Effects Of Auditory Feedback Research Articles

Hearing what you pay improves transaction satisfaction? Unveiling the dual process influence of auditory feedback

AbstractRetailers in certain regions, such as China, have recently implemented auditory feedback in cash registers to promptly announce consumer mobile payment status, but it presents a dual effect on consumers' transaction experiences. On one hand, auditory feedback enhances consumers' sense of control over the payment, leading to increased transaction satisfaction. On the other hand, it also intensifies consumers' pain of payment, resulting in decreased transaction satisfaction. Nevertheless, our study reveals an overall positive effect of auditory feedback on transaction satisfaction. We examined the moderating role of shopping motivation (functional vs. hedonic) and found that auditory feedback can enhance transaction satisfaction for consumers with functional shopping motivation and decrease it for consumers with hedonic shopping motivation. We also explored the moderating role of quick response (QR) code payments (dependent payment vs. autonomous payment) and observed a positive effect of auditory feedback on transaction satisfaction for dependent payment but not for autonomous payment. These findings contribute to the broader research on mobile payments and retailers aiming to enhance consumers' transaction experience.

Study on Effects of Auditory Feedback and Application of Functional Electrical Stimulation During Gait on Balance, Gait and Lower Extremity Function in Patients with Subacute Stroke

Study on Effects of Auditory Feedback and Application of Functional Electrical Stimulation During Gait on Balance, Gait and Lower Extremity Function in Patients with Subacute Stroke

Effects of auditory feedback on fine motor output and corticomuscular coherence during a unilateral finger pinch task.

Auditory feedback is important to reduce movement error and improve motor performance during a precise motor task. Accurate motion guided by auditory feedback may rely on the neural muscle transmission pathway between the sensorimotor area and the effective muscle. However, it remains unclear how neural activities and sensorimotor loops play a role in enhancing performance. The present study uses an auditory feedback system by simultaneously recording electroencephalogram (EEG), electromyography (EMG), and exert force information to measure corticomuscular coherence (CMC), neural activity, and motor performance during precise unilateral right-hand pinch by using the thumb and the index finger with and without auditory feedback. This study confirms three results. First, compared with no auditory feedback, auditory feedback decreases movement errors. Second, compared with no auditory feedback, auditory feedback decreased the power spectrum in the beta band in the bimanual sensorimotor cortex and the alpha band in the ipsilateral sensorimotor cortex. Finally, CMC was computed between effector muscle of right hand and contralateral sensorimotor cortex. Analyses reveals that the CMC of beta band significantly decreases in auditory feedback condition compared with no auditory feedback condition. The results indicate that auditory feedback decreases the power spectral in the alpha and beta bands and decreases corticospinal connection in the beta band during precise hand control. This study provides a new perspective on the effect of auditory feedback on behavior and brain activity and offers a new idea for designing more suitable and effective rehabilitation and training strategies to improve fine motor performance.

Loudness affects motion: asymmetric volume of auditory feedback results in asymmetric gait in healthy young adults

BackgroundThe potential of auditory feedback for motor learning in the rehabilitation of various diseases has become apparent in recent years. However, since the volume of auditory feedback has played a minor role so far and its influence has hardly been considered, we investigate the volume effect of auditory feedback on gait pattern and gait direction and its interaction with pitch.MethodsThirty-two healthy young participants were randomly divided into two groups: Group 1 (n = 16) received a high pitch (150-250 Hz) auditory feedback; group 2 (n = 16) received a lower pitch (95-112 Hz) auditory feedback. The feedback consisted of a real-time sonification of the right and left foot ground contact. After an initial condition (no auditory feedback and full vision), both groups realized a 30-minute habituation period followed by a 30-minute asymmetry period. At any condition, the participants were asked to walk blindfolded and with auditory feedback towards a target at 15 m distance and were stopped 5 m before the target. Three different volume conditions were applied in random order during the habituation period: loud, normal, and quiet. In the subsequent asymmetry period, the three volume conditions baseline, right quiet and left quiet were applied in random order.ResultsIn the habituation phase, the step width from the loud to the quiet condition showed a significant interaction of volume*pitch with a decrease at high pitch (group 1) and an increase at lower pitch (group 2) (group 1: loud 1.02 ± 0.310, quiet 0.98 ± 0.301; group 2: loud 0.95 ± 0.229, quiet 1.11 ± 0.298). In the asymmetry period, a significantly increased ground contact time on the side with reduced volume could be found (right quiet: left foot 0.988 ± 0.033, right foot 1.003 ± 0.040, left quiet: left foot 1.004 ± 0.036, right foot 1.002 ± 0.033).ConclusionsOur results suggest that modifying the volume of auditory feedback can be an effective way to improve gait symmetry. This could facilitate gait therapy and rehabilitation of hemiparetic and arthroplasty patients, in particular if gait improvement based on verbal corrections and conscious motor control is limited.

