Listening Task Research Articles

Is laughter a better vocal change detector than a growl?

The capacity to predict what should happen next and to minimize any discrepancy between an expected and an actual sensory input (prediction error) is a central aspect of perception. Particularly in vocal communication, the effective prediction of an auditory input that informs the listener about the emotionality of a speaker is critical. What is currently unknown is how the perceived valence of an emotional vocalization affects the capacity to predict and detect a change in the auditory input. This question was probed in a combined event-related potential (ERP) and time-frequency analysis approach. Specifically, we examined the brain response to standards (Repetition Positivity) and to deviants (Mismatch Negativity – MMN), as well as the anticipatory response to the vocal sounds (pre-stimulus beta oscillatory power). Short neutral, happy (laughter), and angry (growls) vocalizations were presented both as standard and deviant stimuli in a passive oddball listening task while participants watched a silent movie and were instructed to ignore the vocalizations. MMN amplitude was increased for happy compared to neutral and angry vocalizations. The Repetition Positivity was enhanced for happy standard vocalizations. Induced pre-stimulus upper beta power was increased for happy vocalizations, and predicted the modulation of the standard Repetition Positivity. These findings indicate enhanced sensory prediction for positive vocalizations such as laughter. Together, the results suggest that positive vocalizations are more effective predictors in social communication than angry and neutral ones, possibly due to their high social significance.

Stimulus coherence influences sound-field localization and fusion/segregation of leading and lagging sounds.

The ability to localize sound sources in reverberant environments is dependent upon first-arriving information, an outcome commonly termed "the precedence effect." For example, in laboratory experiments, the combination of a leading (direct) sound followed by a lagging (reflected) sound is localized in the direction of the leading sound. This study was designed to measure the degree to which stimulus compactness/diffuseness (i.e., coherence as represented by interaural cross correlation) of leading and lagging sounds influences performance. The compactness/diffuseness of leading or lagging sounds was varied by either presenting a sound from a single loudspeaker or by presenting mutually uncorrelated versions of similar sounds from nine adjacent loudspeakers. In separate experiments, the listener's task was to point to the perceived location of leading and lagging 10-ms long low-pass filtered white noises or 2-s long tokens of speech. The leading and lagging stimuli were presented either from speakers located directly in front of the listeners or from speakers located ±45° to the right or left. The results indicate that leading compact (coherent) sounds influence perceived location more so than do leading diffuse (incoherent) sounds. This was true independent of whether the sounds were Gaussian noises or tokens of speech.

Where do dialectal effects on speech processing come from? Evidence from a cross-dialect investigation.

Accented speech has been seen as an additional impediment for speech processing; it usually adds linguistic and cognitive load to the listener's task. In the current study we analyse where the processing costs of regional dialects come from, a question that has not been answered yet. We quantify the proficiency of Basque-Spanish bilinguals who have different native dialects of Basque on many dimensions and test for costs at each of three levels of processing-phonemic discrimination, word recognition, and semantic processing. The ability to discriminate a dialect-specific contrast is affected by a bilingual's linguistic background less than lexical access is, and an individual's difficulty in lexical access is correlated with basic discrimination problems. Once lexical access is achieved, dialectal variation has little impact on semantic processing. The results are discussed in terms of the presence or absence of correlations between different processing levels. The implications of the results are considered for how models of spoken word recognition handle dialectal variation.

A right-ear bias of auditory selective attention is evident in alpha oscillations.

Auditory selective attention makes it possible to pick out one speech stream that is embedded in a multispeaker environment. We adapted a cued dichotic listening task to examine suppression of a speech stream lateralized to the nonattended ear, and to evaluate the effects of attention on the right ear's well-known advantage in the perception of linguistic stimuli. After being cued to attend to input from either their left or right ear, participants heard two different four-word streams presented simultaneously to the separate ears. Following each dichotic presentation, participants judged whether a spoken probe word had been in the attended ear's stream. We used EEG signals to track participants' spatial lateralization of auditory attention, which is marked by interhemispheric differences in EEG alpha (8-14 Hz) power. A right-ear advantage (REA) was evident in faster response times and greater sensitivity in distinguishing attended from unattended words. Consistent with the REA, we found strongest parietal and right frontotemporal alpha modulation during the attend-right condition. These findings provide evidence for a link between selective attention and the REA during directed dichotic listening.

