Auditory-cued Conditioning Research Articles

Cue modality modulates interaction between exogenous spatial attention and audiovisual integration.

Exogenous spatial attention attenuates audiovisual integration (AVI). Previous studies on the effects of exogenous spatial attention on AVI have focused on the inhibition of return (IOR) effect induced by visual cues and the facilitation effect induced by auditory cues, but the differences between the effects of exogenous spatial attention (induced by visual and auditory cues) on AVI remain unclear. The present study used the exogenous spatial cue-target paradigm and manipulated cue stimulus modality (visual cue, auditory cue) in two experiments (Experiment 1: facilitation effect; Experiment 2: IOR effect) to examine the effects of exogenous spatial attention (evoked by cues in different modalities) on AVI. The results of Experiment 1 showed that the AVI effect at valid cue locations was significantly lower than that at invalid cue locations in both visual and auditory cue conditions, suggesting that the exogenous spatial facilitation effect evoked by both visual and auditory cues attenuated AVI. Further analysis showed that the facilitation effect induced by visual cues attenuated AVI to a greater extent than that induced by auditory cues. In Experiment 2, the AVI effect was significantly lower at valid cue locations than at invalid cue locations in the visual cue condition, whereas there was no significant difference in AVI effect between valid and invalid cue locations in the auditory cue condition, suggesting that the exogenous spatial IOR effect evoked by visual cues attenuated AVI, while the IOR effect evoked by auditory cues had no significant effect on AVI. Taken together, these results may suggest that exogenous spatial attention induced by visual cues has a greater effect on AVI than that induced by auditory cues.

How did you perform? Investigating football players' perception of self-regulated passing performances under auditory noise environments.

This paper deals with the question on how sport performances may be influenced by internal, emotional processes, which stem from outside feedback. In terms of methods, players' subjective performance ratings for four experimental auditory cue conditions were examined; these included both 'positive' and 'negative' stadium noise, 'no (auditory) conditions,' and a control/'baseline' condition. This resulted in a qualitative-analytic data set that was obtained succeeding each auditory cue condition using a unique football training machine (i.e., known as 'Footbonaut'). Without having received any coaching/performance feedback, players were asked to rate and individually comment on their perceived performance ratings for each experimental auditory condition. Findings indicate stronger and more significant correlations between auditory conditions and subjective ratings compared to the non-auditory condition and its subjective rating. Furthermore, data provides initial insight into players' emotional experiences during each of the practice conditions. These noteworthy findings on players' abilities to accurately judge their performances based on selfmonitoring and intrinsic feedback are discussed from an Ecological Dynamics perspective, linked to a Nonlinear Pedagogy for coaching. Here, representative and affective learning designs for skill learning and performance preparation are presented. Finally, a hypothetical catalyst effect of auditory stadium noise on subjective performance rating is proposed.

Pharmacological diacylglycerol lipase inhibition impairs contextual fear extinction in mice.

Acquisition and extinction of associative fear memories are critical for guiding adaptive behavioral responses to environmental threats, and dysregulation of these processes is thought to represent important neurobehavioral substrates of trauma and stress-related disorders including posttraumatic stress disorder (PTSD). Endogenous cannabinoid (eCB) signaling has been heavily implicated in the extinction of aversive fear memories and we have recently shown that pharmacological inhibition of 2-arachidonoylglycerol (2-AG) synthesis, a major eCB regulating synaptic suppression, impairs fear extinction in an auditory cue conditioning paradigm. Despite these data, the role of 2-AG signaling in contextual fear conditioning is not well understood. Here, we show that systemic pharmacological blockade of diacylglycerol lipase, the rate-limiting enzyme catalyzing in the synthesis of 2-AG, enhances contextual fear learning and impairs within-session extinction. In sham-conditioned mice, 2-AG synthesis inhibition causes a small increase in unconditioned freezing behavior. No effects of 2-AG synthesis inhibition were noted in the Elevated Plus Maze in micetested after fear extinction. These data provide support for 2-AG signaling in the suppression of contextual fear learning and the expression of within-session extinction of contextual fear memories.