Effect of auditory feedback on speech intelligibility of adults with cochlear implants.

Auditory feedback (AF) contributes to speech intelligibility (SI) which is vital in social interactions to examine AF effect on SI of adults with cochlear implant (CI). The relationship between age of CI implantation and AF on SI was examined as well. Twenty native Hebrew speaker pre-lingual adults with a hearing loss using CIs from ages 2 to 19years. Participants were recorded reading excerpts from a book and word lists from MIDBAR test in two situations-with and without using their CIs. Sixteen judges listened to the recordings and rated the speech characteristics of the participants reading the excerpts using an adapted version of Speech Intelligibility Test and Intelligibility Questionnaire for Teachers. Significant differences were found between the SI of words of those who received CI before and after 3years. AF effect was found only for the older implantation group. The questionnaire indicates good reliability among all the speech characteristics. The speech characteristics most affected by the AF are the disruption of consonants followed by the varied degrees of intonation precision and nasality. AF affects speech characteristics differently and is vital to SI. The use of the adapted version of Speech Intelligibility Test and Intelligibility Questionnaire for Teachers can be used clinically to assess SI and rehabilitation of young adults with CI. AF accessed at a younger age decreases the dependency on AF in later years.

Measured effects of workload and auditory feedback on remote pilot task performance

Absent or reduced sensory cueing can deprive pilots operating remotely piloted aircraft beyond visual line of sight (BVLOS) of vital information necessary for safe flight. The present study tested the effects of real-time auditory feedback on remote pilot perception and decision-making task performance in an automated BVLOS flight, under three levels of workload (Low, Moderate and High). Results from 36 participants revealed workload and auditory feedback influenced perception task performance in terms of error type count, with misses more frequent than wrong identifications. In terms of performance in the decision-making task, under low and moderate levels of workload, auditory feedback was found to improve performance. Conversely, under high workloads, an inflexion or tipping point occurred whereby auditory feedback became detrimental to task performance. These results correspond with the expected behavioural responses to external stressors as predicted by the Arousal and Maximal Adaptability theory, and build upon previous findings related to workload, auditory feedback and remote pilot task performance. Practitioner summary: This study tested the effect of real-time auditory feedback and dynamic workloads on remote pilots’ task performance. Auditory feedback and workload each influenced the perception tasks in terms of error types committed. Auditory feedback improved decision-making task performance under low and moderate workloads, and reduced performance under high workloads. These results may benefit practitioners by considering the nuanced effects of auditory feedback on human task performance within sensory deprived working environments, including those utilising teleoperated systems.

The effect of auditory feedback on perceptual and oculomotor performance in a gaze-contingent simulated scotoma paradigm

The effect of auditory feedback on perceptual and oculomotor performance in a gaze-contingent simulated scotoma paradigm

Auditory feedback experience in the development of phonetic production: Evidence from preschoolers with cochlear implants and their normal-hearing peers.

