session of exposure to perceptual tasks can yield learning. Most importantly, each of the two groups of trained listeners learned more on their respective trained conditions than controls, but this learning occurred only on the two trained conditions. Neither group of trained listeners generalized their learning to the other task (order or asynchrony), an untrained temporal position (sound offset), or untrained frequency pairs. Thus, it appears that multihour training on relative-timing skills affects task-specific neural circuits that are tuned to a given temporal position and combination of stimulus components.

Humans use several cues to determine the position of sound sources in space. Here we provide a review of the literature on how practice influences sound-localization performance in human adults. We divided this literature into two categories: adaptation to alterations in sound-localization cues and learning with normal, unaltered cues. For altered cues, partial adaptation has been reported with a variety of cue transformations, except in the extreme case in which the cues were reversed between the two ears. For normal cues, improvement has been observed in some but not all experiments, though the most recent data generally show learning. Thus, the reviewed data indicated that human adults can recalibrate, as well as refine the use of, sound-localization cues, and that training regimens can be developed to enhance sound-localization performance in individuals with normal and impaired localization abilities.

Noise that is amplitude modulated at rates ranging from 40 to 850 Hz can elicit a sensation of pitch. Here, the processing of this temporally based pitch was investigated using a perceptual-learning paradigm. Nine listeners were trained (1 hour per day for 6-8 days) to discriminate a standard rate of sinusoidal amplitude modulation (SAM) from a faster rate in a single condition (150 Hz SAM rate, 5 kHz low-pass carrier). All trained listeners improved significantly on that condition. These trained listeners subsequently showed no more improvement than nine untrained controls on pure-tone and rippled-noise discrimination with the same pitch, and on SAM-rate discrimination with a 30 Hz rate, although they did show some improvement with a 300 Hz rate. In addition, most trained, but not control, listeners were worse at detecting SAM at 150 Hz after, compared to before training. These results indicate that listeners can learn to improve their ability to discriminate SAM rate with multiple-hour training and that the mechanism that is modified by learning encodes (1) the pitch of SAM noise but not that of pure tones and rippled noise, (2) different SAM rates separately, and (3) differences in SAM rate more effectively than cues for SAM detection.

What is the time course of human attention in a simple auditory detection task? To investigate this question, we determined the detectability of a 20-msec, 1000-Hz tone presented at expected and unexpected times. Twelve listeners who expected the tone to occur at a specific time after a 300-msec narrowband noise rarely detected signals presented 150-375 msec before or 100-200 msec after that expected time. The shape of this temporal-attention window depended on the expected presentation time of the tone and the temporal markers available in the trials. Further, though expecting the signal to occur in silence, listeners often detected signals presented at unexpected times during the noise. Combined with previous data, these results further clarify the listening strategy humans use when trying to detect an expected sound: Humans seem to listen specifically for that sound, while ignoring the background in which it is presented, around the time when the sound is expected to occur.

Summary Some forms of associative learning require only a single experience to create a lasting memory [1, 2]. In contrast, perceptual learning often requires extensive practice within a day for performance to improve across days [3, 4]. This suggests that the requisite practice for durable perceptual learning is integrated throughout each day. If the total amount of daily practice is the only important variable, then a practice break within a day should not disrupt across-day improvement. To test this idea, we trained human listeners on an auditory frequency-discrimination task over multiple days and compared the performance of those who engaged in a single continuous practice session each day [4] with those who were given a 30-min break halfway through each practice session. Continuous practice yielded significant perceptual learning [4]. In contrast, practice with a rest break led to no improvement, indicating that the integration process had decayed within 30 min. In a separate experiment, a 30-min practice break also disrupted durable learning on a non-native phonetic classification task. These results suggest that practice trials are integrated up to a learning threshold within a transient memory store before they are sent en masse into a memory that lasts across days. Thus, the oft cited benefits of distributed over massed training [5, 6] may arise from different mechanisms depending on whether the breaks occur before or after a learning threshold has been reached. Trial integration could serve as an early gatekeeper to plasticity, helping to ensure that longer-lasting changes are only made when deemed worthwhile.

Objective: Individuals with autism spectrum disorders (ASD) show enhanced perceptual and memory abilities in the domain of pitch, but also perceptual deficits in other auditory domains. The present study investigated their skills with respect to “echoic memory,” a form of short-term sensory memory intimately tied to auditory perception, using a developmental perspective. Method: We tested 23 high-functioning participants with ASD and 26 typically developing (TD) participants, distributed in two age groups (children vs. young adults; mean ages: 11 and 21 years). By means of an adaptive psychophysical procedure, we measured the longest period for which periodic (i.e., repeated) noise could be reliably discriminated from nonperiodic (i.e., plain random) noise. On each experimental trial, a single noise sample was presented to the participant, who had to classify this sound as periodic or nonperiodic. Results: The TD adults performed, on average, much better than the other three groups, who performed similarly overall. As a function of practice, the measured thresholds improved for the TD participants, but did not change for the ASD participants. Thresholds were not correlated to performance in a test assessing verbal memory. The variance of the participants’ response biases was larger among the ASD participants than among the TD participants. Conclusion: The results mainly suggest that echoic memory takes a long time to fully develop in TD humans, and that this development stops prematurely in persons with ASD.