The “Horse” Inside

Building systems that possess the sensitivity and intelligence to identify and describe high-level attributes in music audio signals continues to be an elusive goal but one that surely has broad and deep implications for a wide variety of applications. Hundreds of articles have so far been published toward this goal, and great progress appears to have been made. Some systems produce remarkable accuracies at recognizing high-level semantic concepts, such as music style, genre, and mood. However, it might be that these numbers do not mean what they seem. In this article, we take a state-of-the-art music content analysis system and investigate what causes it to achieve exceptionally high performance in a benchmark music audio dataset. We dissect the system to understand its operation, determine its sensitivities and limitations, and predict the kinds of knowledge it could and could not possess about music. We perform a series of experiments to illuminate what the system has actually learned to do and to what extent it is performing the intended music listening task. Our results demonstrate how the initial manifestation of music intelligence in this state of the art can be deceptive. Our work provides constructive directions toward developing music content analysis systems that can address the music information and creation needs of real-world users.

Auditory training and subsequent generalization with speech and non-speech stimuli

Auditory training studies have varied in degree-of-similarity between the training and testing conditions. Some focused testing on the trained task (e.g., Sweetow and Henderson Sabes, 2007), while others addressed whether the training effects generalize to other tasks. The current study used speech and non-speech stimuli to explore how much training in a specific analytical listening task would generalize to performance improvements for another. Naïve listeners participated. Percent correct was measured as a function of signal-to-noise ratio (SNR) in pre- and post-tests with the “multiple-bursts same” (MBS) paradigm (Kidd et al., 1994) and the speech-target/speech-masker Coordinate Response Measure (CRM) paradigm. There were three training groups in a between-groups design: 1) training in a masked speech identification task (the CRM) with the competitors varying in f0 separation (Darwin et al., 2003); 2) training in the MBS task with the protected-region (frequency region with no maskers) bandwidth around the target varying; and 3) no training. Preliminary data describe individual-subject variability in pre-test performance and indicate performance improvements with auditory training. The degree of generalization will be explored for the trained sub-groups. 1) Int J. Audiol. 46. 374. 2) J. Acoust. Soc. Am. 114, 2913. 3) J. Acoust. Soc. Am. 95, 962.

Using Video in Web-Based Listening Tests

Abstract With sophisticated multimedia technology, there is a renewed interest in the relationship between visual and auditory channels in assessing listening comprehension (LC). Research on the use of visuals in assessing listening has emerged with inconclusive results. Some learners perform better on tests which include visual input (Wagner, 2007) while others have found no difference in the performance of participants on the two test formats (Batty, 2015). These mixed results make it necessary to examine the role of using audio and video in LC as measured by L2 listening tests. The current study examined the effects of two different types of listening support on L2 learners’ comprehension: (a) visual aid in a video with input modified with redundancy and (b) no visuals (audio-only input) with input modified with redundancy. The participants of this study included 246 Spanish students enrolled in two different intermediate Spanish courses at a large Midwestern university who participated in four listening tasks either with video or with audio. Findings of whether the video serves as a listening support device and whether the course formats differ on intermediate-level Spanish learners’ comprehension will be shared as well as participants’ preferences with respect to listening support.

Subject–verb agreement and verbal short-term memory: A perspective from Greek children with specific language impairment

This study investigated the performance of school age Greek-speaking children with SLI on verbal short-term memory (VSTM) and Subject–Verb (S-V) agreement in comparison to chronological age controls and younger typically developing children. VSTM abilities were assessed by means of a non-word repetition task (NRT) and an elicited production task, an off-line grammaticality judgment (GJ) task, and an on-line self-paced listening task were employed to examine S-V agreement abilities. The study found significant between-group differences in the NRT and the off-line GJ task. No significant between-group differences were found for the S-V agreement production task and for reaction times of the on-line task. The authors argue that the children with SLI showed increased grammatical sensitivity in S-V agreement and relate their lower performance on the off-line GJ task to the task’s metalinguistic demands. The findings suggest that deficits in VSTM constitute a robust marker for SLI and claim that S-V agreement can be acquired by SLI individuals with apparent limitations in VSTM.

Assessing Cognition, Executive Functions, and Functional Brain Asymmetry in Children with Rett Syndrome