Previous work has found that preschoolers with greater phonological awareness and larger lexicons, who speak more throughout the day, exhibit less intra-syllabic coarticulation in controlled speech production tasks. These findings suggest that both linguistic experience and speech-motor control are important predictors of spoken phonetic development. Still, it remains unclear how preschoolers' speech practice when they talk drives the development of coarticulation because children who talk more are likely to have both increased fine motor control and increased auditory feedback experience. Here, the potential effect of auditory feedback is studied by examining a population-children with cochlear implants (CIs)-which is naturally differing in auditory experience. The results show that (1) developmentally appropriate coarticulation improves with an increased hearing age but not chronological age; (2) children with CIs pattern coarticulatorily closer to their younger, hearing age-matched peers than chronological age-matched peers; and (3) the effects of speech practice on coarticulation, measured using naturalistic, at-home recordings of the children's speech production, only appear in the children with CIs after several years of hearing experience. Together, these results indicate a strong role of auditory feedback experience on coarticulation and suggest that parent-child communicative exchanges could stimulate children's own vocal output, which drives speech development.

Effects of auditory feedback on gait behavior, gaze patterns and outcome performance in long jumping.

In the current study, we conducted two experiments to investigate the impact of concurrent, action-induced auditory feedback on gait patterns, gaze behavior and outcome performance in long jumping. In Experiment 1, we examined the effects of present vs. absent auditory feedback on gait, gaze and performance outcome measures. Results revealed a significant interaction effect between condition (present vs. absent auditory feedback) and phase (acceleration vs. zeroing-in phase) on participants' step lengths indicating that the absence (rather than the presence) of auditory feedback led to facilitatory effects in terms of a more prototypical gait pattern (i.e., shorter steps in the acceleration phase and longer steps in the zeroing-in phase). Similarly, the absent auditory feedback led to a higher gaze stability in terms of less switches between areas of interest (AOIs). However, there was no effect on jumped distance. In Experiment 2, we scrutinized the influence of concurrent vs. delayed auditory feedback on all three performance parameters. In contrast to concurrent feedback, delayed auditory feedback negatively affected all three measures: participants showed (i) dysfunctional deviations from their prototypical gait pattern (i.e., shorter steps across both phases of the run-up), (ii) less stable, maladaptive gaze patterns (i.e., more switches between AOIs) and (iii) poorer jumping performance (i.e., shorter jumped distances). Together, the two experiments provide clear evidence for the impact of concurrent, action-induced auditory feedback on the coordination of complex, rhythmical motor tasks such as the long jump.

Effects of auditory feedback and task difficulty on the cognitive load and virtual presence in a virtual reality dental simulation

This research examined the difference in cognitive load and the virtual presence depending on auditory feedback and task difficulty in haptic-based dental simulation. In the field of dental education, practice-centered training using handpiece has been crucial because a practitioner's psychomotor experience has a significant impact on the mastery of treatment skills. For the novice, it is necessary to reduce errors in dental treatment to enhancing skill acquisition in the haptic practice. In the training process, the force-feedback is crucial to elaborate subtle movement to guide what to do and how it should be hard or soft. However, It is not easy to add force-feedback to generate kinetic experience training. As an alternative method, we examined that auditory feedback can help learners' skill training. In this study, we analyzed how the presence/absence of auditory feedback at the different levels of task difficulty impacts learners' psychological demand and virtual presence in the virtual reality simulation. For this study, 29 dental college students participated in a dental simulation. The participants were grouped into two conditions that are with and without auditory feedback. Additionally, two consecutive tooth preparation tasks with different levels of difficulty were used in the simulation. The auditory feedback condition gives alarms to a learner when he treats a non-targeted tooth with a virtual handpiece. The user's cognitive load and virtual presence were measured to examine the effects of auditory feedback. The results revealed that the main effect was found in cognitive loads. Also, a significant interaction effect was shown in the virtual presence. We discussed the effective design methods for the virtual reality-based dental simulation through the result of this study.

Using auditory feedback in body weight training.

