Including Speech Perception Research Articles

Task-specific invariant representation in auditory cortex.

Categorical sensory representations are critical for many behaviors, including speech perception. In the auditory system, categorical information is thought to arise hierarchically, becoming increasingly prominent in higher-order cortical regions. The neural mechanisms that support this robust and flexible computation remain poorly understood. Here, we studied sound representations in the ferret primary and non-primary auditory cortex while animals engaged in a challenging sound discrimination task. Population-level decoding of simultaneously recorded single neurons revealed that task engagement caused categorical sound representations to emerge in non-primary auditory cortex. In primary auditory cortex, task engagement caused a general enhancement of sound decoding that was not specific to task-relevant categories. These findings are consistent with mixed selectivity models of neural disentanglement, in which early sensory regions build an overcomplete representation of the world and allow neurons in downstream brain regions to flexibly and selectively read out behaviorally relevant, categorical information.

Effects of bilateral cochlear implants on vocal intensity control

Bilateral Cochlear Implants (BiCIs) can improve many perceptual tasks, including speech perception in noise, when compared to unilateral implantation. However, evidence suggests that BiCI users may perform worse on some vocal tasks, such as F0 production, than when using their better ear alone. This research aimed to determine if this detrimental effect on vocal control with BiCI devices extends to the control of vocal amplitude variations. Ten BiCI users were asked to produce a sustained vowel vocalization using both CIs and one CI separately. Their recordings were analyzed acoustically to determine long-term control of amplitude variations using the Variation of Peak Amplitude (vAm). The preliminary findings showed that using both CIs resulted in less control over vocal intensity for eight participants when compared to using one ear alone. The other two participants either showed no difference between the conditions or had a higher vAm with the unilateral ear than with the bilateral condition. The result suggests that BiCI use might detrimentally affect controlling long-term vocal intensity variation beyond any effects of unilateral CIs. Further investigation is needed to address how the vocal intensity control in BiCI users is affected.

Long-term outcome of cochlear implantation on speech perception and quality of life

BackgroundCochlear implantation (CI) is currently a well-established method for restoring hearing to people with profound hearing loss (Blamey and Artieres, Audiol Neurotol 18:36-47, 2013; Holden and Finley, Ear Hear 34:342-360, 2013).Cochlear implantation not only affects hearing abilities, speech perception, and production, but also has an outstanding impact on the social life, activities, and self-esteem of each patient. The Nijmegen Cochlear Implant Questionnaire (NCIQ) and Parents’ Views and Experiences with pediatric Cochlear Implant Questionnaire (PVECIQ) have been developed to assess the quality of life in such patients (Damen and Beynon, Otolaryngol Head Neck Surg 136:597-604, 2007; Hirschfelder and Gräbel, Otolaryngol Head Neck Surg 138:357-362, 2008).The long-term outcome of cochlear implantation (CI) in Egypt and its influence on patients’ lives have not been investigated. This study was designed to evaluate the long-term effect of CI on speech perception and to assess the quality of life (QoL) and get insight about major problems encountered by these patients over years.MethodsForty adults and children CI users of least 5 years of CI experience were subjected to full history taking and CI outcome measures: CI questionnaires, aided sound field pure tone audiometry, and speech perception tests.ResultsThrough QoL questionnaires, the highest scores were obtained in the physical functioning domain than in the psychological and social domains in adults, while for children, the highest scores were obtained in the general domain than in the communication and self-reliance domains. No statistically significant correlation was found between QOL questionnaires and speech tests.ConclusionAudiological evaluation including speech perception tests is not enough to reflect the true performance of CI subjects in everyday listening situations. The Arabic versions of QoL questionnaires were complementary to other outcome CI measures. Long-term evaluation for CI users is crucial.

Hearing Preservation and Spatial Hearing Outcomes After Cochlear Implantation in Children With TMPRSS3 Mutations.

Investigate hearing preservation and spatial hearing outcomes in children with TMPRSS3 mutations who received bilateral cochlear implantation. Longitudinal case series report. Two siblings (ages, 7 and 4 yr) with TMPRSS3 mutations with down-sloping audiograms received sequential bilateral cochlear implantation with hearing preservation with low-frequency acoustic amplification and high-frequency electrical stimulation. Spatial hearing, including speech perception and localization, was assessed at three time points: preoperative, postoperative of first and second cochlear implant (CI). Both children showed low-frequency hearing preservation in unaided, acoustic-only audiograms. Both children demonstrated improvements in speech perception in both quiet and noise after CI activations. The emergence of spatial hearing was observed. Each child's overall speech perception and spatial hearing when listening with bilateral CIs were within the range or better than published group data from children with bilateral CIs of other etiology. Bilateral cochlear implantation with hearing preservation is a viable option for managing hearing loss for pediatric patients with TMPRSS3 mutations.

