Nonverbal Auditory Stimuli Research Articles

Verbal Mediation During Auditory Equivalence Class Formation Using Go/No-Go Successive Matching-to-Sample

AbstractSuccessive matching-to-sample (S-MTS) with a go/no-go response requirement has previously produced equivalence classes with nonverbal auditory stimuli among college students. When participants are required to talk aloud during posttests (protocol analysis), their verbal behavior tends to match their selection performance. However, in some cases, the protocol analysis seems to interfere with posttests, in that equivalence yields are lower when participants are required to talk aloud. Thus, the current study replicated and extended previous research by requiring participants to complete emergence posttests before introducing training for the protocol analysis. Subsequently, participants completed one additional block of the transitivity/equivalence posttest with the talk-aloud requirement. Additionally, participants completed tact and intraverbal tests following emergence posttests to further assess possible verbal-mediation strategies. The results showed that six of eight college students formed equivalence classes, suggesting that previous failures could have been influenced by the talk-aloud requirement. Further, there was a positive correlation between verbal and nonverbal (selection) responses suggesting the possibility that verbal mediation may have contributed to equivalence-class formation.

Correspondence Between Vocal-Verbal Behavior and Go/No-Go Responses During the Successive Matching-to-Sample Procedure.

In the current study, eight college students were exposed to a successive matching-to-sample (S-MTS) procedure utilizing non-verbal auditory stimuli consisting of common sounds. During emergent relations tests, participants were asked to talk aloud, and their vocal-verbal statements were transcribed and categorized as class-consistent, class-inconsistent, or irrelevant. All participants met emergence criterion for symmetry and four did so for transitivity/equivalence. Analysis of vocal-verbal statements showed a positive correlation between class-consistent statements emitted by participants and correct selection responses during S-MTS tasks. Such results suggest possible verbal mediation during emergent relations tests.

Musical Beat Perception Skills of Autistic and Neurotypical Children.

Many autistic children show musical interests and good musical skills including pitch and melodic memory. Autistic children may also perceive temporal regularities in music such as the primary beat underlying the rhythmic structure of music given some work showing preserved rhythm processing in the context of basic, nonverbal auditory stimuli. The temporal regularity and prediction of musical beats can potentially serve as an excellent framework for building skills in non-musical areas of growth for autistic children. We examine if autistic children are perceptually sensitive to the primary beat of music by comparing the musical beat perception skills of autistic and neurotypical children. Twenty-three autistic children and 23 neurotypical children aged 6-13years with no group differences in chronological age and verbal and nonverbal mental ages completed a musical beat perception task where they identified whether beeps superimposed on musical excerpts were on or off the musical beat. Overall task performance was above the theoretical chance threshold of 50% but not the statistical chance threshold of 70% across groups. On-beat (versus off-beat) accuracy was higher for the autistic group but not the neurotypical group. The autistic group was just as accurate at detecting beat alignments (on-beat) but less precise at detecting beat misalignments (off-beat) compared to the neurotypical group. Perceptual sensitivity to beat alignments provides support for spared music processing among autistic children and informs on the accessibility of using musical beats and rhythm for cultivating related skills and behaviours (e.g., language and motor abilities).

The Use of the Go/No-Go Successive Matching-to-Sample Procedure with Nonverbal Auditory Stimuli to Establish Equivalence Classes and Speaker Behavior.

The purpose of the current study was to extend the findings on the use of the go/no-go successive matching-to-sample (S-MTS) procedure to establish auditory equivalence classes. Eight college students learned to conditionally relate nonverbal auditory stimuli into three, 3-member classes. Following training, all participants met the emergence criterion for symmetry, and six out of eight participants met the emergence criterion for transitivity/equivalence. Furthermore, all participants responded with either an experimenter-defined or a unique tact, and five participants related these names intraverbally. Although these results replicate previous findings, albeit with stimuli that cannot be echoed, possible verbal mediation via tact and intraverbal behavior seems to have occurred.

Dream recall frequency is associated with attention rather than with working memory abilities.

Several factors influencing dream recall frequency (DRF) have been identified, but some remain poorly understood. One way to study DRF is to compare cognitive processes in low and high dream recallers (LR and HR). According to the arousal-retrieval model, long-term memory encoding of a dream requires wakefulness while its multisensory short-term memory is still alive. Previous studies showed contradictory results concerning short-term memory differences between LR and HR. It has also been found that extreme DRFs are associated with different electrophysiological traits related to attentional processes. However, to date, there is no evidence for attentional differences between LR and HR at the behavioural level. To further investigate attention and working memory in HR and LR, we used a newly-developed challenging paradigm called "MEMAT" (for MEMory and ATtention), which allows the study of selective attention and working memory interaction during memory encoding of non-verbal auditory stimuli. We manipulated the difficulties of the distractor to ignore and of the memory task. The performance of the two groups were not differentially impacted by working memory load. However, HR were slower and less accurate in the presence of a hard rather than easy to-ignore distractor, while LR were much less impacted by the distractor difficulty. Therefore, we show behavioural evidence towards less resistance to hard-to-ignore distractors in HR. Using a challenging task, we show for the first time, attentional differences between HR and LR at the behavioural level. The impact of auditory attention and working memory on dream recall is discussed.

