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Wilsch, Anna. "Neural oscillations in auditory working memory." Doctoral thesis, Universitätsbibliothek Leipzig, 2015. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-177313.
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The present thesis investigated memory load and memory decay in auditory working memory. Alpha power as a marker for memory load served as the primary indicator for load and decay fluctuations hypothetically reflecting functional inhibition of irrelevant information. Memory load was induced by presenting auditory signals (syllables and pure-tone sequences) in noise because speech-in-noise has been shown before to increase memory load. The aim of the thesis was to assess with magnetoencephalography whether a-priori temporal expectations for the onset-time of a to-be-remembered stimulus reduces memory load. It was reported previously that top-down modulations such as spatial expectations reduce memory load and improve memory performance. However, this effect has neither been investigated with temporal expectations nor in the auditory domain. The present thesis showed that temporal expectations for a syllable in noise reduced memory load. Reduced alpha power during stimulus maintenance as well as
improved performance indicated the decrease in memory load. Alpha power effects emerged from the right cingulo-opercular network, presumably reflecting a reduced need for functional inhibition. Critically, symbolic cues induced temporal expectations. This effect could not be replicated for clear speech. However, more implicit temporal expectations based on the passage of time elicited a similar decrease in alpha power for clear speech reflecting reduced memory load. Memory decay was assessed with variable delay phases in an auditory sensory memory task with pure-tone sequences. Similarly to memory performance, alpha power decreased with longer delay phases. Critically, temporal expectations counteracted memory decay and led to more sustained performance as well as alpha power across different delay phases. These alpha-power effects were localized to frontal and parietal attention networks as well as primary auditory and visual sensory areas. This implies the involvement of different brain regions relevant
for encoding and maintenance in auditory memory and questions a parsimonious functional inhibition explanation. A correlation of alpha power and behavioral performance underpinned the importance of alpha power for auditory working memory. Altogether, the results of the present thesis provide evidence for a beneficial effect of a-priori temporal expectations for an auditory signal on working memory. Moreover, alpha dynamics were shown to be a distinct marker for the neural efficiency of managing working memory limitations.
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May, Patrick J. C. "Memory traces in human auditory cortex." Thesis, King's College London (University of London), 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341058.
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Church, Barbara Ann 1966. "Implicit memory in the auditory modality: The search for an auditory word form system." Thesis, The University of Arizona, 1991. http://hdl.handle.net/10150/292030.
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Two experiments were conducted to explore implicit memory within the auditory modality. It was hypothesized that there would be significant auditory priming in a masked word discrimination task. It was also hypothesized that subjects who performed an elaborative encoding task would show little or no advantage in the priming test when compared to subjects who performed a structural encoding task, but they would perform significantly better on a recognition test. It was also hypothesized that, with an appropriate encoding task, subjects would show a sensitivity to voice changes in the priming test. The results indicated significant auditory priming, and elaborative encoding had a greater effect on recognition performance than priming. No sensitivity to voice change was found. The findings are interpreted as support for the theory that auditory priming is mediated by a perceptual representation system.
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Brown, Rachel. "Auditory-motor integration in music performance, learning, and memory." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=119512.
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Auditory-motor skills such as speaking or playing a musical instrument require skill in processing auditory outcomes and performing actions that produce those outcomes. A growing body of evidence suggests that perception and production components of auditory-motor skill are integrated by reciprocal auditory-to-motor and motor-to-auditory interactions. Much remains unknown about how complex auditory sequences map to complex movement sequences such as those required of speech or music performance. Less still is known about how auditory-motor interactions influence the way skilled performers learn and remember novel auditory-motor sequences. The research described in this thesis examined these questions in the context of music performance. Music performance is a common and complex auditory-motor behavior that presents a useful model for examining human auditory-motor capabilities as it requires precise control of both pitch and temporal sequences of events. Three studies examined how auditory-motor interactions influence the way skilled musicians map pitch and temporal sequences to movements and the way musicians learn and remember music. The first study examined how auditory pitch and temporal sequence structure in music engage motor neural networks in auditory-motor interactions (Chapter 2). This study revealed motor networks that are sensitive to both pitch and temporal structure when musicians listen to and subsequently perform music. This finding suggests that the motor system integrates multiple dimensions of auditory sequence structure when performers map auditory sequences to motor sequences. The second study examined how performers use auditory and motor information to learn auditory sequences (Chapter 3). This study revealed that musicians better recognize auditory sequences that they hadlearned while producing them with auditory feedback than while hearing them only, indicating that motor learning facilitates subsequent auditory memory for skilled performers. The third study examined how individual differences in auditory and motor imagery abilities influence the way musicians learn novel music and subsequently remember that music (Chapter 4). This study revealed that auditory imagery abilities help performers learn novel music by compensating for missing sound and reducing sensitivity to interfering information; auditory imagery abilities also help performers recall music during performance with greater temporal regularity. Overall, these results suggest that auditory imagery abilities aid learning and subsequent recall of music differently. Together, these studies illuminate how auditory-motor integration functions in skilled performance and how it contributes to auditory-motor sequence learning and memory.Certaines habiletés auditivomotrices, telles que parler ou jouer d'un instrument de musique, requièrent des compétences particulières sur les plans du traitement auditif des sons produits et de la production des actions menant à l'émission de ces sons. À cet égard, un nombre croissant de preuves empiriques suggère que les composantes de perception et de production des habiletés auditivomotrices s'incèrent à l'intérieur d'interactions réciproques entre le système auditif et le système moteur. Plusieurs questions concernant la façon dont des séquences auditives complexes s'alignent avec des séquences complexes de mouvements, telles que retrouvées dans la parole ou les performances musicales, demeurent néanmoins irrésolues. Notamment par rapport à la façon dont les interactions entre les systèmes auditif et moteur influencent l'apprentissage et la rétention de nouvelles séquences auditivomotrices chez des executants compétents. Les recherches décrites dans cette thèse visent à aborder ces questions dans le contexte de performances musicales. En effet, étant donné qu'elles requièrent un contrôle précis de la hauteur du son et de la sequence temporelle des événements, les performances musicales sont des comportements auditivomoteurs communs et complexes représentant un modèle avantageux dans l'examen des capacités auditivomotrices. Trois études sont proposées afin d'examiner l'influence des interactions entre les systèmes auditif et moteur sur la façon dont des musiciens compétents alignent la hauteur sonore et les sequences temporelles avec les mouvements requis lors de performances musicales, de même que sur la façon dont ils apprennent et retiennent une séquence musicale. La première étude examine la manière dont la hauteur sonore et la structuretemporelle d'une séquence musicale engagent certains réseaux neuronaux du système moteur sur le plan des interactions auditivomotrices (Chapitre 2). Cette étude révèle que les réseaux du système moteur sont sensibles à l'intensité sonore et à la structure temporelle lorsque des musiciens écoutent et jouent de la musique. Ces résultats suggèrent que le système moteur intègre de multiples dimensions relatives à la structure de la séquence auditive lorsque ces sequences auditives sont alignées avec des séquences motrices lors de performances musicales. La deuxième étude examine l'utilisation des informations auditives et motrices dans l'apprentissage de séquences auditives (Chapitre 3). Cette etude révèle que les musiciens reconnaissent mieux les séquences auditives qu'ils ont eu à apprendre en les jouant avec rétroaction auditive, par rapport à celles qu'ils ont uniquement eu à écouter. Ces résultats indiquent que l'apprentissage moteur facilite la mémorisation d'information auditive chez les exécutants compétents. La troisième étude examine l'influence des différences individuelles sur le plan des habiletés d'imagerie auditive et motrice, sur l'apprentissage de nouvelles séquences musicales et sur le rappel de ces mêmes séquences (Chapitre 4). Cette étude révèle que les habiletés d'imagerie auditive aident les exécutants à apprendre de nouvelles séquences musicales en compensant pour les sons manquants, de même qu'en réduisant l'interférence liée à l'informations non pertinente; les habiletés d'imagerie auditive améliorent également le rappel de séquences musicales lors de performances comportant une plus grande régularitétemporelle. De manière générale, ces résultats suggèrent que les habiletés d'imagerie auditive aident différemment à l'apprentissage de nouvelles sequences musicales et à leur rappel. Ensemble, ces études illustrent le fonctionnement des intégrations auditivomotrices chez les exécutants compétents, ainsi que leur contribution à l'apprentissage et à la mémorisation de séquences auditivomotrices.