Manipulation of phasic arousal by auditory cues is associated with subsequent changes in visual orienting to faces in infancy

This eye-tracking study investigated the effect of sound-induced arousal on social orienting under different auditory cue conditions in 5-month-old (n = 25; n = 13 males) and 10-month-old infants (n = 21; n = 14 males) participating in a spontaneous visual search task. Results showed: (1) larger pupil dilation discriminating between high and low volume (b = 0.02, p = 0.007), but not between social and non-social sounds (b = 0.004, p = 0.64); (2) faster visual orienting (b = − 0.09, p < 0.001) and better social orienting at older age (b = 0.94, p < 0.001); (3) a fast habituation effect on social orienting after high-volume sounds (χ2(2) = 7.39, p = 0.025); (4) a quadratic association between baseline pupil size and target selection (b = − 1.0, SE = 0.5, χ2(1) = 4.04, p = 0.045); (5) a positive linear association between pupil dilation and social orienting (b = 0.09, p = 0.039). Findings support adaptive gain theories of arousal, extending the link between phasic pupil dilation and task performance to spontaneous social orienting in infancy.

What do you hear? The effect of stadium noise on football players’ passing performances

Stadium noise – created by spectators and fans – plays a critical part in the reality of professional sports. Due to a lack of research on the impact of these auditory cues and multimodal environments on motor performance, it is currently unclear how professional athletes experience and perceive stadium noise and how this potentially affects performance in practice. In order to explore the effect of stadium noise on athletes’ performance, this paper presents an experimental design using the unique and standardised football training tool known as the “Footbonaut”. Specifically, fifteen skilled German football players engaged in a standardised football-specific technical training programme while subjected to four different auditory training conditions; these included both “positive” and “negative” stadium noise conditions, a “baseline” condition providing auditory guidance, and a “no (auditory) cue” condition. Performance data for passing accuracy and passing time were measured for training in each auditory condition. A repeated measures MANOVA revealed a significant main effect for passing time. Specifically, participants showed faster passing times in the baseline compared to the negative and no auditory cue conditions. Findings are presented and discussed from a constraints-led perspective, allied to principles of ecological dynamics and nonlinear pedagogy. Particularly, the use of representative training experiences (including multimodal sensory and emotional information) appears to underline training to refine expert athletes’ adaptive coordination of complex motor actions.

Auditory cues behind congenitally blind subjects improve their balance control in bipedal upright posture

BackgroundCongenitally blind subjects developed postural adaptations improving somatosensory and vestibular systems to maintain upright stability and auditory skills to orient them in environment. However, the influence of auditory cues on upright stability in congenitally blind subjects stays unknown. Research questionThe aim of this study is to define the influence of an auditory cue in congenitally blind subjects back space on their balance posture. MethodsEleven sighted subjects and eleven congenitally blind subjects performed upright bipedal and unipedal quiet stances on a force plate with two conditions of auditory cue played by a loudspeaker placed 2 m behind them. Mean CoP velocity were recorded. Student test was used to compare significant difference between blind and sighted subjects bipedal and unipedal postures stability in both conditions of auditory cue. Results and significanceResults showed that congenitally blind subjects had no significant difference in mean sway velocity compared to sighted subjects in bipedal upright posture in auditory signal condition. However, blind subjects had significant lower mean sway velocity than sighted subjects in bipedal upright posture without sound. Blind subjects had significant increased mean sway velocity during unipedal quiet standing in both auditory cue conditions (with and without sound). The results showed that congenitally blind subjects used auditory cues placed behind them in order to improve their balance control in bipedal upright posture. In this case, blind subjects could better use compensatory mechanisms to perform quiet standing as sighted subjects. Without sound or in unipedal upright posture, congenitally blind subjects probably have sensory perturbations or limitations that impose them adaptations in order to avoid falling risk. Auditory cues should be study in the aim to better understand the compensatory mechanisms used by congenitally blind subjects to perform postural balance in usual environment.