Graduate studies in acoustics at Northwestern University

Northwestern University has a vibrant and interdisciplinary community of acousticians. Of the 13 ASA technical areas, 3 have strong representation at Northwestern: Speech Communication, Psychological and Physiological Acoustics, and Musical Acoustics. Sound-related work is conducted across a wide range of departments including Linguistics (in the Weinberg College of Arts and Sciences), Communication Sciences & Disorders, and Radio/Television/Film (both in the School of Communication), Electrical Engineering & Computer Science (in the McCormick School of Engineering), Music Theory & Cognition (in the Bienen School of Music), and Otolaryngology (in the Feinberg School of Medicine). In addition, The Knowles Hearing Center involves researchers and labs across the university dedicated to the prevention, diagnosis and treatment of hearing disorders. Acoustics research topics across the university include speech perception and production across the lifespan and across languages, dialects and socio-indexical properties of speech; sound art and design; social and cultural history of the sonic world; machine processing of music; musical communication; auditory perceptual learning; auditory aspects of conditions such as concussion, HIV, and autism; neurophysiology of hearing; and the cellular, molecular, and genetic bases of hearing function. We invite you to visit our poster to learn more about the “sonic boom” at Northwestern University!

Cochlear Implant Evolving Indications: Our Outcomes in Adult Patients.

Background: The eligibility criteria for cochlear implantation are constantly evolving, following the continuous progress in technology, knowledge about cochlear implant (CI) fitting, and the possibility to preserve residual hearing. Appropriate attention should be given to asymmetric hearing loss (AHL) and single-side deafness (SSD) subjects. This study aimed to analyze cochlear implant indications and evaluate the longitudinal performance outcomes for patients with different kinds and degrees of sensorineural hearing loss. Methods: A total of 69 adult hearing loss CI recipients were included and divided into four subgroups according to our CI indication criteria. We performed objective and subjective measures, including speech perception analysis in silence and with background noise, comparing the outcomes obtained in the four groups. Results: After cochlear implant surgery, concerning the preimplantation daily listening condition, a significantly improved speech perception score in silence and noise was found in all four groups (p < 0.05 for all). Conclusion: CI could represent an efficient solution for patients with AHL and SSD classes.

Enhanced recognition of vocal emotions in individuals with naturally good musical abilities.

Music training is widely assumed to enhance several nonmusical abilities, including speech perception, executive functions, reading, and emotion recognition. This assumption is based primarily on cross-sectional comparisons between musicians and nonmusicians. It remains unclear, however, whether training itself is necessary to explain the musician advantages, or whether factors such as innate predispositions and informal musical experience could produce similar effects. Here, we sought to clarify this issue by examining the association between music training, music perception abilities and vocal emotion recognition. The sample (N = 169) comprised musically trained and untrained listeners who varied widely in their musical skills, as assessed through self-report and performance-based measures. The emotion recognition tasks required listeners to categorize emotions in nonverbal vocalizations (e.g., laughter, crying) and in speech prosody. Music training was associated positively with emotion recognition across tasks, but the effect was small. We also found a positive association between music perception abilities and emotion recognition in the entire sample, even with music training held constant. In fact, untrained participants with good musical abilities were as good as highly trained musicians at recognizing vocal emotions. Moreover, the association between music training and emotion recognition was fully mediated by auditory and music perception skills. Thus, in the absence of formal music training, individuals who were "naturally" musical showed musician-like performance at recognizing vocal emotions. These findings highlight an important role for factors other than music training (e.g., predispositions and informal musical experience) in associations between musical and nonmusical domains. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Introduction: Innovations in Treatment for Children With Speech Sound Disorders.