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Sörqvist, Patrik. "The role of working memory capacity in auditory distraction." Doctoral thesis, Luleå tekniska universitet, Arbetsvetenskap, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-26479.
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The basis of individual differences in susceptibility to auditory distraction has been a research field largely ignored. The current work presents four studies demonstrating that individual differences in working memory capacity (WMC) are related to the magnitude of auditory distraction. The first three reports showed that high WMC attenuates the effects of speech and aircraft noise on reading comprehension and prose memory. The fourth report showed that high WMC attenuates the power of unexpected sound stimulation to capture our attention, but not the interference from changing-state sound streams to seriation processes.Furthermore, the first and the second report showed that the capacity to exclude new, potentially relevant but ultimately irrelevant, materials from memory underlies the relationship between WMC and the effects of speech on reading comprehension/prose memory. Based on these results, a new perspective of WMC called the "sub-process view" was developed, according to which WMC is a compound of functionally distinct subprocesses: some of which are related to auditory distraction. Ten years ago it was not at all clear if cognitive-control processes play a role in auditory distraction, but the studies reported in this thesis strongly suggest that cognitive-control - as reflected in WMC -constitutes a fundamental basis of individual differences in susceptibility to auditory distraction.Godkänd; 2010; 20100407 (patsor); DISPUTATION Ämnesområde: Teknisk psykologi/Engineering Psychology Opponent: Professor Jerker Rönnberg, Linköpings universitet Ordförande: Professor Håkan Alm, Luleå tekniska universitet Tid: Fredag den 4 juni 2010, kl 09.00 Plats: F719J Bellsalen, Luleå tekniska universitet
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Riffle, Travis Lee. "Variability in Auditory Distraction." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1565870603158009.
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Luney, Gillian. "Examining the independent influence of auditory processing and working memory to reading : computerised adaptive training of auditory processing and working memory to improve reading." Thesis, Queen's University Belfast, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.707355.
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Working memory (WM) strongly predicts reading skills and children with reading difficulty have been shown to have WM deficits. Training WM has led to improved reading in typically developing children and those with reading difficulty. Auditory processing (AP) also predicts reading and children with reading difficulty have been shown to have deficits in AP. AP training has led to improved literacy skills. WM and AP have been shown in a small study to independently predict phonological awareness, the main predictor of reading ability. The aim of this study was to further investigate this relationship by carrying out an intervention in which training in AP alone was compared to training both WM and AP. It was predicted that if AP and WM were unrelated then training both would lead to greater gains in literacy than training one alone. A sample of 26 typically developing children aged 10-11 years was randomly allocated into two training groups; auditory processing training (AP group) and working memory and auditory processing training (WM+AP group). Results: There was no significant difference between the groups in literacy outcomes; both groups showed improvement in the speed and accuracy of single word reading and in spelling. Conclusion: this study suggests that there is a relationship between WM and AP and it may be that training leads to an improved ability to switch between cognitive tasks.
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Cheung, Sze-man May. "The effect of phonological similarity on the auditory memory span." Click to view the E-thesis via HKUTO, 1995. http://sunzi.lib.hku.hk/hkuto/record/B36209107.
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Thesis (B.Sc)--University of Hong Kong, 1995."A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 28, 1995." Also available in print.
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Dew, Ilana T. Z. Mulligan Neil W. "The effects of generation on visual and auditory implicit memory." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2007. http://dc.lib.unc.edu/u?/etd,934.
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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2007.Title from electronic title page (viewed Dec. 18, 2007). "... in partial fulfillment of the requirements for the degree of Master of Arts in the Department of Psychology." Discipline: Psychology; Department/School: Psychology.
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Gilbert, Rebecca. "Temporal properties of rehearsal in auditory-verbal short-term memory." Thesis, University of York, 2014. http://etheses.whiterose.ac.uk/8301/.
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Subvocal rehearsal, the use of inner speech for the maintenance of phonological material, is thought to play an important role verbal short-term memory (STM). The importance of rehearsal is based largely on indirect measures, as it is difficult to detect and quantify. To address this issue and investigate rehearsal timing, a novel ‘rehearsal-probe’ task was developed. Individuals silently rehearsed an auditory-verbal sequence, responding after an unpredictable probe (tone) by indicating the item currently being rehearsed. The presentation of probes after variable and repeated delays provides item response proportions over time. The data were analysed using a theory-neutral measure of temporal precision; the circular standard deviations of response distributions. The methods were established across seven experiments designed to explore whether timing precision is fixed or resource-limited. Experiment 3 showed that timing precision decreases with increased in memory load. Temporal precision was negatively correlated with auditory-verbal STM span in six experiments, including one designed specifically to examine individual differences. Experiments 6 and 7 investigated timing in developmental language disorders, which are characterized by serial ordering deficits. Adults with dyslexia and children with language impairments showed more temporal imprecision compared to matched controls. These results suggest that temporal precision is limited by shared resources and may play a role in language development. A computational model was also developed to describe the data with four separable temporal properties. The model captured the main characteristics of the data and provided quantitative estimates of each property. In an EEG experiment, event-related responses to item probes were modulated by the contents of rehearsal, and there was increased spectral power at the item rate during sequence presentation and rehearsal, but not baseline, periods. The findings suggest an important role for fine-grained timing information in serial order STM and have broader implications for debates about models of serial order.
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King, Robert A. "Determinants of auditory display usage." Thesis, Georgia Institute of Technology, 1993. http://hdl.handle.net/1853/29422.
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Hutchison, Joanna Lynn. "Boundary extension in the auditory domain." Fort Worth, Tex. : Texas Christian University, 2007. http://etd.tcu.edu/etdfiles/available/etd-07232007-150552/unrestricted/Hutchison.pdf.
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Columbus, Rebecca Foushee. "Auditory-Visual System Interactions: Perinatal Visual Experience Affects Auditory Learning and Memory in Bobwhite Quail Chicks (Colinus virginianus)." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/29226.