Effective cues for accelerating young drivers’ time to transfer control following a period of conditional automation

ObjectiveDuring conditional automated driving, a transition from the automated driving suite to manual control requires the driver to take over control at a moment’s notice. Thus, it is critical that a driver be made situationally aware as quickly as possible in those conditions where he or she may not be paying full attention. Recent research suggests that specific cues about upcoming hazards (e.g., “crosswalk ahead”) can increase the drivers’ situation awareness during these safety-critical take-over situations when compared with a general cue (“take over control”). The current study examines whether this increased situation awareness which occurs as a result of more specific cues translates into improved hazard mitigation performance within the same limited time window. MethodFifty-seven drivers were randomly assigned to one of five between-subjects conditions (one control condition and four experimental auditory cue conditions) that varied in the specificity of information provided about an upcoming hazard. The four experimental conditions included a period of conditional automated driving where the driver was engaged in a driving-irrelevant task and looked away from the forward roadway prior to a take-over request. Drivers in the fifth condition had no cue and drove manually throughout. The same six simulator scenarios were used in all five conditions to evaluate how well the driver mitigated a hazard. The average velocity, standard deviation of velocity, and average absolute acceleration were recorded along with the glance behaviors of drivers. ResultsIn general, during the 4s prior to a latent hazard (following the alerting cues in the automated driving conditions), the more likely a driver was to glance towards a latent hazard, the more likely the driver was to reduce his or her speed. Moreover, analyses focusing solely on hazard mitigation behavior revealed patterns that mirrored the glance behavior results. Specifically, drivers that were presented with cues that described the environments in which hazards were likely to occur were more likely to demonstrate vehicle behaviors that were consistent with speed reductions (lower velocity, higher speed variability, and higher absolute acceleration) than were drivers who were presented general cues or cues about the identity of the upcoming hazards. ConclusionEven in as little as 4s prior to a potential hazard, cues that inform the driver of the environment in which the hazard is likely to occur increase the likelihood that the driver mitigates the crash compared with drivers who are provided general information or threat identity information.

Comprehensive functional characterization of murine infantile Batten disease including Parkinson-like behavior and dopaminergic markers.

Infantile neuronal ceroid lipofuscinosis (INCL, Infantile Batten disease) is a neurodegenerative lysosomal storage disease caused by a deficiency in palmitoyl protein thioesterase-1 (PPT1). The PPT1-deficient mouse (Cln1−/−) is a useful phenocopy of human INCL. Cln1−/− mice display retinal dysfunction, seizures, motor deficits, and die at ~8 months of age. However, little is known about the cognitive and behavioral functions of Cln1−/− mice during disease progression. In the present study, younger (~1–2 months of age) Cln1−/− mice showed minor deficits in motor/sensorimotor functions while older (~5–6 months of age) Cln1−/− mice exhibited more severe impairments, including decreased locomotor activity, inferior cued water maze performance, decreased running wheel ability, and altered auditory cue conditioning. Unexpectedly, certain cognitive functions such as some learning and memory capabilities seemed intact in older Cln1−/− mice. Younger and older Cln1−/− mice presented with walking initiation defects, gait abnormalities, and slowed movements, which are analogous to some symptoms reported in INCL and parkinsonism. However, there was no evidence of alterations in dopaminergic markers in Cln1−/− mice. Results from this study demonstrate quantifiable changes in behavioral functions during progression of murine INCL and suggest that Parkinson-like motor/sensorimotor deficits in Cln1−/− mice are not mediated by dopamine deficiency.

Taurine recovers mice emotional learning and memory disruptions associated with fragile x syndrome in context fear and auditory cued-conditioning.