269 Sleep Enhancement Technology: A Survey of Apps

Abstract Introduction The ever-evolving market for sleep technologies far outpaces the ability of providers to understand and counsel patients about developments in this area. Although significant literature has validated the performance of sleep tracking technologies, there is little evidence regarding sleep enhancement technologies. Our study systematically surveys currently available commercial sleep enhancement smartphone applications to empower both providers and patients alike. Methods We systematically searched the App Store (Apple) and Google Play Store (Android) in the US on 26 MAY 2020 using the keyword “sleep.” This survey is inclusive of all smartphone applications found. Results We identified 342 apps: 70.2% were found on Android (N=240) and 29.8% on Apple (N=102). Ninety-five percent of apps offer a free version. The majority of sleep apps are intended for use during wake (65.8% exclusively during wake; 28.7% during both wake and sleep), with only 5.6% intended to be used during sleep alone. Most apps purport to enhance rather than measure sleep (78.7% versus 1.8%). The vast majority of apps claim to enhance sleep via reductions in sleep latency (65.8%). Reduced sleep latency is primarily achieved using a combination of non-verbal auditory stimuli such as nature sounds (84.4%), artificial stimuli (64.5%), and instrumental music (77.1%). Conclusion Interestingly, most sleep apps are designed to be used while awake, prior to sleep, and focus on the enhancement of sleep, rather than measurement, by targeting sleep latency. Given the multitude of available sleep enhancement apps, many of which are free to try, these should be considered a reasonable strategy for providers and consumers to consider for empowering patients to improve sleep! Support (if any) Department of Defense Military Operational Medicine Research Program (MOMRP)

Comparison of sounds and words as sample stimuli for discrimination training.

A portion of children diagnosed with autism spectrum disorder (ASD) have difficulty acquiring conditional discrimination. However, previous researchers suggested that the discrimination of nonverbal auditory stimuli may be acquired more efficiently (Eikeseth & Hayward, 2009; Uwer, et al., 2002). For example, a child may learn to touch a picture of a piano after hearing the musical instrument more quickly than when the auditory stimulus is the spoken word "piano." The purpose of the present study was to extend previous research by assessing the acquisition of conditional discriminations with sample stimuli presented as either automated spoken words or high- and low-disparity nonverbal auditory stimuli (i.e., environmental sounds). Conditional discriminations with high-disparity environmental sounds as sample stimuli were acquired rather than or more efficiently than those trained with low-disparity environmental sounds and words as sample stimuli.

OPTIMIZATION OF PROFESSIONAL ACTIVITY IN OPERATORS OF MORNING CHRONOTYPE BASED ON BIOELECTRICAL FEATURES OF BRAIN

Biorhythmological features and electroencephalography parameters in operators of morning chronotype demonstrate a significant mutual influence. In particular, frequency of the low-frequency beta-rhythm in left central leads and the total result of Ostberg-Stepanova test have an inverse correlation of average strength (rs = -0,697), which reflects the expressed ability of these operators to perform stereotypical, routine mental operations. In addition, total result of Ostberg - Stepanova test has a strong inverse correlation with frequency of low-frequency beta-rhythm in right central (rs = -0,704) and right temporal leads (rs = -0,738). This indicates that «pronounced larks» have the ability to quickly and efficiently perform repetitive mental operations, especially those associated with the impact of non-verbal auditory stimuli.

Impact of Aging on the Auditory System and Related Cognitive Functions: A Narrative Review.

Age-related hearing loss (ARHL), presbycusis, is a chronic health condition that affects approximately one-third of the world's population. The peripheral and central hearing alterations associated with age-related hearing loss have a profound impact on perception of verbal and non-verbal auditory stimuli. The high prevalence of hearing loss in the older adults corresponds to the increased frequency of dementia in this population. Therefore, researchers have focused their attention on age-related central effects that occur independent of the peripheral hearing loss as well as central effects of peripheral hearing loss and its association with cognitive decline and dementia. Here we review the current evidence for the age-related changes of the peripheral and central auditory system and the relationship between hearing loss and pathological cognitive decline and dementia. Furthermore, there is a paucity of evidence on the relationship between ARHL and established biomarkers of Alzheimer's disease, as the most common cause of dementia. Such studies are critical to be able to consider any causal relationship between dementia and ARHL. While this narrative review will examine the pathophysiological alterations in both the peripheral and central auditory system and its clinical implications, the question remains unanswered whether hearing loss causes cognitive impairment or vice versa.