This study investigated the development of auditory frequency and temporal resolution using simultaneous and backward masking of a tone by a noise. The participants were 6- to 10-year-old children and adults. On the measure of frequency resolution (the difference in the detection threshold for a tone presented either in a bandpass noise or in a spectrally notched noise), 6-year-old children performed as well as adults. However, for the backward masking task, 6-yearolds had, on average, 34 dB higher thresholds than adults. A negative exponential decay function fitted to the backward masking data for subjects of all ages indicated that adult-like temporal resolution may not be reached until about 11 years of age. These results show that, measured by masking, frequency resolution has reached adult-like performance by 6 years of age, whereas temporal resolution develops beyond 10 years of age. Six-year-old children were also assessed with tests of cognitive ability. Improvements in both frequency and temporal resolution were found with increasing IQ score.

This letter supplies the predictions of the energy-detector model and two versions of the multiple-look model for detecting tones with unexpected durations.

Detection performance for a masked auditory signal of fixed frequency can be substantially degraded if there is uncertainty about the frequency content of the masker. A quasimolecular psychophysical approach was used to examine response strategies in masker-uncertainty conditions, and to investigate the influence of uncertainty when the number of different masker samples was limited to ten or fewer. The task of the four listeners was to detect a 1000-Hz signal that was presented simultaneously with one of ten ten-tone masker samples. The masker sample was either fixed throughout a block of two-interval forced-choice trials or was randomized across or within trials. The primary results showed that: (1) When the signal level was low and the masker sample differed between the two intervals of a trial, most listeners based their responses more on the presence of specific masker samples than on the signal. (2) The detrimental effect of masker uncertainty was clearly evident when only four maskers were randomly presented, and grew as the size of the masker set was increased from two to ten. (3) The slopes of psychometric functions measured with the same masker samples differed among the fixed and two random-masker conditions. (4) There were large differences in the influence of masker uncertainty across masker samples and listeners. These data demonstrate the great susceptibility of human listeners to the influence of masker uncertainty and the ability of quasimolecular investigations to reveal important aspects of behavior in uncertainty condition.

Signal detectability was measured in three temporal conditions as a function of the bandwidth and configuration of simultaneous maskers that either did or did not spectrally overlap the signal. The 20-ms signal was 250 Hz wide and was centered at 2500 Hz (fs). Although there were marked individual differences, performance was typically poorer when signal onset came 1 ms rather than 250 ms after the onset of a 420-ms masker, and poorest when signal onset came 1 ms after the onset of a 23-ms masker. The results support the idea that two separate across-channel processes contribute to temporal changes in signal detectability. One process contributes to the improvement observed as signal onset is delayed from masker onset, and its influence is reduced by the presence of masking components at fs only when the masker extends exclusively below fs. The other process is associated with the improvement observed as masker offset is delayed from signal offset, and its influence is reduced by the presence of masking components at fs when the masker extends exclusively above, or both below and above fs. Both of these processes are primarily activated by frequencies ranging from 0.6 to 0.8fs and 1.2 to 1.4fs. The data also demonstrate that the measured critical bandwidth narrows as signal onset is delayed from masker onset.

While it is commonly held that the capacity to learn is greatest in the young, there have been few direct comparisons of the response to training across age groups. Here, adolescents (11–17 years, n = 20) and adults (≥18 years, n = 11) practiced detecting a backward-masked tone for ∼1 h/day for 10 days. Nearly every adult, but only half of the adolescents improved across sessions, and the adolescents who learned did so more slowly than adults. Nevertheless, the adolescent and adult learners showed the same generalization pattern, improving on untrained backward- but not forward- or simultaneous-masking conditions. Another subset of adolescents (n = 6) actually got worse on the trained condition. This worsening, unlike learning, generalized to an untrained forward-masking, but not backward-masking condition. Within sessions, both age groups got worse, but the worsening was greater for adolescents. These maturational changes in the response to training largely followed those previously reported for temporal-interval discrimination. Overall, the results suggest that late-maturing processes affect the response to perceptual training and that some of these processes may be shared between tasks. Further, the different developmental rates for learning and generalization, and different generalization patterns for learning and worsening imply that learning, generalization, and worsening may have different origins.