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Early perceptual learning capacity has been shown to correspond with the relative status of emergent sensory systems throughout prenatal and postnatal development. It has also been shown that young infants can learn perceptual information during perinatal development. However, the exact nature of the relationship between prenatal and postnatal perceptual development and the role of early experience on learning ability have yet to be examined. The present study examined how auditory learning capacity in bobwhite quail chicks is affected by the interrelationship between the developing auditory and visual systems in late prenatal/early postnatal development. Chicks were provided with auditory information during the period immediately prior to or the period following hatching. In addition, visual experience was either provided or attenuated during both the prenatal and postnatal periods. Findings revealed that chicks postnatally exposed to 10 min/hr of maternal auditory stimulation in lighted conditions required 72 hr exposure to the call in order to learn that bobwhite maternal call (Experiments 1A and 1B). Control chicks who experienced the prenatal egg-opening procedure demonstrated no naive preference for two individual variants of the bobwhite maternal assembly call (Experiment 2). However, embryos who received 10 min/hr of prenatal visual stimulation, or who were reared in prenatal darkness successfully learned a maternal call with only 24 hr of postnatal exposure (Experiments 3A and 3C). Embryos who received prenatal visual and postnatal darkened rearing conditions (a mismatch between prenatal and postnatal experience) showed deficits in postnatal auditory learning (Experiment 3B). Embryos who were exposed to 10 min/hr of prenatal maternal auditory stimulation and 10 min/hr of nonconcurrent visual stimulation remembered the maternal call into later ages of postnatal development than in previous studies when reared in lighted or darkened postnatal conditions (Experiments 4A and 4B). However, when all prenatal and postnatal visual experience were both removed from embryos' and chicks' environments, deficits in prenatal auditory learning and postnatal memory were observed (Experiment 4C). These results indicate that prenatal and postnatal learning in bobwhite quail occur differently, that mismatches in prenatal and postnatal experience interfere with postnatal auditory learning, and that prenatal learning and postnatal memory are affected by the amount of visual stimulation present within chicks' environmental milieu. In the broader scheme, these results provide further evidence that the auditory and visual systems are linked during early development and support an ecological perspective of learning and memory.Ph. D.
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San, Miguel Insua Iria. "Working memory influences on auditory novelty processing in the human brain." Doctoral thesis, Universitat de Barcelona, 2008. http://hdl.handle.net/10803/2713.
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Novel events in the context generate an involuntary orienting response which may have a different impact on the performance of ongoing tasks depending on the specific situation in which humans are immersed. The five studies that form this thesis studied several factors that can modulate responses towards novel sounds and the specific impact that these sounds have on behaviour. This issue was approached measuring the performance of healthy, young individuals on simple visual tasks while they attempted to ignore irrelevant sounds. The auditory stimulation consisted in all cases of a stream of repetitive, equal tones. Occasionally, and in an unpredictable manner, one of these repetitive tones was replaced by an environmental novel sound. In five studies, three different techniques were used to measure brain responses related to novel sounds: event-related potentials (ERP), magnetoencephalography (MEG) and functional magnetic resonance imaging (fMRI).In different studies, involuntary orienting towards novel sounds resulted in a disruption or a facilitation of visual task performance. The results of the present studies indicate that novel sounds generate a combined alerting and orienting response. The impact that novel sounds have on behaviour may thus depend on the relative contribution of the alerting and orienting components, which can be determined by the demand of the visual task. However, the same sequence of brain responses was elicited in the present studies by novel sounds irrespective of their behavioural outcomes.
We investigated the modulation of brain responses elicited by novel sounds when participants had to perform visual tasks that involved the maintenance of information in working memory (WM). Generally, the results show that in conditions of WM load, the orienting of attention towards novel sounds is diminished. The neurophysiological mechanism underlying diminished orienting was the inhibition of brain responses in auditory cortex and also in inferior frontal cortex, both areas that were involved in the processing of novel sounds. Moreover, the processing of novel stimuli in these areas was not completely abolished, but rather it was attenuated at a late phase, circa 300 ms after the occurrence of the novel sound. At this stage, preattentive change detection processes had been completed in these same areas.
Finally, we showed that interference by novel sounds can also be modulated by cognitive control mechanisms. We investigated brain responses to auditory stimuli presented immediately after participants had been distracted by a novel sound. The results showed that, following distraction, sensory responses related to task-relevant, visual information were enhanced in visual cortex, while auditory processing areas were inhibited. The results of these studies have provided further insight into the cerebral mechanisms of attention control, demonstrating specific interactions and mutual modulations between endogenous and exogenous attention.
Los eventos novedosos en el entorno generan una respuesta de orientación involuntaria que puede tener un impacto diferente en el desempeño de las tareas en curso dependiendo de la situación específica en la que los humanos están inmersos. Los cinco estudios que forman esta tesis estudiaron varios factores que pueden modular las respuestas hacia sonidos novedosos y el impacto que estos sonidos tienen sobre la conducta. Esta cuestión se abordó midiendo el rendimiento de sujetos sanos y jóvenes en tareas visuales simples mientras trataban de ignorar sonidos irrelevantes. La estimulación auditiva consistió en todos los casos en una serie de tonos iguales y repetitivos. Ocasionalmente, y de manera impredecible, uno de estos tonos repetitivos se sustituyó por un sonido ambiental novedoso. En cinco estudios, se utilizaron tres técnicas diferentes para medir las respuestas cerebrales relacionadas con los sonidos novedosos: potenciales evocados (PEs), magnetoencefalografía (MEG), y resonancia magnética funcional (RMf).
En diferentes estudios, la orientación involuntaria hacia los sonidos novedosos resultó en una disrupción o en una facilitación del rendimiento en la tarea visual. Los resultados de los presentes estudios indican que los sonidos novedosos generan una respuesta combinada de orientación y alerta. El impacto que los sonidos novedosos tienen sobre la conducta puede depender entonces de la contribución relativa de los componentes de alerta y de orientación, que puede venir determinada por las demandas de la tarea visual. Sin embargo, en los presentes estudios, los sonidos novedosos generaron la misma secuencia de respuestas cerebrales con independencia de su impacto sobre la conducta.
Hemos investigado la modulación de las respuestas cerebrales generadas por los sonidos novedosos cuando los sujetos tenían que realizar tareas visuales que involucraban el mantenimiento de información en memoria de trabajo (MT). En general, los resultados mostraron que en condiciones de carga en MT, la orientación de la atención hacia los sonidos novedosos está atenuada. El mecanismo neurofisiológico que subyace la atenuación de la orientación fue la inhibición de respuestas cerebrales en el córtex auditivo y también en el córtex frontal inferior, ambas áreas que están implicadas en el procesamiento de los sonidos novedosos. Además, el procesamiento de los sonidos novedosos en estas áreas no se abolió completamente, sino que se atenuó en una fase tardía, alrededor de 300 ms después de la ocurrencia del sonido novedoso. En esta fase, los procesos de detección preatencional del cambio auditivo ya han sido completados en estas mismas áreas.
Finalmente, mostramos que la interferencia por los sonidos novedosos también puede modularse por mecanismos de control cognitivo. Investigamos las respuestas cerebrales a estímulos auditivos presentados inmediatamente después de que los sujetos hubiesen sido distraídos por otro sonido novedoso. Los resultados mostraron que, después de la distracción, las respuestas sensoriales relacionadas con la información visual relevante para la tarea se vieron aumentadas en el córtex visual, mientras que las áreas de procesamiento auditivo se inhibieron. Los resultados de estos estudios han proporcionado una mayor comprensión de los mecanismos cerebrales del control de la
atención, mostrando interacciones específicas y modulaciones mutuas entre la atención endógena y exógena.