There is a clear need for effective and efficient interventions for children with speech sound disorder (SSD) that can be implemented in both clinical and school-based settings. This forum was created for any clinician who treats SSDs. We asked the invited authors to include immediately actionable information, such as therapy activities, tips for goal writing or progress monitoring, assessment processes, and frameworks for conversations with parents. We have curated nine scientifically based articles that highlight the heterogeneity of SSDs and how various subpopulations require uniquely tailored interventions. Some children with SSDs require treatment approaches that are more heavily embedded in phonological theories (e.g., maximal or multiple oppositions) or that extend beyond speech production and include speech perception and phonological awareness skills. Clinicians also need to be mindful of not only which sounds are affected, but which kinds of errors a child is making. For instance, lateral lisps and residual speech sound errors should be evaluated and treated differently from other kinds of speech sound errors. There are certainly subpopulations of children with SSDs for whom there is extremely limited data upon which speech-language pathologists can base clinical decisions, such as children under the age of 3 years or children who are multilingual. Finally, there is a crucial need to better understand the social-emotional impacts of SSDs. Tools to aid in including social-emotional data within assessment and intervention outcomes are also included in this forum. The traditional articulation approach is the most commonly used approach in school-based settings; however, there are many children for whom this approach is not appropriate. We hope to provide a robust resource for busy school-based speech-language pathologists who treat children with SSD-specifically, we hope clinicians embrace the opportunity to "think outside the box" of traditional articulation therapy.

A Review of the Effect of Classroom Sound-Field Amplification on Children in Primary School.

Being able to hear the teacher clearly is an important factor for children's learning. However, classrooms often have suboptimal listening conditions. Sound-field amplification systems (SFAS) can help improve classroom listening conditions by increasing the level of the teacher's speech compared to the background noise throughout the classroom. The aim of this review article was to review the effect of SFAS on children in primary school. A comprehensive search of four online databases (ERIC, PubMed, Scopus, and Web of Science) was conducted. The search terms were classroom sound-field amplification and classroom amplified distribution system. Twenty-one articles were deemed relevant for the review plus an additional six from their references. Most articles were published between 1996 and 2015. Only one article was published since 2016. A range of child populations were studied including typically developing children and children with difficulties and disabilities such as hearing loss, developmental language disorders, attention-deficit/hyperactivity disorder, emotional and behavior disorders, Down syndrome, and developmental disabilities. There were several different measures that were used to evaluate the effectiveness of SFAS including speech perception assessments, language assessments, academic and comprehension assessments, classroom observations, interviews, and questionnaires. Improvements with SFAS were found for speech perception, listening comprehension and auditory analysis, language outcomes, academic outcomes, and behavior. SFAS can benefit children's listening and learning; however, the child's background, classroom reverberation time (limit to < 1 s), and layout and type of learning activities, especially in modern classrooms, need to be taken into consideration.

Effect of tinnitus on the performance of central auditory system: a review

Background and Aim: Tinnitus is one of the most difficult challenges in audiology and oto­logy. Previous studies have been shown that tinn­itus may interfere with the function of central auditory system (CAS). Involvement of CAS abilities including speech perception and audi­tory processing has led to serious problems in people with tinnitus. Due to the lack of enough information about the impact of tinnitus on CAS and its function, and given that there is no standardized protocol for assessment and mana­gement of tinnitus, this study aimed to review the studies on the effect of tinnitus on the CAS function. Recent Findings: Sixteen eligible articles were reviewed. Temporal and spectral resolution, fre­quency differentiation and speech perception deficits were reported in patients with tinnitus, especially in background noise. This was repor­ted even in tinnitus patients with normal hearing. Conclusion: Assessment of central auditory pro­cessing and speech perception in noise seems to be useful for proper management of tinnitus in clinical practice. Keywords: Tinnitus; auditory system; central auditory processing; speech in noise performance

Evaluation of Temporal Processing Abilities in Competing Noise.