The threshold for detecting a tonal signal in a continuous broadband noise increases with increasing signal frequency for long, but not for short signal durations. This is revealed by an analysis of previous studies, and confirmed with three subjects in the present experiment using signals covering a frequency range from 125 to 4000 Hz and a duration range from 2 to 1000 ms. The relationship between threshold and signal frequency for a wide range of signal durations is explained by an energy‐detector model in which the time window is assumed to match the signal duration and the predicted signal level is adjusted to compensate for the loss of signal energy due to spectral spread at short durations.

A simultaneously masked auditory signal becomes easier to detect as its onset is delayed from masker onset. This ‘‘enhancement effect’’ depends upon masking components presented outside of the signal’s frequency channel, indicating the participation of an across‐channel process. The nature of this process has not been clearly established due to the difficulty of separating the influence of excitation and inhibition in simultaneous masking. Here, the forward‐masked threshold of a 20‐ms, 1000‐Hz tone was determined in the presence of one or two masking tones [M1 (1000 Hz, 50 dB) and M2 (variable from 500 to 3000 Hz, 70 dB)]. When the masker duration was 500 ms, adding M2 to M1 reduced signal threshold when M2 was presented at 1150 Hz (suppression), but had no influence on performance when M2 was above about 1300 Hz. In contrast, when the masker duration was 40 ms, adding M2 to M1 did not lower threshold at 1150 Hz, and always increased threshold when M2 was presented above 1300 Hz. This latter threshold inc...

Expectation of signal duration influences the signal detectability. This is demonstrated in two experiments in which percent correct was measured for both tonal and noise signals whose durations were either unexpected or uncertain. In both experiments, the signal at each duration was set to have a d' of about 1.5 when that duration was presented alone and expected. When the six subjects were led to expect a short- or a long-duration signal using the probe-signal method, the detectability of signals decreased to near chance as the signal duration deviated from the expected value (experiment 1). When the subjects were led to expect a range of durations, the detectability was only slightly worse than when each signal was presented alone (experiment 2). Those results suggest that listeners adjust their temporal-integration intervals according to the demand of the specific task. Finally, the results obtained with the noise signal were analyzed using the multiple-look model and a modified energy-detector model. Assuming that the integration interval is matched to the expected signal duration, both models predict the detection of signals having unexpected durations reasonably well. Both models, however, fail to predict the small effect of duration uncertainty.

Research indicates that graduate programs in counseling and clinical psychology are beginning to include more courses on multicultural issues. Little data is available, however, concerning the inclusion of training in multicultural issues in predoctoral psychology internship training programs. This study examined the amount and type of such training actually occurring at predoctoral psychology internship training programs in university counseling centers.

Two experiments are presented that investigate the influence of envelope fluctuation rate upon the magnitude of comodulation masking release (CMR). In Experiment 1, thresholds were measured for a tonal signal centered in either one or five masker bands. The maskers were either narrow-band noises or 100% sinusoidally amplitude-modulated (SAM) tones. The five masker bands had either the same (coherent) or different (incoherent) envelopes. Envelope rate was varied by manipulating either the noise bandwidth (10-200 Hz) or the SAM rate (10-128 Hz). The CMR values were largest for slow envelope rates. In Experiment 2, envelope coherence was simultaneously manipulated at two rates by amplitude modulating (10 Hz) narrow-band noises (100 Hz). The modulation depth was 100%, 83%, or 50%. The CMR based on the coherence of the noise carriers was about 5 dB, regardless of the SAM coherence or the modulation depth. The CMR based on the SAM coherence decreased from about 19 to 2 dB as modulation depth decreased, regardless of the noise-carrier coherence. Thresholds were highest when the envelope fluctuations were incoherent at both rates and were lowest when the envelope fluctuations were coherent at both rates. These data suggest that the auditory system is able to make across-frequency envelope comparisons at both envelope rates simultaneously.

The effect of gating a wideband masker on the detectability of tones having unexpected frequencies was assessed using a probe‐signal method. This method leads the listener to expect a target frequency by presenting the signal most often at that frequency, and measures sensitivity to other unexpected frequencies via occasionally presented probe tones. For 295‐ms signals, the probe‐signal contours (percent correct as a function of probe frequency) of two of four subjects were considerably broader for a 295‐ms masker than for a continuous masker. For 5‐ms signals, the probe‐signal contours of four of five subjects were quite broad and similar for both gated and continuous maskers. When the probe‐signal contours were expressed as the attenuation in decibels of the probes, the resulting ‘‘probe‐signal filters’’ were frequently broader than auditory filters measured using notched noise in the same subjects. This suggests that subjects may monitor multiple auditory filters under some conditions in the probe‐signal task. Signal threshold tended to be higher for conditions showing wider probe‐signal filters, indicating a potential link between changes in signal threshold due to masker gating and the number of frequency channels that are monitored.