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Abbs, Brandon Robert. "The temporal dynamics of auditory memory for static and dynamic sounds." Diss., University of Iowa, 2008. http://ir.uiowa.edu/etd/4.
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Linke, Annika Carola. "Feature processing in human audition : the role of auditory cortex in perception, short-term memory and imagery." Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610253.
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Vernieux, Louise Winsome. "Cisplatin chemotherapy, the auditory verbal learning test, and the structure of memory /." [St. Lucia, Qld.], 1997. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17065.pdf.
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French, Tricia A. "The effect of a weapon's presence on witnesses' memory for auditory information." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1221315.
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Research supports the notion that weapons impair eyewitnesses' memory for visual information (weapon focus effect). Pickel and Betts (1999) found that the presence of a weapon can also interfere with witnesses' memory for auditory information. The primary objective of the current study was to replicate Pickel and Betts's (1999) findings, to extend their findings by implementing different methodological procedures, and to control for a confound associated with their study. A secondary goal was to further investigate the impact that arousal and novelty have on the weapon focus effect. Participants watched a videotape depicting a story about a man stalking a woman. The man approached the woman holding either a switchblade knife or a black ballpoint pen. The man's conversation varied so that it was either easy or difficult to comprehend. Participants then completed questionnaires assessing their arousal level, memory for visual and auditory information, and perceived unusualness of the object carried by the target. [n addition, they attempted to identify the target in a photo and audio lineup. Results indicate that the presence of a weapon does not affect memory for vocal characteristics or for semantic content of speech when the content of the message is rather simple. As the complexity of the message increases, however, a weapon will interfere with witnesses' memory for the content. Also, results support the hypothesis that the weapon focus effect occurs because the weapon is perceived to be unusual and that increased levels of arousal are not necessary to obtain the effect. Analyses revealed no significant effects or interactions related to witnesses' ability to identify the man in the photo or audio lineup. The results supported Pickel and Betts's (1999) conclusions, thus increasing our knowledge concerning the reliability of eyewitness testimony.Department of Psychological Science
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Divin, William. "The irrelevant speech effect, lipreading and theories of short-term memory." Thesis, University of Ulster, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365401.
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Ng, Chi-Wing. "Behavioral and neural correlates of auditory encoding and memory functions in Rhesus Macaques." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/1041.
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Auditory recognition memory in non-human primates is not well understood. Monkeys have difficulty acquiring auditory memory tasks, and limited capability maintaining auditory information over memory delays, relative to studies of visual memory. Neural substrates of auditory discrimination and recognition memory depend on superior temporal gyrus (STG), instead of rhinal cortex necessary for visual memory (Fritz et al., 2005). The current project assessed behavioral and neural correlates of auditory processing and memory function in monkeys, particularly focusing on the dorsal temporal pole (dTP), the rostral portion of STG. Chapter 2 examined recognition memory of monkeys under influences of various sound types. In a delayed matching-to-sample (DMTS) task, rhesus monkeys were trained to determine if two sounds, separated by a 5-second delay, were same (match trials) or different (nonmatch trials). Results demonstrated monkey vocalizations served as better cues than other sound types for auditory memory performance. Memory improvements may be due to familiarity and biological significance of con-specific sounds, analogous to using facial stimuli during visual tasks. Chapter 3 examined neuronal activity of dTP, when two monkeys performed an auditory DTMS task and listened to sound stimuli. Population encoding of sample stimuli in dTP was closely associated with memory accuracy. Moreover, a suppression effect on identical sounds was present, similar to processing in the ventral visual processing stream, inferior temporal cortex (ITC) and ventral temporal pole (vTP). Delay-related activity of dTP was weak, limited and short-lived, in contrast to visual studies reporting sustained activity over memory delays in ITC, vTP and prefrontal cortex. The findings provide preliminary evidence on why monkeys show limited memory capability, compared to visual memory, for auditory information. Neurons of dTP were sound-selective, and mainly evoked by one to four discrete stimuli only. Sound types and simple acoustic properties of sound stimuli cannot completely account for response profiles of dTP neurons. The findings suggest dTP is a higher order auditory area, and receives information from various auditory areas along STG. Dorsal temporal pole fits into proposals of neural networks for auditory processing, in which a hierarchical organization of information flow exists within the primate auditory nervous system.
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Greenwood, Toni Elspeth. "Auditory language comprehension, and sequential interference in working memory following sustained visual attention /." Title page, contents and abstract only, 2001. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpsg8166.pdf.
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Wyatt, James Kelley 1967. "Explicit and implicit memory for auditory events occurring immediately prior to sleep onset." Thesis, The University of Arizona, 1992. http://hdl.handle.net/10150/558180.
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Johnson, Andrew J. "Modularity in short-term memory : a comparison between olfactory, visual and auditory stimuli." Thesis, Cardiff University, 2007. http://orca.cf.ac.uk/54673/.
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This thesis is concerned with memory modularity. Recognition and serial position recall for sequences of odours, unfamiliar-faces and pure-tones is examined and compared. In the first set of experiments, 2-alternative-forced-choice (2AFC) recognition produced qualitatively equivalent serial position functions across the three stimulus types. Recency in the absence of primacy was apparent for the backward testing procedure, in contrast, the forward testing procedure produced an absence of serial position effects. This item-based task, therefore, provides some evidence for amodal processing. A second set of experiments employed a single-probe serial position recall paradigm and produced qualitatively different functions for the three stimulus types. Unfamiliar-faces showed both primacy and recency, pure-tones showed recency only and, in contrast, odours showed neither recency nor primacy. These functions were consistent across sequence length, i.e. 4-6 items. Primacy for unfamiliar-faces was immune to articulator suppression suggesting a non-verbally based representation. A third set of Experiments employed a modified serial order reconstruction paradigm in which test-items were presented sequentially rather than simultaneously. Unfamiliar-face and pure-tone stimuli demonstrated both primacy and recency, in contrast, odours demonstrated recency only. The absence of cross-stimuli functional equivalence for both order-based tasks contrasts with that for the item-based task, suggesting that item- and order-based memorial processes impact differentially upon arguments for modularity (see Guerard and Tremblay, in press). A fourth set of experiments investigated the role of verbal coding in modified-reconstruction. The functions produced for both odour and unfamiliar-face stimuli were shown not to be characteristic of verbal memory. A final study in this set employed nonwords presented both visually and aurally. Results showed that, regardless of modality of input, the functions replicated those reported above for nonverbal visual and auditory stimuli. The findings demonstrate that the functions for modified-reconstruction are not underpinned by the processes of verbalisation. In summary, the order-based tasks are consistent with modularity, where the item-based tasks support amodal processing. The findings suggest that for order memory at least, olfactory memory is qualitatively different to that of visual and auditory memory.
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Dittinger, Eva Maria. "From auditory perception to memory : musicianship as a window into novel word learning." Thesis, Aix-Marseille, 2018. http://www.theses.fr/2018AIXM0513/document.