Auditory feedback has been successfully used to enhance performance in several sports such as golf and dance. The current study used auditory feedback procedures (i.e., a clicker) to improve the performance of 3 students performing a handstand. Handstands are part of a discipline called body weight training, that uses only the weight of an individual's own body to gain strength and body control. A multiple baseline design across four components was used to evaluate the effectiveness of auditory feedback. The results showed that auditory feedback was effective. The students and the trainer were highly satisfied with the auditory feedback procedure. Implications for future research are discussed.

Walking With Ears: Altered Auditory Feedback Impacts Gait Step Length in Older Adults.

Auditory feedback may provide the nervous system with valuable temporal (e. g., footstep sounds) and spatial (e.g., external reference sounds) information that can assist in the control of upright walking. As such, hearing loss may directly contribute to declines in mobility among older adults. Our purpose was to examine the impact of auditory feedback on the control of walking in older adults. Twenty older adults (65–86 years) with no diagnosed hearing loss walked on a treadmill for three sound conditions: Baseline, Ear Plugs, and White Noise. We hypothesized that in response to reduced temporal auditory feedback during the Ear Plugs and White Noise conditions, participants would adapt shorter and faster steps that are traditionally believed to increase mechanical stability. This hypothesis was not supported. Interestingly, we observed increases in step length (p = 0.047) and step time (p = 0.026) during the Ear Plugs condition vs. Baseline. Taking longer steps during the Ear Plugs condition may have increased ground reaction forces, thus allowing participants to sense footsteps via an occlusion effect. As a follow-up, we performed a Pearson's correlation relating the step length increase during the Ear Plugs condition to participants' scores on a clinical walking balance test, the Functional Gait Assessment. We found a moderate negative relationship (rho = −0.44, p = 0.055), indicating that participants with worse balance made the greatest increases in step length during the Ear Plugs condition. This trend suggests that participants may have actively sought auditory feedback with longer steps, sacrificing a more mechanically stable stepping pattern. We also hypothesized that reduced spatial localization feedback during the Ear Plugs and White Noise conditions would decrease control of center of mass (COM) dynamics, resulting in an increase in lateral COM excursion, lateral margin of stability, and maximum Lyapunov exponent. However, we found no main effects of auditory feedback on these metrics (p = 0.580, p = 0.896, and p = 0.056, respectively). Overall, these results suggest that during a steady-state walking task, healthy older adults can maintain walking control without auditory feedback. However, increases in step length observed during the Ear Plugs condition suggest that temporal auditory cues provide locomotor feedback that becomes increasingly valuable as balance deteriorates with age.

Effects of auditory feedback on movements with two-segment sequence and eye-hand coordination: Using a short auditory contact cue

During sequential reaches to multiple targets, eye and hand movements are highly coordinated, and the gaze is anchored to each target until the reaching hand makes contact to each of them. Such contact events are monitored by multimodal (visual, proprioceptive) sensory systems, and one function of the gaze anchoring to each target is verification of successful target contact (reach completion). The present study focused on this verification function and examined how planning and control of eye and hand movements during two-segment eye-hand movements are affected by augmented auditory feedback of reach completion. Young adults made a reach to the first target with a saccade, and then made another saccade to the second target in blocked trials. An auditory target-contact cue condition delivered four short sounds during the initial reach, and the last sound was synchronized with target contact, whereas a control condition lacked the last target-contact sound. The results showed that saccadic reaction time increased with the target-contact cue, especially when the reaching accuracy demand was high. The reach also became slower with lower peak velocity and longer time to peak velocity with that cue, suggesting that the limb-motor system lower the preplanned speed of the reach in a top-down fashion for a better preparation toward reach completion. However, no auditory effects were found for the timing of gaze shift to the second target. These results were different from those seen in previous studies, indicating that the effects of the additional auditory contact feedback differ depending on behavioral tasks and cue characteristics.

Effect of Auditory Feedback on Tactile Intensity Perception in a Touchscreen Application.