Background/Purpose: Rett syndrome is a heterogenous neurodevelopmental disorder and is characterized by a regression of language and psychomotor development, autism and epilepsy. In most cases, Rett syndrome is caused by mutations in the MECP2 (MIM*300005) and the FOXG1 (*164874) gene. Due to the abnormal brain development fundamental neurophysiological principles of the brain like functional asymmetry may be altered. Additionally, executive functions like inhibition, which are imminent for the adaption of behavior to the environment, may also be impaired. We chose a functional neurophysiological approach to address these questions. Methods: Children ( > 10 years) with Rett Syndrome (R1) and healthy, age-matched controls (C1) conducted two computer-based neuropsychological tests while recording a 61-channel EEG. A passive dichotic listening task (DLT) was used to assess speech processing and functional cerebral asymmetries. Response capabilities were assessed using a Go–NoGo inhibition task. Results: Using the DLT we found deviances for early perceptual-attentive event-related potentials (ERPs) in R1. For response inhibition the Go–NoGo task revealed impairments in behavior und electrophysiology (R1). Conclusion: Children with Rett syndrome exhibited altered speech perception and altered functional asymmetry of language processing. We also found impaired response inhibition in Rett patients. The tests are a first step to shed light on the cognitive effects of the developmental abnormalities specific for the Rett syndrome. Our findings may help to improve compensatory and occupational therapies and enable the development of (bio-)markers for future putative therapies. The applied ERP tests are applicable for further neurodevelopmental disorders with a low cognitive functional level and compliance.

Verbal cues effectively orient children's auditory attention in a CV-syllable dichotic listening paradigm

ABSTRACTIn their groundbreaking work featuring verbal dichotic listening tasks, Mondor and Bryden showed that tone cues do not enhance children's attentional orienting, in contrast to adults. The magnitude of the children's right-ear advantage was not attenuated when their attention was directed to the left ear. Verbal cues did, however, appear to favour the orientation of attention at around 10 years, although stimulus-onset asynchronies (SOAs), which ranged between 450 and 750 ms, were not rigorously controlled. The aim of our study was therefore to investigate the role of both types of cues in a typical CV-syllable dichotic listening task administered to 8- to 10-year-olds, applying a protocol as similar as possible to that used by Mondor and Bryden, but controlling for SOA as well as for cued ear. Results confirmed that verbal cues are more effective than tone cues in orienting children's attention. However, in contrast to adults, no effect of SOA was observed. We discuss the relative difficulty young children have processing CV syllables, as well as the role of top-down processes in attentional orienting abilities.

Auditory cortical activity to different voice onset times in cochlear implant users

ObjectiveVoice onset time (VOT) is a critical temporal cue for perception of speech in cochlear implant (CI) users. We assessed the cortical auditory evoked potentials (CAEPs) to consonant vowels (CVs) with varying VOTs and related these potentials to various speech perception measures. MethodsCAEPs were recorded from 64 scalp electrodes during passive listening in CI and normal-hearing (NH) groups. Speech stimuli were synthesized CVs from a 6-step VOT /ba/-/pa/ continuum ranging from 0 to 50ms VOT in 10-ms steps. Behavioral measures included the 50% boundary point for categorical perception (“ba” to “pa”) from an active condition task. ResultsBehavioral measures: CI users with poor speech perception performance had prolonged 50% VOT boundary points compared to NH subjects. The 50% boundary point was also significantly correlated to the ability to discriminate consonants in quiet and noise masking. Electrophysiology: The most striking difference between the NH and CI subjects was that the P2 response was significantly reduced in amplitude in the CI group compared to NH. N1 amplitude did not differ between NH and CI groups. P2 latency increased with increases in VOT for both NH and CI groups. P2 was delayed more in CI users with poor speech perception compared to NH subjects. N1 amplitude was significantly related to consonant perception in noise while P2 latency was significantly related to vowel perception in noise. When dipole source modelling in auditory cortex was used to characterize N1/P2, more significant relationships were observed with speech perception measures compared to the same N1/P2 activity when measured at the scalp. N1 dipole amplitude measures were significantly correlated with consonants in noise discrimination. Like N1, the P2 dipole amplitude was correlated with consonant discrimination, but additional significant relationships were observed such as sentence and word identification. ConclusionsP2 responses to a VOT continuum stimulus were different between NH subjects and CI users. P2 responses show more significant relationships with speech perception than N1 responses. SignificanceThe current findings indicate that N1/P2 measures during a passive listening task relate to speech perception outcomes after cochlear implantation.

Emotional language is all right: Emotional prosody reduces hemispheric asymmetry for linguistic processing

ABSTRACTIn an influential paper, Bryden and MacRae [(1989). Dichotic laterality effects obtained with emotional words. Neuropsychiatry, Neuropsychology, and Behavioral Neurology, 1, 171–176] introduced a dichotic listening task that allowed for the assessment of linguistic and prosodic processing asymmetries using the same stimuli. The task produces a robust right ear advantage (REA) for linguistic processing (identifying a target word), and a left ear advantage for emotional processing (identifying a target prosody). Here, we adapted this paradigm to determine whether and how the presence of emotional prosody might modulate hemispheric asymmetry for linguistic processing. Participants monitored for a target word among dichotic stimuli consisting of two different words, but spoken in the same emotional prosody—neutral, angry, happy, sad, or fearful. A strong REA was observed when the words were spoken in neutral prosody, which was attenuated for all the emotional prosodies. There were no differences in the ear advantage as a function of valence or discrete emotion, indicating that all emotions had similar effects. Findings are consistent with the hypothesis that the right hemisphere is better able to process speech when it carries emotional prosody. Implications for understanding of right hemisphere language functions are discussed.