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Les avantages liés à la formation musicale transfèrent au traitement du langage, et à certaines fonctions perceptives et cognitives. Nous examinons si cette formation facilite aussi l'apprentissage de mots nouveaux au long de la vie. Les enfants «musiciens» et les jeunes musiciens professionnels surpassent les participants de contrôle dans une série d’expériences, avec une plasticité cérébrale plus rapide, et une connectivité fonctionnelle plus forte, mesurées par électroencéphalographie. Les résultats des musiciens plus âgés sont moins clairs, suggérant un impact limité de la formation musicale sur le déclin cognitif. Enfin, les jeunes musiciens ont une meilleure mémoire à long terme des nouveaux mots, ce qui contribuerait à expliquer l’avantage observé. Ces effets de transfert de la formation musicale au niveau sémantique et de la mémoire à long terme révèlent l’importance des fonctions cognitives générales et ouvrent de nouvelles perspectives pour l’éducation et la rééducationBased on results evidencing music training-related advantages on speech processing, perceptive and cognitive functions, we examine whether music training facilitates novel word learning throughout the lifespan. We show that musically-trained children and young professional musicians outperform controls in a series of experiments, with faster brain plasticity and stronger functional connectivity, as measured by electroencephalography. By contrast, advantages for old adult musicians are less clear-cut, suggesting a limited impact of music training to counteract cognitive decline. Finally, young musicians show better long-term memory for novel words, which possibly contributes, along with better auditory perception and attention, to their advantage in word learning. By showing transfer effects from music training to semantic processing and long-term memory, results reveal the importance of domain-general cognitive functions and open new perspectives for education and rehabilitation
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Nagaraj, Naveen K. "Explaining Listening Comprehension in Noise Using Auditory Working Memory, Attention, and Speech Tests." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1395747714.
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Albouy, Philippe. "Behavioral and neurophysiological correlates of auditory perception and memory : evidence from congenital amusia." Thesis, Lyon 1, 2013. http://www.theses.fr/2013LYO10316/document.
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Ce travail de thèse vise à améliorer notre compréhension des mécanismes sous-tendant la perception et la mémorisation des structures sonores complexes. Nous avons étudié les corrélats comportementaux et cérébraux de la perception et de la mémoire auditive pour des notes isolées, des séquences musicales et des séquences de mots, chez des auditeurs typiques et dans l'amusie congénitale, un trouble permanent de la perception de la musique. En utilisant des approches comportementales, nous avons démontré que les déficits des individus amusiques dans la dimension de la hauteur sont liés à des déficits à la fois durant l’encodage des sons courts et dans la rétention à court terme de l'information musicale. En utilisant des mesures neurophysiologiques (IRM, MEG, IRMf) nous avons démontré l’existence d’anomalies anatomiques et fonctionnelles dans le cerveau amusique, principalement dans les cortex frontal et auditif droits. De plus des anomalies fonctionnelles ont été observées à la fois durant l'encodage, la rétention et la reconnaissance de l'information mélodique lors d’une tâche de mémoire à court terme. En revanche, pour le matériel verbal, les participants amusiques recrutaient des régions cérébrales similaires à celles des contrôles, ceci suggérant que des ressources neuronales distinctes sous-tendent la mémoire tonale et verbale. A partir des conclusions de ces trois premières études, nous avons exploré deux approches visant à renforcer les capacités de traitement de la hauteur dans l'amusie: 1) en étudiant si des connaissances implicites du système musical occidental tonal pouvaient améliorer leurs capacités de mémoire à court terme pour les notes, et 2) en explorant si les capacités d’encodage altérées des participants amusiques pouvaient être améliorées par des interactions audio-visuelles. Ces études ont été encourageantes et pourraient guider la conception d'outils de réhabilitation dans ce déficit. Enfin, il convient de souligner que nos recherches contribuent également à améliorer la compréhension des mécanismes sous-tendant le traitement de la musique en général, un domaine de recherche émergeant qui fait le parallèle avec le traitement du langageThe aim of this PhD thesis is to further our understanding about how humans perceive and nmemorize complex sound structures. We investigated the behavioral and cerebral correlates of auditory perception and memory for isolated tones, musical sequences, and verbal material both in typical listeners and in individuals presenting a lifelong disorder of music perception that has been referred to as congenital amusia. Using behavioral approaches, we demonstrated that amusic individuals’ deficits in the pitch dimension are related to impairments both in the encoding of short tones and in the short term retention of pitch information. Using multimodal neuroimaging methods (MRI, MEG, fMRI) we observed anatomical and functional abnormalities in the amusic brain, mostly in the right frontal cortex and in the right auditory cortex. Functional abnormalities were observed at each level of processing in short-term memory tasks, that is for encoding, retention, and retrieval of the melodic information. In contrast, for verbal material, amusic participants recruited similar brain regions as those observed for controls, thus suggesting that separate neural resources support tonal and verbal memory. Based on the conclusions made on these first three studies, we explored two approaches aiming to boost pitch processing abilities in amusia; 1) by investigating whether implicit knowledge of the western tonal musical system could influence their short-term memory abilities, and 2) by exploring whether amusic individuals’ altered encoding of short tones could be improved by audio-visual interactions These investigations were encouraging and provide the first steps toward designing tools of rehabilitation in this musical disorder. To conclude, it is worth underlining that these studies also improve our understanding of music processing in general, which is the subject of an increasing research domain that is often making the parallel to language processing
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Samson, Séverine. "Contribution of the left and the right temporal lobes to melodic memory and perception." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=74266.
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This thesis investigated melodic memory and perception in patients with unilateral left (LT) or right (RT) temporal-lobe lesions and in normal control (NC) subjects. Experiment I examined learning and 24-hour retention of unfamiliar tunes and nonsense words. Both temporal-lobe groups were impaired in learning the tunes and the words. Long-term retention of these stimuli showed that subjects with a RT lobectomy were more impaired in recognizing the tunes than the words, while subjects with a LT lobectomy were more impaired in recognizing the words than the tunes. This study demonstrated the differenting roles of the right and the left temporal lobes in long-term retention of musical and verbal information, respectively. Experiment IIa and IIb investigated memory for songs (words sung to a tune). Recognition of the melodic component resulted in a deficit for both RT and LT groups, but the nature of the impairment seems to be related to the side of the lesion. Patients with LT lobectomy showed deficits in tune recognition mediated by words, but not for tunes sung without words. Patients with RT lobectomy were impaired in tune recognition, whether or not words were sung to the tunes. On the other hand, the well-known verbal memory deficit was shown after a LT lobectomy when the words actually form part of the stimulus as well as when the words are spoken. In experiment III two melodic discrimination tasks were created to test the hypothesis that the RT and the LT lobes are specialized for global and local information processing, respectively. The results showed that impairments under both experimental conditions regardless of the side of the temporal lobectomy suggest that the two temporal lobes are involved in the processing of contour and interval information.
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Tedman, Susan. "Congruence and compatibility in within and cross-modal word stem completion : the role of strategic processing." Thesis, University of Liverpool, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367171.
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Nees, Michael A. "Internal representations of auditory frequency behavioral studies of format and malleability by instructions /." Diss., Atlanta, Ga. : Georgia Institute of Technology, 2009. http://hdl.handle.net/1853/31838.
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Thesis (Ph.D)--Psychology, Georgia Institute of Technology, 2010.Committee Chair: Walker, Bruce; Committee Member: Bonebright, Terri; Committee Member: Catrambone, Richard; Committee Member: Corso, Gregory; Committee Member: Rogers, Wendy. Part of the SMARTech Electronic Thesis and Dissertation Collection.
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Plakke, Anderson Bethany Joy. "Auditory working memory: contributions of lateral prefrontal cortex and acetylcholine in non-human primates." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/1060.