This article presents the effect of auditory feedback on tactile intensity perception, which may be of interest to haptic or audiotactile interaction engineers. An experimental setup consisted of a touchscreen, an electrodynamic shaker, and a closed-back headphone for a subject to interact with the touchscreen and to feel audiotactile feedback. In the experiment, participants were asked to judge perceived tactile intensity, using the magnitude estimation method, in the absence and presence of simultaneous auditory feedback. All data collected from the subjects were analyzed statistically, and then the effect of auditory feedback was investigated focusing on the following aspects: whether the presence of auditory feedback changes perceived tactile intensity, whether the frequency component of auditory feedback affects tactile intensity perception, and whether the coincidence of tactile and auditory frequencies influences on tactile intensity perception. Besides, changes in Stevens's exponent were analyzed to discuss how tactile intensity perception varies due to the auditory feedback. Finally, an equal intensity contour, in the domain of sensation level and frequency of tactile stimulation, was drawn. It can be applied to adjust the level of tactile stimuli for haptic feedback designers to provide a constant perceived tactile intensity considering the presence of auditory feedback.

The effect of delayed auditory feedback (DAF) and frequency altered feedback (FAF) on speech production: cochlear implanted versus normal hearing individuals

ABSTRACTNormal auditory feedback contributes to moment-to-moment control of speech production. Effects of auditory feedback’s absence on hearing-impaired individuals are widely documented, but auditory perturbation has not been investigated. Our objective was to evaluate the effect of delayed auditory feedback (DAF) and frequency altered feedback (FAF) on speech production among prelingual cochlear implant (CI) users and normal hearing (NH) individuals, to evaluate CI users’ reliance on auditory feedback. Twenty young adults (10 CI, 10 NH), without developmental and cognitive impairments, participated in the study. Under variable auditory feedback conditions, speech production (spontaneous or reading aloud) was measured using speech rate, percentage of interruptions, fundamental frequency (F0), and relative intensity. Results showed that (1) both DAF and FAF caused slower speech rates and more interruptions while reading aloud, with DAF having larger effect; (2) altered feedback produced no differences between groups, except an increase in F0 for CI users during DAF; and (3) CI users’ ability to understand speech via phone and without lip-reading was positively correlated with performance under DAF. These findings suggest that auditory perturbation similarly affects speech production among prelingual CI users and NH individuals, indicating CI users depend on auditory feedback to the same degree as normal hearing individuals.

Impact Loading During Distracted Running Before and After Auditory Gait Retraining.

Visual feedback gait retraining has been reported to successfully reduce impact loading in runners, even when the runners were distracted. However, auditory feedback is more feasible in real life application. Hence, this study compared the peak positive acceleration (PPA), vertical average (VALR) and instantaneous (VILR) loading rate during distracted running before and after a course of auditory feedback gait retraining in 16 runners. The runners were asked to land with softer footfalls with and without auditory feedback. Low or high sound pitch was generated according to the impact of particular footfall, when compared with the preset target. Runners then received a course of auditory gait retraining, and after the gait retraining, runners completed a reassessment. Runners before gait retraining exhibited lower PPA, VALR and VILR with augmented auditory feedback (p<0.049). We found a reduction in PPA, VALR and VILR after gait retraining, regardless of the presence of feedback (p<0.018). However, runners after gait retraining did not demonstrate further reduction in PPA and VALR with auditory feedback (p>0.104). A small effect of auditory feedback on VILR in runners after gait retraining was observed (p=0.032). Real time auditory feedback gait retraining is effective in impact loading reduction, even when the runners were distracted.