Previously, we have assessed the administration of chronic taurine (i.e. 0.05 % w/v for >4 weeks [c-Tau]) producing anxiogenic neurobehaviors, whereas acute taurine (i.e. 43 mg/kg/s.c. [a-Tau]) induces anxiolytic outcomes on anxiety based measures of behavior in the FVB/NJ mouse strain. Here we compared our findings with the FVB/NJ Fragile X knock out mouse (KO), the most inheritable form of intellectual disability characterized by a reduced efficiency in GABAergic signaling, to assess whether or not taurine, a GABAAR agonist, (i.e. acute and chronic) could stabilize and recover the emotional learning and memory profiles consistent with wild type (WT) mice. When compared to WT mice, KO mice exhibited reduced learning on the context fear task over four trials. Interestingly, both KO a-Tau and KO c-Tau evidenced recovered emotional learning acquisition during the context fear task when compared to KO which was comparable to WT; with marked improvements in the KO a-Tau condition more than the KO c-Tau. In addition, memory retention was increased in the KO a-Tau condition when compared to KO, while KO c-Tau was not significantly affected. These findings suggest that KO a-Tau treatment can be utilized as a potential pharmacotherapeutic intervention for treating KO’s in enhancing GABAergic modulation of emotional learning conditions consistent with this genetic disorder.

Post-conditioning experience with acute or chronic inflammatory pain reduces contextual fear conditioning in the rat

There is evidence that pain can impact cognitive function in people. The present study evaluated whether Pavlovian fear conditioning in rats would be reduced if conditioning were followed by persistent inflammatory pain induced by a subcutaneous injection of dilute formalin or complete Freund's adjuvant (CFA) on the dorsal lumbar surface of the back. Formalin-induced pain specifically impaired contextual fear conditioning but not auditory cue conditioning (Experiment 1A). Moreover, formalin pain only impaired contextual fear conditioning if it was initiated within 1 h of conditioning and did not have a significant effect if initiated 2, 8 or 32 h after (Experiments 1A and 1B). Experiment 2 showed that formalin pain initiated after a session of context pre-exposure reduced the ability of that pre-exposure to facilitate contextual fear when the rat was limited to a brief exposure to the context during conditioning. Similar impairments in context- but not CS-fear conditioning were also observed if the rats received an immediate post-conditioning injection with CFA (Experiment 3). Finally, we confirmed that formalin and CFA injected s.c. on the back induced pain-indicative behaviours, hyperalgesia and allodynia with a similar timecourse to intraplantar injections (Experiment 4). These results suggest that persistent pain impairs learning in a hippocampus-dependent task, and may disrupt processes that encode experiences into long-term memory.

Separate Modulations of Human V1 Associated with Spatial Attention and Task Structure

Functional magnetic resonance imaging (fMRI) was used while normal human volunteers engaged in simple detection and discrimination tasks, revealing separable modulations of early visual cortex associated with spatial attention and task structure. Both modulations occur even when there is no change in sensory stimulation. The modulation due to spatial attention is present throughout the early visual areas V1, V2, V3, and VP, and varies with the attended location. The task structure activations are strongest in V1 and are greater in regions that represent more peripheral parts of the visual field. Control experiments demonstrate that the task structure activations cannot be attributed to visual, auditory, or somatosensory processing, the motor response for the detection/discrimination judgment, or oculomotor responses such as blinks or saccades. These findings demonstrate that early visual areas are modulated by at least two types of endogenous signals, each with distinct cortical distributions.

Enhancement of contextual fear-conditioning by putative (±)- α-amino-3-hydroxy-5-methylisoxazole-4-propionic acid (AMPA) receptor modulators and N-methyl- d-aspartate (NMDA) receptor antagonists in DBA/2J mice