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Traditionally, working memory and its neural underpinnings have been studied in the visual domain. A rich and diverse amount of research has investigated the lateral prefrontal cortex (lPFC) as a primary area for visual working memory, while another line of research has found the neurotransmitter acetylcholine (ACh) to be involved. This dissertation used auditory cues and found similar patterns of activity for processing auditory working memory information within a task compared to visual working memory processes. The first two experimental chapters demonstrated that the cholinergic system is involved in auditory working memory in a comparable fashion to its role in visual working memory. In chapter 2, blocking ACh impaired performance on an auditory working memory task in a dose dependent manner. Chapter 3 investigated the specificity of the effect of blocking ACh by administering an ACh agonist (physostigmine) at the same time as an ACh antagonist (scopolamine). When both drugs were administered together performance on the delayed matching-to-sample task (DMTS) task improved compared to performance on scopolamine alone. These results support the hypothesis that ACh is involved in auditory working memory.
Chapter 4 investigated the neural correlates of auditory working memory in area 46 and found that this region of the lPFC contains neurons that are responsive to auditory working memory components in a very similar way to how it this region encodes information during visual working memory tasks. Neurons in the lPFC are responsive to visual or auditory cues, the delay portion of tasks, the wait time (i.e. decision making period), response, and reward times. This type of coding provides support for the theories that position the lPFC as a key player in recognition and working memory regardless of modality.
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Carter, Elisabeth Y. "Normative data on the Auditory memory test battery for ages 9 through 13 years." PDXScholar, 1989. https://pdxscholar.library.pdx.edu/open_access_etds/3867.
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Auditory short-term memory (STM) is important for speech and language development and for learning new information presented auditorily. Research has shown that auditory STM ability is of a developmental nature in the 5 through 8 year age range for a variety of auditory stimuli. Many tests and subtests are available to measure auditory STM ability, however one test, the Auditory Memory Test Battery (AMTB) measures auditory memory span and memory for sequence for 5 types of stimuli.
The purpose of this study was to collect normative data on the AMTB scores of normal 9 through 13 year old students and young adults ages 20 through 30 years. The main experimental question was: What are the means and standard deviations of the AMTB scores from samples of normal children 9 through 13 years of age and normal young adults 20 through 30 years of age. A secondary question was: Are the differences between the performance scores statistically significant?
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Sitcovsky, Jessica L. "An investigation of auditory memory for tonal and nonword stimuli in adolescents with Williams Syndrome /." Full-text of dissertation on the Internet (3.14 MB), 2010. http://www.lib.jmu.edu/general/etd/2010/doctorate/sitcovjl/sitcovjl_doctorate_04-22-2010.pdf.
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Pegg, Laurel. "Auditory, visual, linguistic, kinaesthetic and synaesthetic modes of mental imagery in children's music memory processes." Thesis, University of Reading, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.553095.
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This thesis aims to investigate some of the complex processes involved in eight year old children's music memory processes with reference to the audition of substantial extracts of music compositions, the modes of mental imagery evoked and their place in music memory by using a multi-method design. It aims in the first stage to discover whether random allocation from a large sample and socio-geographic cross section of children to four different condition groups (Kinaesthetic, Auditory, Visual and Linguistic) has observable effects on recognition in a music listening memory test. The literature review draws on different perspectives of memory research commencing with an overview of some earlier theories of information processing and cognitive memory research, more recent theories of imagery creation, encoding and retrieval in music listening and autobiographical memory before turning to music education research and then neuroscientific and neurobiological memory research with a specific focus on the inter relationships between the modalities and modes and on synaesthesia. The first stage of the research is an experimental design involving two replications of earlier 1991 research which elicits both categorical and aesthetic data in the form of children's drawings, writing, and movement. The first of these are analysed statistically to observe differences in recognition between the four condition groups. After the first large scale analysis, further sub-categorical analyses take place between large and small groups, schools, condition groups, gender and musical items comprising the music recognition test. No significant differences are found in memory recognition between three condition groups but when four groups are compared (kinaesthetic, visual, auditory and linguistic), there is significantly lower memory recognition for the auditory group. Following the replications, further research investigates children's preferences for condition group, the effects of different items on memory and the time span between the first and second part of the music test. Following categorisation and summary of the children's metaphors elicited during the first stage some discussion points are noted, the latter providing the impetus for, and transition to the next research stage in which the researcher engages in conversations and communications with eight children aged eight years about their external responses and metaphors (drawings, writing, movement) and inner mental imagery which have been elicited from listening to the music during the first research stage. In this way, the aesthetic data from the first stage become enmeshed in the second stage where the children interact with their own metaphors. The aims of this second stage are to discover more about the children's inner modes of imagery elicited whilst listening to music in order to make some inferences about the memory processes involved and to discover whether children are able to illuminate any of those processes themselves through metamemory. Here the researcher endeavours to implement a model for the conversations which embraces linguistic communication alongside non-linguistic through the employment of drawing, gesture, mime, humming and moving as well as speaking. The final section of the thesis comprises synthesis and evaluation. In the first, the specificity of the results from the experimental stage are considered in iterative interaction with the thematic and inferential analyses from the second stage and are illuminated by examples of the children's drawings, writing, movement and words which comprise the metaphors. Conclusions are drawn which suggest that children's gestures, writing, movement and drawing and the modes of imagery which lie behind them often contain narratives of imagery which track the music through time, that children most often employ a rich array of multi-modal imagery which in some cases may even be synaesthetic and that their images are bound up with emotions and feelings often linked to autobiographical memory. The study also shows how some children have a degree of insight into their own memory processes (metamemory). In the final two chapters, a critique of the entire process is made before describing some future potentialities for research and possible implications for teaching and learning before a final reflection from the researcher.
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Rong, Feng. "Memory-related cognitive modulation of human auditory cortex magnetoencephalography-based validation of a computational model /." College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/8064.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2008.Thesis research directed by: Neuroscience and Cognitive Science Program. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Wilsch, Anna [Verfasser], Jonas [Gutachter] Obleser, Erich [Gutachter] Schröger, and Nathan [Gutachter] Weisz. "Neural oscillations in auditory working memory / Anna Wilsch ; Gutachter: Jonas Obleser, Erich Schröger, Nathan Weisz." Leipzig : Universitätsbibliothek Leipzig, 2015. http://d-nb.info/1239567758/34.
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Starr, Gary Earl. "Auditory short-term memory timbre and pitch : interference effects from grouping and same-dimension similarity /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487940308433416.
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Loachamín, Valencia Mauricio Renán. "Natural user interfaces and smart devices for the assessment of spatial memory using auditory stimuli." Doctoral thesis, Universitat Politècnica de València, 2019. http://hdl.handle.net/10251/107955.
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En esta tesis, el objetivo principal fue diseñar y desarrollar una nueva tarea que combinara interfaces de usuario naturales (NUI) y dispositivos inteligentes para evaluar la memoria espacial utilizando estímulos auditivos, y su validación tanto en niños como en adultos. La nueva tarea evalúa la capacidad de los participantes para detectar y localizar estímulos auditivos que se emiten en diferentes posiciones del área de trabajo. La tarea reconoce los movimientos de los brazos del usuario, utilizando para ello Kinect. Los dispositivos inteligentes (conejos Karotz) se utilizan para emitir estímulos auditivos y también como señales visuales. Por lo tanto, la tarea combina estímulos auditivos con claves visuales reales para la evaluación de la memoria espacial. La tarea incluye un total de 45 estímulos acústicos, repartidos en 5 niveles y cada nivel consta de 3 ensayos. Nuestra tarea es el primer trabajo que combina NUI y dispositivos inteligentes para la evaluación de la memoria espacial. Del mismo modo, nuestra tarea es el primer trabajo que utiliza estímulos auditivos para evaluar la memoria espacial.