Effects of Auditory Attention Training with the Dichotic Listening Task: Behavioural and Neurophysiological Evidence.

Facilitation of general cognitive capacities such as executive functions through training has stirred considerable research interest during the last decade. Recently we demonstrated that training of auditory attention with forced attention dichotic listening not only facilitated that performance but also generalized to an untrained attentional task. In the present study, 13 participants underwent a 4-week dichotic listening training programme with instructions to report syllables presented to the left ear (FL training group). Another group (n = 13) was trained using the non-forced instruction, asked to report whichever syllable they heard the best (NF training group). The study aimed to replicate our previous behavioural results, and to explore the neurophysiological correlates of training through event-related brain potentials (ERPs). We partially replicated our previous behavioural training effects, as the FL training group tended to show more allocation of auditory spatial attention to the left ear in a standard dichotic listening task. ERP measures showed diminished N1 and enhanced P2 responses to dichotic stimuli after training in both groups, interpreted as improvement in early perceptual processing of the stimuli. Additionally, enhanced anterior N2 amplitudes were found after training, with relatively larger changes in the FL training group in the forced-left condition, suggesting improved top-down control on the trained task. These results show that top-down cognitive training can modulate the left-right allocation of auditory spatial attention, accompanied by a change in an evoked brain potential related to cognitive control.

Acoustic detail guides attention allocation in a selective listening task.

The flexible allocation of attention enables us to perceive and behave successfully despite irrelevant distractors. How do acoustic challenges influence this allocation of attention, and to what extent is this ability preserved in normally aging listeners? Younger and healthy older participants performed a masked auditory number comparison while EEG was recorded. To vary selective attention demands, we manipulated perceptual separability of spoken digits from a masking talker by varying acoustic detail (temporal fine structure). Listening conditions were adjusted individually to equalize stimulus audibility as well as the overall level of performance across participants. Accuracy increased, and response times decreased with more acoustic detail. The decrease in response times with more acoustic detail was stronger in the group of older participants. The onset of the distracting speech masker triggered a prominent contingent negative variation (CNV) in the EEG. Notably, CNV magnitude decreased parametrically with increasing acoustic detail in both age groups. Within identical levels of acoustic detail, larger CNV magnitude was associated with improved accuracy. Across age groups, neuropsychological markers further linked early CNV magnitude directly to individual attentional capacity. Results demonstrate for the first time that, in a demanding listening task, instantaneous acoustic conditions guide the allocation of attention. Second, such basic neural mechanisms of preparatory attention allocation seem preserved in healthy aging, despite impending sensory decline.

Auditory attention in childhood and adolescence: An event-related potential study of spatial selective attention to one of two simultaneous stories

Auditory selective attention is a critical skill for goal-directed behavior, especially where noisy distractions may impede focusing attention. To better understand the developmental trajectory of auditory spatial selective attention in an acoustically complex environment, in the current study we measured auditory event-related potentials (ERPs) across five age groups: 3-5 years; 10 years; 13 years; 16 years; and young adults. Using a naturalistic dichotic listening paradigm, we characterized the ERP morphology for nonlinguistic and linguistic auditory probes embedded in attended and unattended stories. We documented robust maturational changes in auditory evoked potentials that were specific to the types of probes. Furthermore, we found a remarkable interplay between age and attention-modulation of auditory evoked potentials in terms of morphology and latency from the early years of childhood through young adulthood. The results are consistent with the view that attention can operate across age groups by modulating the amplitude of maturing auditory early-latency evoked potentials or by invoking later endogenous attention processes. Development of these processes is not uniform for probes with different acoustic properties within our acoustically dense speech-based dichotic listening task. In light of the developmental differences we demonstrate, researchers conducting future attention studies of children and adolescents should be wary of combining analyses across diverse ages.