Temporal processing is critical to a wide variety of everyday listening tasks, including speech perception. Although the importance of signal to noise ratio (SNR) is well documented in speech perception experiments, it is less explored in temporal processing experiments. The present study examined the effect of SNR on temporal processing abilities using Gap Detection Threshold (GDT) in children and adults. The study included a total of 45 subjects, where in, 25 children (Group-1) and 20 adults (Group-2) with pure-tone thresholds ranging from 0 to 25dB HL at frequency range 250-8000Hz. The GDT was measured at presentation level 50 dBSL. All the measurements were performed in 5 different conditions: 'Quiet', ' + 10dB SNR', ' + 5dB SNR', ' + 0dB SNR' and ' - 5dB SNR'. Gap Detection Thresholds are significantly higher from + 10 to - 5dB SNR when compared to quiet condition in young-adults and all sub-groups of children, whereas at + 10dB SNR, thresholds were not significantly different from quiet condition in young-adults and all sub-groups of children except for sub-group A of children, and were significantly different for all the five conditions. It was revealed that, as the signal to noise ratio (SNR) was decreased from + 10dB SNR to 0dB SNR there was a significant increase in Gap Detection Thresholds. There was a significant increase in Gap Detection Thresholds from + 10dB SNR to - 5dB SNR in both children and adults. The results also suggest that the performance on temporal processing task in the presence of background noise achieves young-adult like pattern by the age of 10-11years. Background noise affect temporal processing in both children and young-adults. Background noise impairs temporal processing in children more than the adults, which could be because of poor temporal resolving abilities in children.

Auditory Training Using Remembering the Order of Sentences for the Elderly Who Wear Hearing Aids: Is it Effective for Speech Perception in Noise, Working Memory and Reasoning Ability?

Purpose: The present study examines auditory training outcomes in terms of speech perception in noise, working memory, reasoning ability, and subjective hearing aid satisfaction. Methods: Ten older adults who wear hearing aids (mean age: 71.6) voluntarily participated in the study. For the training material, 78 sentence sets composed of 3 to 5 sentences were used. During the auditory training, participants tried to remember the order of sentences. Among the 78 sentence sets, 45 contained clues and the rest did not. Each participant underwent assessments including speech perception in noise and digit spans and reasoning test and completed a self-report hearing aid satisfaction questionnaire both pre- and post-auditory training. The participants completed eight sessions of the auditory training. Results: The results showed a statistically significant increase in speech recognition ability in noise, short-term memory, and working memory, as well as satisfaction with hearing aid use. Despite a slight increase on the reasoning test, there was no statistically significant improvement.Conclusion: The results of this study suggested that the auditory training in remembering the order of sentences improved speech perception in noise, sensory and working memory, and subjective satisfaction with hearing aids. Future research can investigate more effective auditory training tools to improve the various cognitive skills and communication ability of older adults who wear hearing aids.

Effect of poor auditory stimulation on neural activity reflected in auditory brainstem response: Comparative case study

Background: Hearing loss is often referred as an invisible disability as there are no telltale markers. Late identification and late intervention not only affects a child's speech and language development, but also it can result in poor academic performance which can ultimately lead to limited career options. Communication outcomes in hearing impaired children are influenced by a number of factors including age at onset of hearing loss, age at and adequacy of intervention, degree of hearing loss, audiometric configuration, intervention program, and family and environmental influences. Methods: A detailed comparative case history was taken followed by complete Audiological evaluative for the present paper. Purpose of the Study: The primary purpose of the current study was to determine the effects of age on auditory intervention and degree of hearing loss on auditory-based outcomes including speech perception and speech production. The study hypothesized that language outcome is not necessarily an auditory skill. The present study also highlighted the importance of correlation between different audiological tests. Research Design: This was retrospective study. Results and Conclusion: Electrophysiological test like brainstem evoked response audiometry is a reliable indicator of hearing level in an individual. A number of tests are administered to identify the hearing status of a person. A correlation between the test findings provides evidence about the anatomical and physiological substrate of the auditory system. This study provides an insight that, not only the auditory stimulation but also the nonauditory stimulation of brain is required for the development of normal communication ability in human being.

Multidisciplinary perspectives on music perception and cognition for cochlear implant users

For over 30 years, cochlear implants (CIs) have been successfully providing sound and speech perception to individuals who suffer from severe-to-profound sensorineural hearing loss. Despite many recent advances in CI technology, significant challenges remain for users, including speech perception in noisy environments, identifying vocal emotion, and perhaps most notably, music perception and appreciation. Moreover, pediatric cochlear implant users often demonstrate a slower and more variable language development trajectory compared to their normal hearing peers, which is in part due to the imperfect hearing restoration by these devices. In this brief report, we discuss multidisciplinary perspectives on music perception and cognition for CI users, as well as how they can be employed to improve the cochlear implant experience. We divide these strategies into two categories—a top-down approach (e.g., employing therapeutic measures to help train the CI user’s brain to fully reap the benefits of cochlear implantation) and a bottom-up approach (e.g., improving the auditory input through developing new technology, creating individualized programming strategies, and developing music specifically tailored for CI users). These individualized, yet multidirectional approaches will help create a functionally-integrated system that supports robust processing of complex sounds, which is essential for many everyday tasks.