Para la validación, se llevaron a cabo 3 estudios. El rendimiento de nuestra tarea se comparó con métodos tradicionales. El primer estudio involucró niños con y sin síntomas de falta de atención. Un total de 34 niños participaron (17 niños con falta de atención). Los resultados demostraron que los niños con falta de atención mostraron un rendimiento estadísticamente peor en la tarea. Estos niños con falta de atención también mostraron un rendimiento estadísticamente peor con el método tradicional para evaluar el aprendizaje de sonidos verbales. No se encontraron diferencias estadísticamente significativas en el tiempo dedicado por cada grupo para completar la tarea. Los resultados sugieren que la tarea es una buena herramienta para distinguir las dificultades de memoria espacial en niños con falta de atención.
El segundo estudio comparó el rendimiento en la tarea entre niños mayores y adultos (32 niños y 38 adultos sanos). Los resultados de rendimiento con la tarea fueron significativamente más bajos para los niños mayores. Se encontraron correlaciones entre nuestra tarea y los métodos tradicionales, lo que indica que nuestra tarea ha demostrado ser una herramienta válida para evaluar la memoria espacial mediante el uso de estímulos auditivos tanto para niños mayores como para adultos. A partir del análisis, podemos concluir que la satisfacción con la tarea de los niños mayores fue significativamente mayor que la de los adultos.
El tercer estudio incluyó un total de 148 participantes (niños más pequeños, niños mayores y adultos). Los resultados están en línea con el segundo estudio. El rendimiento de la tarea se relacionó significativamente, de forma incremental y directa con el grupo de edad (niños más pequeños TESIS
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Gilson, Medhi. "Contributions of sleep, auditory cueing and electrical brain stimulation to the consolidation of emotional memory." Doctoral thesis, Universite Libre de Bruxelles, 2016. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/229400.
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This doctoral thesis aimed at better understanding the contribution of sleep, Targeted Memory Reactivation and transcranial Direct Current Stimulation (tDCS) on the consolidation of neutral and emotional memories. In the first part of this work, we found that REM-enriched naps and more specifically rapid eye movement density is associated with the consolidation of sad stories, suggesting a possible implication of Ponto-Geniculo-Occipital (PGO) waves in the consolidation of sad information. In addition, we observed an increase in emotional reactivity during re-exposure to the sad story following a REM-enriched nap. We postulate that REM sleep favored the consolidation of the emotionalsalience of the sad memories, leading to exacerbated emotional reactivity during re-exposure. We also investigated the impact of TMR during NREM sleep on the consolidation of neutral and negative word pairs leanred with a specific sound. We found an equal benefit of the TMR procedure on neutral and emotional material, suggesting that emotion does not modulate the selective enhancing effect of TMR during NREM sleep. In an additional study, we tested the impact of verbatim presentation of the pairs of words during NREM sleep and did not find the memory benefits of TMR. We ascribed the absence of TMR memory benefit to the detrimental effect of the auditory presntation of the second word which impaired the memory reactivation processes initiated by the presentation of the first word. Together, theseresults indicate the crucial role of a sensitive plastic time window necessary for the successful processes of memory reactivation during sleep. Finally, we evaluated how the combination of tDCS and TMR procedure during a wakeful rest consolidation interval benefits memory consolidation. We found that TMR alone led to selective memory benefits for cued word pairs. When the TMR procedure was combined with either right-anodal or left anodal tDCS, we observed a significant improved global learning, suggesting that tDCS does not potentiate but overshadows the TMRprocedure. Altogether, these studies offer new perspectives in the field of memory consolidation. More specifically, the application of an alternating current during post-learning sleep concomitantly to a TMR procedure might favor the specific brain oscillations involved in successful memory reactivation, and might enhance the associated memory gains.Doctorat en Sciences psychologiques et de l'éducation
info:eu-repo/semantics/nonPublished
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Stanley, Laura Michelle. "Haptic and auditory interfaces as a collision avoidance technique during roadway departures and driver perception of these modalities." Diss., Montana State University, 2006. http://etd.lib.montana.edu/etd/2006/stanley/StanleyL0506.pdf.
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Gonzalez, Raul. "The Paced Auditory Serial Addition Test (PASAT) as a measure of working memory : modified scoring guidelines, normative data, and validation /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2004. http://wwwlib.umi.com/cr/ucsd/fullcit?p3130416.
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Truhn, Patricia L. "The effects of auditory background interference on attention and short-term memory of normals and schizophrenics." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/720151.
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The purpose of this study was to determine the effects of auditory background interference on test performance on a group of schizophrenics as well as with a normal group and to ascertain if subgroups of each type could be differentiated on neuopsychological measures from the WMS-R particularly sensitive to left-hemispheric functions.There were 60 subjects, 30 normals and 30 schizophrenics, who volunteered to participate in the study. The schizophrenics, all hospitalized at Logansport State Hospital, had a diagnosis of chronic undifferentiated schizophrenia. The normals were students at Logansport High School enrolled in a senior psychology class. The research utilized a counterbalanced design in which subjects were administered items from the Wechsler Memory Scale-Revised in both a normal administration condition and in the presence of auditory background information provided by a prerecorded tape.The relationship between auditory background interference and diagnosis was examined using an analysis of variance (MANOVA) of the difference between means. The overall mean for groups did not differ significantly, F (1,58) = .087. No test was identified as being able to differentiate left-hemispheric functions for either group in either testing condition, F (4, 55) = 1.09, p .37. There also was no statistically significant difference between the test performance of males and females in the presence of auditory background interference.The results indicate that neither group evidenced much change in perfromance in the presence of auditory background information. This would suggest that the testing conditionn had little influence on test results. It also suggests that internal differences, as opposed to the external environment, contributed much more to the differences in test performance. The lack of significant differences on the subtests that are considered measures of left-hemispheric functioning may have been due to the significant cognitive impairments of the schizophrenics. The normals may have been more able to increase their attentional and concentration skills in the presence of auditory background interference so that no decreases in performance resulted.School of Physical Education
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Skarp, Rasmus. "Does working memory capacity correlate with processing of auditory distractors under low versus high visual load?" Thesis, Stockholms universitet, Psykologiska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-157258.
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Individuals with high working memory capacity (WMC) appear to be particularly good at focusing their attention (McCabe, Roediger, McDaniel, Balota, & Hambrick, 2010). Therefore, we studied the correlation between WMC and the ability to suppress neurological activity from a task-irrelevant stimulus. The research question tests the foundations of Lavie’s perceptual load theory; that early selection occurs, by testing if higher WMC enhances people’s ability to inhibit processing of task-irrelevant stimuli from low versus high load (i.e. the difference from low to high load should be smaller for high WMC than for low WMC). This was operationalised by measuring the correlation of WMC and auditory processing under low versus high visual load. Auditory processing was measured with auditory steady state responses (ASSR), and WMC was measured with an operation-letter span task. The results showed no significant correlation between WMC and ability to suppress task-irrelevant stimuli. Based on the data, it is not possible to conclude with certainty that effects of load on auditory processing are unaffected by WMC, because confidence intervals were large.