Effects of auditory feedback on movements with two-segment sequence and eye–hand coordination

The present study investigated the effect of auditory feedback on planning and control of two-segment reaching movements and eye-hand coordination. In particular, it was examined whether additional auditory information indicating the progression of the initial reach (i.e., passing the midway and contacting the target) affects the performance of that reach and gaze shift to the second target at the transition between two segments. Young adults performed a rapid two-segment reaching task, in which both the first and second segments had two target sizes. One out of three auditory feedback conditions included the reach-progression information: a continuous tone was delivered at a consistent timing during the initial reach from the midway to the target contact. Conversely, the other two were control conditions: a continuous tone was delivered at a random timing in one condition or not delivered in the other. The results showed that the initial reach became more accurate with the auditory reach-progression cue compared to without any auditory cue. When that cue was available, movement time of the initial reach was decreased, which was accompanied by an increased peak velocity and a decreased time to peak velocity. These findings suggest that the auditory reach-progression feedback enhanced the preplanned control of the initial reach. Deceleration time of that reach was also decreased with auditory feedback, but it was observed regardless of whether the sound contained the reach-progression information. At the transition between the two segments, the onset latencies of both the gaze shift and reach to the second target became shorter with the auditory reach-progression cue, the effect of which was pronounced when the initial reach had a higher terminal accuracy constraint. This suggests that the reach-progression cue enhanced verification of the termination of initial reach, thereby facilitating the initiation of eye and hand movements to the second target. Taken together, the additional auditory information of reach-progression enhances the planning and control of multi-segment reaches and eye-hand coordination at the segment transition.

Auditory cues influence the rubber-hand illusion.

The perception of one's own body depends on the dynamic integration of signals from different sensory modalities. Earlier studies have shown that visual, tactile, and proprioceptive information contributes to this process. However, little is known about the role of auditory cues in the multisensory integration of bodily signals. To address this issue, we studied the effect of auditory feedback on the rubber-hand illusion and the somatic version of this illusion. In each experiment, we tested 30 healthy participants using four different conditions: synchronous touches without auditory cues (original illusion), asynchronous touches without auditory cues (original control), synchronous touches with synchronous auditory cues (illusion positively modulated by sound), and synchronous touches with asynchronous auditory cues (illusion negatively modulated by sound). For the classic rubber-hand illusion, we found that synchronous auditory cues made the illusion stronger compared with asynchronous auditory cues, as evidenced by both the results of the questionnaires and proprioceptive drift. In both versions of the illusion, proprioceptive drift indicated that the synchronous auditory cues enhanced the illusion compared with the condition without auditory feedback and that the asynchronous auditory cues reduced the illusion compared with the nonauditory condition. Taken together, these results demonstrate that auditory cues modulate the rubber-hand illusion, which suggests that auditory information is used in the formation of the coherent multisensory representation of one's own body. (PsycINFO Database Record

聴覚フィードバックの発声への影響 : ヒトは自分の話声を聞いているのか?( 発話と知覚の相互作用)

聴覚フィードバックの発声への影響 : ヒトは自分の話声を聞いているのか?( 発話と知覚の相互作用)

False reaching movements in localization test and effect of auditory feedback in simulated ultra-low vision subjects and patients with retinitis pigmentosa.

To determine the accuracy of reaching movements with localization tests in subjects with simulated ultra-low vision, and to examine the effectiveness of auditory feedback training in improving the accuracy of the reaching movements. Twenty-one subjects with simulated ultra-low vision and three patients with advanced retinitis pigmentosa (RP) were studied with the localization tester. The localization tester had white square targets with a visual angle of 10° that were projected randomly on a computer monitor screen. The subjects or RP patients were instructed to touch the center of the target. Each subject was tested 20 trials. The distance from the center of the target to the point where subjects touched, the deviation, was calculated automatically by the computer. We also examined the effect of auditory feedback on improving the accuracy of reaching movements. The average angle of deviation in the subjects was not significantly correlated with visual acuity. The points touched by subjects with simulated low vision were located downward and horizontally toward the hand they used. They were condensed around the barycenter of the touched points (paired t tests; *p = 0.037). The touched points of the patients also deviated downward and condensed around the barycenter. The deviations decreased significantly with auditory feedback when trained over 100 trials. The subjects with simulated ultra-low vision and the advanced RP patients had false orientations against the position of localized target systematically. An auditory feedback system may help to correct the false orientations for reaching movements in patients with very low vision.