Effects of Tinnitus on Cochlear Implant Programming.

Clinical observations suggest that tinnitus may interfere with programming cochlear implants (CIs), the process of optimizing the transmission of acoustic information to support speech perception with a CI. Despite tinnitus being highly prevalent among CI users, its effects and impact on CI programming are obscure. This study characterized the nature, time-course, and impact of tinnitus effects encountered by audiologists and patients during programming appointments. Semistructured interviews with six CI audiologists were analyzed thematically to identify tinnitus effects on programming and related coping strategies. Cross-sectional surveys with 67 adult CI patients with tinnitus and 20 CI audiologists in the United Kingdom examined the prevalence and time-course of those effects. Programming parameters established at CI activation appointments of 10 patients with tinnitus were compared with those of 10 patients without tinnitus. On average, 80% of audiologists and 45% of patients reported that tinnitus makes measurements of threshold (T) levels more difficult because patients confuse their tinnitus with CI stimulation. Difficulties appeared most common at CI activation appointments, at which T levels were significantly higher in patients with tinnitus. On average, 26% of patients reported being afraid of “loud” CI stimulation worsening tinnitus, affecting measurements of loudest comfortable (C) stimulation levels, and 34% of audiologists reported observing similar effects. Patients and audiologists reported that tinnitus makes programming appointments more difficult and tiresome for patients. The findings suggest that specific programming strategies may be needed during CI programming with tinnitus, but further research is required to assess the potential impact on outcomes including speech perception.

Loci and locality of informational effects on phonetic implementation

Abstract Recent evidence suggests that the phonetic realization of linguistic units is sensitive to informational context. For example, the duration of a word is shorter when it is probable given the following word. Word-specific phonetic variation is unexpected according to modular/feedforward models. We consider various challenges to identifying the loci of informational effects on phonetic implementation – do they arise in production, perception, memory, or some combination? Section 2 addresses a theoretical issue: what are the right measure(s) of predictability/informativity? An urgent direction for future work is to understand what kinds of context matter and why. Section 3 reviews second-mention reduction and other non-local discourse effects, which strongly suggest a production locus (rather than arising in speech perception or memory). Important future directions include modeling discourse/topic in corpus studies, and experimentally assessing the role of nonlocal context in perception and memory. Section 4 addresses the role of computational modeling. We call for integrated, implemented end-to-end models which include speech perception, lexical representation, and speech production components.

Acoustical analysis of preschool classrooms

The present study explores acoustical parameters, including unoccupied and occupied noise levels and reverberation time (RT), in typical preschool classrooms located in the northern suburbs of Chicago. The study was motivated by the following observations: (1) preschool classrooms are often established in buildings that were not initially constructed to be learning spaces; (2) poor classroom acoustics interfere with skills related to academic outcomes including speech perception, serial recall, literacy, and cognitive skills; and (3) younger children are at greater risk for impaired performance in acoustically complex environments. The study was designed to determine whether these preschool classrooms meet existing classroom acoustics standards (ANSI S12.60-2010). Measurements were made with microphones positioned in locations of the classrooms where children typically engage in activities during school season to reflect realistic building operation situations. Unoccupied and occupied noises were recorded over long durations, with intensity and spectral analysis of the recordings conducted off-line. RTs were measured and quantified at the same microphone positions. Preliminary results suggested that none of the preschool classrooms met the recommended unoccupied noise levels, while 3/11 classrooms were found to have longer than recommended RTs. Occupied noise in these preschool classrooms, and implications for learning, will be discussed.

Long-term outcomes of cochlear implantation in patients with high-frequency hearing loss.