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Hutton, Brittany A. "Exploring Echoic Memory and Auditory Cognition in the Atlantic Bottlenose dolphin, Tursiops truncatus, with Mismatch Negativity." University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1613741639578729.
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Hendrich, Megan A. "Modality Effects in False Memory Production Using the Misinformation Paradigm." Marietta College / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1558018790074679.
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Waters, Flavie. "Cognitive dysfunction underlying auditory hallucinations in schizophrenia : a combined-deficits model." University of Western Australia. School of Psychiatry and Clinical Neurosciences, 2005. http://theses.library.uwa.edu.au/adt-WU2005.0047.
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[Truncated abstract] Auditory hallucinations are some of the most distressing and disabling symptoms of schizophrenia. However very little is known about the exact processes responsible for auditory hallucinations. The aim of this thesis is to provide a new perspective on the nature of the cognitive deficits underlying auditory hallucinations in schizophrenia. As a preliminary study to the investigation of auditory hallucinations in schizophrenia, a factor analysis of a measure of hallucinatory predisposition, the Launay- Slade Hallucination Scale-Revised (Bentall & Slade, 1985), was carried out on data from a large sample of undergraduate students (N = 562). An overlap in characteristics between hallucinatory-like experiences in normal individuals and auditory hallucinations in schizophrenia should draw attention to factors that are important to the hallucinatory experience in general. One of the findings from this study was that intrusiveness is a commonly reported characteristic of hallucinatory-like experiences in normal individuals. Intrusiveness is also one of the defining features of auditory hallucinations in schizophrenia. Since the process of inhibition is essential for suppressing unwanted thoughts, the first set of two studies using patients with schizophrenia (N = 43) investigated the presence of an (intentional) inhibition failure in auditory hallucinations using the Hayling Sentence Completion Test (HSCT; Burgess & Shallice, 1996) and the Inhibition of Currently Irrelevant Memories Task (ICIM; Schnider & Ptak, 1999). It was found that auditory hallucinations were linked to a deficit in intentional inhibition as measured by these tasks. The process of inhibition was further investigated using the Affective Shifting task, but auditory hallucinations were not associated with a deficit on this task. Possible differences in the inhibitory demands of the HSCT, ICIM and Affective Shifting tasks are discussed.
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Söderman, David, and Nicolas Dhondt. "EFFECTS OF WORKING MEMORY TRAINING ON THE PACED AUDITORY SERIAL ADDITION TASK : a randomized, double blind, comparison group controlled study of generalization of implicit learning." Thesis, Stockholm University, Department of Psychology, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-6927.
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Working memory (WM) is essential for our ability to function cognitively. In this thesis we set out to examine the effects of computerized WM training in adults, through a randomized, comparison group controlled and double blind design. We measured this using a neuropsychological test called Paced Auditory Serial Addition Task (PASAT), which measures executive functions. The participants (N106), divided into four groups, young (20-30), old (60-70) and training-low dose. They trained with a computerized WM training program called Rememo© at home for five days a week during a period of five weeks. Before and after training they took the test, and then again after three months. The training gave significant improvement on PASAT performance in both young and old, and that the effect was significant at follow up. In conclusion, WM training has an effect even outside the specific tasks trained, which gives strong support to the theory of generalization and also support findings of plasticity in the aging brain.
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Guy, Jacalyn. "Age-related changes in visual and auditory sustained attention, inhibition and working memory in preschool-aged children." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=95077.
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To date, the differential development of the subcomponents of attention and executive function in preschool ages is not yet fully understood. Although there exists a large-body of research investigating the maturation of attention and executive function throughout the school-ages, little is known about the emergence of such skills among preschool-aged children. The importance of delineating age-related changes of attentional proficiencies and deficiencies rests largely in their utility for understanding atypical developmental trajectories; specifically in neurodevelopmental disorders that are characterized by attentional difficulties. Using adapted computerized paradigms, the present study examined age- related changes in visual and auditory sustained attention, inhibition and working memory in seventy typically-developing children aged 3 to 6 years. The results indicated that similar age-related gains in performance emerged across all three cognitive tasks and both visual and auditory modalities, which suggest that the adapted-measures used are sensitive enough to capture developmentally-associated variations in performance.Présentement, le développement différencié des sous-composantes de l'attention et des fonctions exécutives durant les âges préscolaires n'est pas entièrement compris. Bien qu'il existe un grand corps de recherche portant sur la maturation de l'attention et les fonctions exécutives dans les enfants d'âge scolaire, il reste encore beaucoup à apprendre concernant l'émergence de ces compétences chez les enfants d'âges préscolaires. Il est nécessaire de délimiter les compétences et les carences attentionnelles dans le développement typique pour qu'on puisse utiliser ces informations pour mieux comprendre et définir les trajectoires des habilités attentionnelles dans le développement atypique; précisément, dans les troubles du développement neurologique qui se caractérisent par des difficultés attentionnelles. En utilisant des paradigmes informatiques adaptés, la présente étude a examiné le développement de l'attention soutenue, l'inhibition et la mémoire de travail visuelle et auditive chez soixante-dix enfants au développement typique âgés de 3 à 6 ans. Les résultats montrent que des améliorations de performance liées à l'âge ont émergé à travers les trois tâches cognitives et les modalités visuelle et auditive, suggérant que les paradigmes adaptés utilisés sont suffisamment sensibles pour capturer des variations de performance associées aux changements développementaux.
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Ngo, Hong-Viet Victor [Verfasser]. "When it’s clicking overnight. Auditory stimulation of sleep slow oscillations to enhance memory / Hong-Viet Victor Ngo." Lübeck : Zentrale Hochschulbibliothek Lübeck, 2015. http://d-nb.info/1077461488/34.
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Sullivan, Penny. "Using Eye Tracking to Examine the Relationship between Working Memory and Auditory Comprehension in Persons with Aphasia." Ohio University Honors Tutorial College / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1307125383.
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Quesnel, René. "A computer-assisted method for training and researching timbre memory and evaluation skills /." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=38261.
Full textAbstract:
Timbre is a multidimensional attribute of sound and depends to a large extent on its spectral content. The evaluation and control of timbre is a task commonly performed by sound engineers, loudspeaker designers, and subjects participating in listening tests on the quality of transmitted and reproduced sound. Such listening tasks require specific listening abilities.This dissertation presents a training method that aims at developing memory for timbre, sensitivity to timbre changes, and listening strategies involving disciplined auditory attention and efficiency. The physical timbre space is divided into categories defined by the center frequency of standard octave and third-octave resonances. This simplification of the physical timbre space allows the memorization of a limited set of perceptual timbre categories or references that can be used to evaluate other timbres.
The proposed method combines the use of computer software for the presentation and evaluation of exercises and individual tutoring sessions with an instructor. The software monitors the actions of listeners during equalization adjustment tasks and allows data to be collected on the sequence of problem solving operators that are used. Performance indicators can thus be compiled and used for the assessment of skill level achieved by the listeners. A global performance index is proposed.
A listening test involving the adjustment of multiple peaks and dips in a sound's spectrum is presented, in which the performance of a group of experienced professionals involved in sound recording and audio post-production was compared with a group of student subjects with comparatively little listening experience but who were trained with the method described in the present work for a period of 6 months. Results indicate that overall the experimental student group outperformed the control group of professionals. Suggestions for further improvement of the training method and performance level assessment are proposed.