Mechanisms of Memory Retrieval in Slow-Wave Sleep.

Study ObjectivesMemories are strengthened during sleep. The benefits of sleep for memory can be enhanced by re-exposing the sleeping brain to auditory cues; a technique known as targeted memory reactivation (TMR). Prior studies have not assessed the nature of the retrieval mechanisms underpinning TMR: the matching process between auditory stimuli encountered during sleep and previously encoded memories. We carried out two experiments to address this issue.MethodsIn Experiment 1, participants associated words with verbal and nonverbal auditory stimuli before an overnight interval in which subsets of these stimuli were replayed in slow-wave sleep. We repeated this paradigm in Experiment 2 with the single difference that the gender of the verbal auditory stimuli was switched between learning and sleep.ResultsIn Experiment 1, forgetting of cued (vs. noncued) associations was reduced by TMR with verbal and nonverbal cues to similar extents. In Experiment 2, TMR with identical nonverbal cues reduced forgetting of cued (vs. noncued) associations, replicating Experiment 1. However, TMR with nonidentical verbal cues reduced forgetting of both cued and noncued associations.ConclusionsThese experiments suggest that the memory effects of TMR are influenced by the acoustic overlap between stimuli delivered at training and sleep. Our findings hint at the existence of two processing routes for memory retrieval during sleep. Whereas TMR with acoustically identical cues may reactivate individual associations via simple episodic matching, TMR with nonidentical verbal cues may utilize linguistic decoding mechanisms, resulting in widespread reactivation across a broad category of memories.

Neuropsychological Assessment of Children with Landau-Kleffner Syndrome

Landau–Kleffner syndrome (LKS) is an epileptic encephalopathy that is marked by sudden onset of verbal auditory agnosia and subsequent deterioration in expressive language. The primary deficit is in phonological processing, possibly at the level of impaired phonological short-term memory, and it appears to create a cascade of cognitive deterioration that impacts all aspects of speech comprehension. Inability to recognize nonverbal auditory stimuli may also be present but may not emerge until later in the condition. Language recovery may occur in about one-third of patients and appears to be precipitated by resolution of the EEG abnormalities. Nonverbal intelligence is typically normal, but language skills are globally impaired. Some studies suggest deficits in visual-spatial processing and/or visual-motor integration in up to 50% of cases, but other aspects of cognitive functioning, such as memory and executive functioning, have not been well studied. Auditory working memory, however, is a consistent area of difficulty for children with LKS and appears to persist regardless of functional outcome. Behavioral disturbance is also pervasive in LKS and can sometimes be the feature requiring the most clinical attention. Recent studies have emerged that provide more thorough neurodiagnostic information about the cognitive and behavioral features of LKS, but the reported literature on expected neuropsychological findings in LKS remains sparse.

Sensory Symptoms and Processing of Nonverbal Auditory and Visual Stimuli in Children with Autism Spectrum Disorder.

Atypical sensory responses are common in autism spectrum disorder (ASD). While evidence suggests impaired auditory-visual integration for verbal information, findings for nonverbal stimuli are inconsistent. We tested for sensory symptoms in children with ASD (using the Adolescent/Adult Sensory Profile) and examined unisensory and bisensory processing with a nonverbal auditory-visual paradigm, for which neurotypical adults show bisensory facilitation. ASD participants reported more atypical sensory symptoms overall, most prominently in the auditory modality. On the experimental task, reduced response times for bisensory compared to unisensory trials were seen in both ASD and control groups, but neither group showed significant race model violation (evidence of intermodal integration). Findings do not support impaired bisensory processing for simple nonverbal stimuli in high-functioning children with ASD.

The relationship between verbal and nonverbal auditory signal processing in conduction aphasia: behavioral and anatomical evidence for common decoding mechanisms

The processing of nonverbal auditory stimuli has not yet been sufficiently investigated in patients with aphasia. On the basis of a duration discrimination task, we examined whether patients with left-sided cerebrovascular lesions were able to perceive time differences in the scale of approximately 150 ms. Further linguistic and memory-related tasks were used to characterize more exactly the relationships in the performances between auditory nonverbal task and selective linguistic or mnemonic disturbances. All examined conduction aphasics showed increased thresholds in the duration discrimination task. The low thresholds on this task were in a strong correlative relation to the reduced performances in repetition and working memory task. This was interpreted as an indication of a pronounced disturbance in integrating auditory verbal information into a long-term window (sampling disturbance) resulting in an additional load of working memory. In order to determine the lesion topography of patients with sampling disturbances, the anatomical and psychophysical data were correlated on the basis of a voxelwise statistical approach. It was found that tissue damage extending through the insula, the posterior superior temporal gyrus, and the supramarginal gyrus causes impairments in sequencing of time-sensitive information.