Adults can improve their performance on many perceptual tasks with training, but when does the response to training become mature? To investigate this question, we trained 11-year-olds, 14-year-olds and adults on a basic auditory task (temporal-interval discrimination) using a multiple-session training regimen known to be effective for adults. The adolescents all began with performance in the adult range. However, while all of the adults improved across sessions, none of the 11-year-olds and only half of the 14-year-olds did. The adolescents who failed to learn did so even though the 10-session training regimen provided twice the number of sessions required by adults to reach asymptotic performance. Further, over the course of each session, the performance of the adults was stable but that of the adolescents, including those who learned, deteriorated. These results demonstrate that the processes that underlie perceptual learning can continue to develop well into adolescence.

Some individuals complain of hearing difficulties in the presence of background noise even in the absence of clinically significant hearing loss (obscure auditory dysfunction). Previous evidence suggests that these listeners have impaired frequency resolution, but there has been no thorough characterization of auditory filter shapes in this population. Here, the filter shapes of adults (n = 14) who self-reported speech recognition problems in noise and performed poorly on a sentence-in-noise perception test despite having clinically normal audiograms were compared to those of controls (n = 10). The filter shapes were evaluated using a 2-kHz probe with a fixed level of 30, 40, or 50 dB sound pressure level (SPL) and notched-noise simultaneous maskers that were varied in level to determine the masker level necessary to just mask the probe. The filters of the impaired group were significantly wider than those of controls at all probe levels owing to an unusual broadening of the upper slope of the filter. In addition, absolute thresholds were statistically indistinguishable between the groups at the standard audiometric frequencies, but were elevated in the impaired listeners at higher frequencies. These results strengthen the idea that this population has a variety of hearing deficits that go undetected by standard audiometry.

Fluctuations in sound amplitude provide important cues to the identity of many sounds including speech. Of interest here was whether the ability to detect these fluctuations can be improved with practice, and if so whether this learning generalizes to untrained cases. To address these issues, normal-hearing adults (n = 9) were trained to detect sinusoidal amplitude modulation (SAM; 80-Hz rate, 3-4 kHz bandpass carrier) 720 trials/day for 6-7 days and were tested before and after training on related SAM-detection and SAM-rate-discrimination conditions. Controls (n = 9) only participated in the pre- and post-tests. The trained listeners improved more than the controls on the trained condition between the pre- and post-tests, but different subgroups of trained listeners required different amounts of practice to reach asymptotic performance, ranging from 1 (n = 6) to 4-6 (n = 3) sessions. This training-induced learning did not generalize to detection with two untrained carrier spectra (5 kHz low-pass and 0.5-1.5 kHz bandpass) or to rate discrimination with the trained rate and carrier spectrum, but there was some indication that it generalized to detection with two untrained rates (30 and 150 Hz). Thus, practice improved the ability to detect amplitude modulation, but the generalization of this learning to untrained cases was somewhat limited.

Perceptual skills can be improved even in adulthood, but this learning seldom occurs by stimulus exposure alone. Instead, it requires considerable practice performing a perceptual task with relevant stimuli. It is thought that task performance permits the stimuli to drive learning. A corresponding assumption is that the same stimuli do not contribute to improvement when encountered separately from relevant task performance because of the absence of this permissive signal. However, these ideas are based on only two types of studies, in which the task was either always performed or not performed at all. Here we demonstrate enhanced perceptual learning on an auditory frequency-discrimination task in human listeners when practice on that target task was combined with additional stimulation. Learning was enhanced regardless of whether the periods of additional stimulation were interleaved with or provided exclusively before or after target-task performance, and even though that stimulation occurred during the performance of an irrelevant (auditory or written) task. The additional exposures were only beneficial when they shared the same frequency with, though they did not need to be identical to, those used during target-task performance. Their effectiveness also was diminished when they were presented 15 min after practice on the target task and was eliminated when that separation was increased to 4 h. These data show that exposure to an acoustic stimulus can facilitate learning when encountered outside of the time of practice on a perceptual task. By properly using additional stimulation one may markedly improve the efficiency of perceptual training regimens.

Learning is often prevented by events that occur after training, an outcome that is usually attributed to the disruption of consolidation – the transfer of learning to long-term memory. Here, we provide evidence from perceptual learning that improvements in performance can also be blocked by intervening events that occur during the acquisition phase of learning – the period of active practice. Listeners improved on each of two conditions of auditory temporal-interval discrimination (100 and 350 ms) when the two were practiced consecutively, even though that is a classic disruption-of-consolidation regimen. However, when practice on these two conditions was interleaved, there was no learning on either condition. The failure to improve in the interleaved case indicates that, at least in some circumstances, learning can be prevented during acquisition by events that do not disrupt consolidation itself. These results thus suggest that acquisition and consolidation are distinct phases in human learning.