To demonstrate the long-term benefits of implantation in patients with high-frequency sensorineural hearing loss, this report provides 5-year follow-up on a group of implant recipients who were subjects of the Cochlear™ Nucleus® Hybrid™ L24 Implant System pivotal clinical study. The results of three related clinical studies were compiled to provide outcome data after 1, 3, and 5 years of implant use in a group of subjects who presented with preoperative high-frequency hearing loss and were implanted with a Nucleus Hybrid L24 (Cochlear Ltd., Sydney, Australia) cochlear implant. A subset of the 50 adult subjects (N = 32) who participated in the Hybrid L24 pivotal Investigational Device Exemption (IDE) completed comprehensive evaluations at 12 months postactivation, 3 years postactivation, and then as part of a postapproval study at 5 years postactivation. Testing included audiometric, speech perception, and subjective satisfaction measures. Mean unilateral speech perception performance was significantly improved at all postoperative intervals compared to preoperative best-aided results and has remained stable to 5 years postactivation. Ninety-four percent of subjects had measurable hearing, and 72% continued to use electric-acoustic stimulation in the implanted ear after 5 years of implant use. Subjective satisfaction results support objective performance improvements. Results demonstrate long-term success of patients with high-frequency hearing loss following Hybrid L24 (Cochlear) cochlear implantation. Benefits include speech perception abilities significantly better than those in the preoperative best-aided condition, with additional benefit in those using electric-acoustic stimulation in the implanted ear. 2b. Laryngoscope, 1939-1945, 2018.

Hidden Hearing Injury: The Emerging Science and Military Relevance of Cochlear Synaptopathy.

The phenomenon recently described as "hidden hearing loss" was the subject of a meeting co-hosted by the Department of Defense Hearing Center of Excellence and MIT Lincoln Laboratory to consider the potential relevance of noise-related synaptopathic injury to military settings and performance, service-related injury scenarios, and military medical priorities. Participants included approximately 50 researchers and subject matter experts from academic, federal, and military laboratories. Here we present a synthesis of discussion topics and concerns, as well as specific research objectives identified to develop militarily relevant knowledge. We consider findings from studies to date that have demonstrated cochlear synaptopathy and neurodegenerative processes apparently linked to noise exposure in animal models. We explore the potential relevance of these findings to the prediction and prevention of military hearing injuries, and to comorbid injuries in the neurological domain. Noise-induced cochlear synaptopathic injury is not detected by conventional audiometric assessment of threshold sensitivity. Animal studies suggest there may be a generous window of opportunity for intervention to mitigate or prevent cochlear neurodegenerative processes, e.g., by administration of neurotrophins or antioxidants. However, it is not yet known if the mechanisms that underlie "hidden hearing loss" also occur in human beings or, if so, how to identify them early, and how and when to intervene. Neurological injuries resulting from noise exposures via the auditory system have potentially significant implications for military Service Member performance, long-term Veteran health, and noise exposure standards. Mediated via auditory pathways, such injuries have possible relationship to clinical impairments including speech perception, and may be a largely overlooked contributor to cognitive symptoms associated with other military service-related injuries such as blast exposure and brain trauma. The potential health and performance consequences of noise-induced cochlear synaptopathic injury are easily overlooked, especially if it is assumed that hearing threshold sensitivity loss is the major concern. There should be a renewed impetus to further characterize and model synaptopathic mechanisms of auditory injury; study its potential impact on human auditory function, cognition, and performance metrics of military relevance; and develop solutions for auditory protection (including noise dosimetry) and treatment if appropriate following noise or blast exposure in military scenarios. We identify specific problems, solution objectives, and research objectives. Recommended research calls for a multidisciplinary approach to address cochlear nerve synaptopathy, central (brain) dysfunction, noise exposure measurement and metrics, and clinical assessment.

Editorial: Sub- and Supra-Second Timing: Brain, Learning and Development.

Time perception in the range of milliseconds to a few seconds is essential for many important sensory and perceptual tasks including speech perception, motion perception, motor coordination, and cross-modal interaction. For the brain to be in synchrony with the environment, the physical differences in the speeds of light and sound, as well as stimuli from other modalities such as odors, must be processed and coordinated (Poppel and Bao, 2014; Bao et al., 2015). Time is a subjective feeling that is modulated by emotional states which trigger temporal distortions (temporal dilation vs. contraction; Wittmann, 2016), hence give rise to subjective time that may be different to event time as initially registered in the brain. Recent research suggests that time perception in a multisensory world is subject to prior task experience and shaped by (statistical) learning processes. Humans are active learners. That is, the engagement of the own body in a timing task within a perceptual-action loop will make a noticeable difference in timing performance, as compared to when humans only passively perceive the same perceptual scenario (Chen and Vroomen, 2013). This Research Topic of “Sub- and supra-second timing: brain, learning and development” has integrated 16 submissions of novel research on sub- and supra-timing. We have categorized the papers in this topic into the following four themes, from which we can deduce trends of research about multisensory timing in the sub- and supra-second range.