Previous studies demonstrated that DBA/2J (DBA) mice performed poorly while C57BL/6J (C57) mice performed normally on a number of complex learning and memory tasks. Chronic oxiracetam treatment dramatically improved the performance of DBA mice but not that of C57 mice on the Morris water task and in contextual fear conditioning. The present study demonstrates that acute treatment with nootropics, oxiracetam (10–1000 mg/kg) or aniracetam (10–100 mg/kg), and N-methyl- d-Aspartate (NMDA) antagonists, (+)-MK-801 (0.1–3 μg/kg), CPP (0.01–0.3 mg/kg), and (+)-HA-966 (0.1–3 mg/kg), administered prior to training and testing, reversed the contextual learning impairment in DBA mice in a dose-dependent manner without affecting auditory cue conditioning. These effects appeared to be independent of testing order (context vs. auditory cue tests) and were not due to state-dependent learning. The inactive stereoisomers, (−)-MK-801 and (−)-HA-966, were incapable of increasing contextual freezing in DBA mice. In DBA mice, the effects of 30 mg/kg oxiracetam and 100 mg/kg aniracetam were inhibited by the (±)- α-amino-3-hydroxy-5-methylisoxazole-4-propionic acid (AMPA) receptor antagonists, NBQX, and GYKI-52466. The combined administration of 30 mg/kg oxiracetam and 1 μg/kg (+)-MK-801 produced an additive response. None of the pharmacological treatments altered performance in C57 mice at doses that were effective in DBA mice. These results suggest that DBA mice may be learning impaired due to altered glutamatergic receptor function.

Changes in synaptic excitability in the lateral septum associated with contextual and auditory fear conditioning in mice.

Synaptic excitability in the lateral septum (LS) was assessed electrophysiologically in freely moving mice either submitted to a painful stimulus (shock) or tested on two forms of conditioned fear: contextual conditioning and auditory cue conditioning. Only the amplitude of the N3 component of the two negative waves (N2 and N3) evoked by fimbrial stimulation displayed significant changes in these tests. Experiment 1 showed that both the painful stimulus and subsequent re-exposure (24 h later) to the conditioning foreground context induced significant and context specific decrease in the N3 amplitude. In Experiment 2, a phasic tone (conditioned stimulus: CS) was paired (paired group) with the footshock (unconditioned stimulus: US) or not (unpaired group) and, 24 h later, animals were re-exposed successively to the auditory cue and to the context. During the auditory cue test, only the paired group displayed significant freezing and this occurred only during presentation of the CS. In this group, however, a significant reduction in the N3 amplitude was only observed immediately after the cessation of the CS. During the context test, the percentage and time-course of freezing across the 10 mm session were similar in each group. However, in the unpaired group the N3 amplitude reduction was significant and outlasted the duration of the freezing behaviour itself. These results show that alterations in LS synaptic excitability may be dissociated from fear-induced freezing behaviour. We suggest that LS synapses are part of a brain circuit that predict if and when the US is going to occur.

DBA/2 and C57BL/6 mice differ in contextual fear but not auditory fear conditioning.

It has been proposed that DBA/2 and C57BL/6 mice perform differently on some learning and memory tasks because of functional differences in the hippocampal formation. To evaluate this hypothesis, DBA/2 and C57BL/6 mice were tested on 2 forms of conditioned fear: contextual fear conditioning, which depends on the integrity of the hippocampal formation, and auditory cue conditioning, which does not. Both mouse strains displayed equivalent conditioning when the auditory cue was paired with shock, but DBA/2 mice showed significantly less conditioning to the context in which shock was experienced. These results are consistent with the hypothesis that the pattern of spared and impaired performance, which DBA/2 mice display on a variety of learning and memory tasks, is related to impaired hippocampal formation function.

Contextual conditioning and auditory cue conditioning dissociate during development.

Following a single shock presentation, fear conditioning to an auditory cue and to the experimental context was assessed by measuring the rat's tendency to freeze. On the conditioning day 18-day-old rats showed as much freezing to the auditory cue as older rats. However, 18-day-old pups displayed much less freezing to the training context than pups 21- to 27-days old. The developmental dissociation between contextual and auditory cue conditioning parallels the dissociation produced by damage to the adult rat's hippocampal system (Kim & Fanselow, 1992; Phillips & LeDoux, 1992). The dissociation is also consistent with the developmental hypothesis that the configural association system develops late in comparison with the elemental association system (Rudy, 1991, 1992). The implications of the findings for the maturation of the neural components of the fear-conditioning circuit also are discussed.

Contextual conditioning and auditory cue conditioning dissociate during development.

Contextual conditioning and auditory cue conditioning dissociate during development.