Effects of compression channel number and linked compression on masked lateralization performance in simulated bilateral cochlear implant listening

Bilateral cochlear implants (CIs) are becoming increasingly common. It is hoped for bilateral CI users that audibility in quiet will be complemented by performance benefits in everyday binaural listening tasks, like location-identification of a speech talker presented amid other talkers. While normal-hearing (NH) listeners have typically performed well in such kinds of tasks, bilateral CI users have performed poorly. It is possible that, for bilateral CI users, better performances can be attained through a re-thinking of device signal-processing strategies. In particular, we are interested in evaluating alternatives to single-channel independent compression, as is typically applied at the automatic gain control (AGC) stage. Specifically, we test the hypothesis that for simulated bilateral CI users (listeners with both NH and hearing impairments, HI), lower rms-error in a masked lateralization task will be achieved for multi-channel AGC and linked AGC, than for single-channel independent AGC, with and without pre-emphasis filtering, and for low and high compression thresholds. Preliminary data suggest a lower rms-error for linked compression than for independent compression, in conjunction with no detrimental effect of multi-channel compression. These data support the possibility of linked AGC with multi-channel AGC as an alternative to independent AGC in bilateral CI listening.

The effects of sad prosody on hemispheric specialization for words processing

This study examined the effect of sad prosody on hemispheric specialization for word processing using behavioral and electrophysiological measures. A dichotic listening task combining focused attention and signal-detection methods was conducted to evaluate the detection of a word spoken in neutral or sad prosody. An overall right ear advantage together with leftward lateralization in early (150–170ms) and late (240–260ms) processing stages was found for word detection, regardless of prosody. Furthermore, the early stage was most pronounced for words spoken in neutral prosody, showing greater negative activation over the left than the right hemisphere. In contrast, the later stage was most pronounced for words spoken with sad prosody, showing greater positive activation over the left than the right hemisphere. The findings suggest that sad prosody alone was not sufficient to modulate hemispheric asymmetry in word-level processing. We posit that lateralized effects of sad prosody on word processing are largely dependent on the psychoacoustic features of the stimuli as well as on task demands.

When infants talk, infants listen: pre‐babbling infants prefer listening to speech with infant vocal properties

To learn to produce speech, infants must effectively monitor and assess their own speech output. Yet very little is known about how infants perceive speech produced by an infant, which has higher voice pitch and formant frequencies compared to adult or child speech. Here, we tested whether pre-babbling infants (at 4-6 months) prefer listening to vowel sounds with infant vocal properties over vowel sounds with adult vocal properties. A listening preference favoring infant vowels may derive from their higher voice pitch, which has been shown to attract infant attention in infant-directed speech (IDS). In addition, infants' nascent articulatory abilities may induce a bias favoring infant speech given that 4- to 6-month-olds are beginning to produce vowel sounds. We created infant and adult /i/ ('ee') vowels using a production-based synthesizer that simulates the act of speaking in talkers at different ages and then tested infants across four experiments using a sequential preferential listening task. The findings provide the first evidence that infants preferentially attend to vowel sounds with infant voice pitch and/or formants over vowel sounds with no infant-like vocal properties, supporting the view that infants' production abilities influence how they process infant speech. The findings with respect to voice pitch also reveal parallels between IDS and infant speech, raising new questions about the role of this speech register in infant development. Research exploring the underpinnings and impact of this perceptual bias can expand our understanding of infant language development.

The medial olivocochlear reflex in children during active listening

Objective: To determine if active listening modulates the strength of the medial olivocochlear (MOC) reflex in children. Design: Click-evoked otoacoustic emissions (CEOAEs) were recorded from the right ear in quiet and in four test conditions: one with contralateral broadband noise (BBN) only, and three with active listening tasks wherein attention was directed to speech embedded in contralateral BBN. Study sample: Fifteen typically-developing children (ranging in age from 8 to14 years) with normal hearing. Results: CEOAE levels were reduced in every condition with contralateral acoustic stimulus (CAS) when compared to preceding quiet conditions. There was an additional systematic decrease in CEOAE level with increased listening task difficulty, although this effect was very small. These CEOAE level differences were most apparent in the 8–18 ms region after click onset. Conclusions: Active listening may change the strength of the MOC reflex in children, although the effects reported here are very subtle. Further studies are needed to verify that task difficulty modulates the activity of the MOC reflex in children.

Dichotic listening performance in children with dyslexia

The present study aimed to compare the dichotic listening task in children with dyslexia and typically developing children using dichotic consonant vowel test. Twenty children in the age range of 10 to 12 years were taken in the present study. Ten children with dyslexia were served as experimental group whereas another ten age–matched typically developing children were considered as control group. The results revealed that dichotic consonant vowel scores were significantly reduced in children with dyslexia compared to typically developing children for single correct score of right and left ear as well as double correct scores at 0.05 levels of significance. Further, it was also observed that children with dyslexia showed left ear advantage instead of right ear advantage as seen in typically developing children. Hence, it is concluded that children with dyslexia performed poorly in dichotic listening task and direction of ear advantage was also different compared to typically developing children.