Bilingual children show advantages in nonverbal auditory executive function task

Previous studies have shown that bilinguals have greater control over attentional resources than monolinguals in nonverbal tasks, perhaps reflecting domain-general enhancements of executive functioning (EF). Most studies of this bilingual advantage have used tasks with visual stimuli whereas fewer studies have examined attentional control in bilinguals in auditory tasks. We studied components of EF in two Go/No-Go auditory tasks with (1) nonverbal auditory stimuli and (2) verbal auditory stimuli in 5-year-old Spanish–English bilingual ( n = 30) and English-speaking monolingual ( n = 30) children matched on age, gender, short-term memory (digits forward subtest), and early reading skills (phoneme awareness and letter naming). The Go/No-Go tasks were modeled after a continuous performance task (CPT) (Mahone, Pillion, & Hiemenz, 2001) and included additional blocks of trials to measure the effects of switching targets. The bilingual children made fewer errors and had shorter reaction times (RTs) in the second block of the nonverbal auditory tasks than the monolinguals, but there were no differences on the verbal auditory task. Our results suggest that early bilingualism may confer advantages in young children for responding to nonverbal auditory stimuli under conditions that require cognitive flexibility.

Social Cognition: Feeling Voices to Recognize Emotions

Our understanding of how we simulate other people's actions and feelings to recognize their emotional states is extended by a new study which finds that premotor and somatosensory cortices are required to process the emotional meaning of sounds.

Auditory imagery: Empirical findings.

The empirical literature on auditory imagery is reviewed. Data on (a) imagery for auditory features (pitch, timbre, loudness), (b) imagery for complex nonverbal auditory stimuli (musical contour, melody, harmony, tempo, notational audiation, environmental sounds), (c) imagery for verbal stimuli (speech, text, in dreams, interior monologue), (d) auditory imagery's relationship to perception and memory (detection, encoding, recall, mnemonic properties, phonological loop), and (e) individual differences in auditory imagery (in vividness, musical ability and experience, synesthesia, musical hallucinosis, schizophrenia, amusia) are considered. It is concluded that auditory imagery (a) preserves many structural and temporal properties of auditory stimuli, (b) can facilitate auditory discrimination but interfere with auditory detection, (c) involves many of the same brain areas as auditory perception, (d) is often but not necessarily influenced by subvocalization, (e) involves semantically interpreted information and expectancies, (f) involves depictive components and descriptive components, (g) can function as a mnemonic but is distinct from rehearsal, and (h) is related to musical ability and experience (although the mechanisms of that relationship are not clear).

Perception of Non-Verbal Auditory Stimuli in Italian Dyslexic Children

Auditory temporal processing deficits have been proposed as the underlying cause of phonological difficulties in Developmental Dyslexia. The hypothesis was tested in a sample of 20 Italian dyslexic children aged 8–14, and 20 matched control children. Three tasks of auditory processing of non-verbal stimuli, involving discrimination and reproduction of sequences of rapidly presented short sounds were expressly created. Dyslexic subjects performed more poorly than control children, suggesting the presence of a deficit only partially influenced by the duration of the stimuli and of inter-stimulus intervals (ISIs).

Nonverbal auditory agnosia with lesion to Wernicke's area

We report the case of patient M, who suffered unilateral left posterior temporal and parietal damage, brain regions typically associated with language processing. Language function largely recovered since the infarct, with no measurable speech comprehension impairments. However, the patient exhibited a severe impairment in nonverbal auditory comprehension. We carried out extensive audiological and behavioral testing in order to characterize M's unusual neuropsychological profile. We also examined the patient's and controls' neural responses to verbal and nonverbal auditory stimuli using functional magnetic resonance imaging (fMRI). We verified that the patient exhibited persistent and severe auditory agnosia for nonverbal sounds in the absence of verbal comprehension deficits or peripheral hearing problems. Acoustical analyses suggested that his residual processing of a minority of environmental sounds might rely on his speech processing abilities. In the patient's brain, contralateral (right) temporal cortex as well as perilesional (left) anterior temporal cortex were strongly responsive to verbal, but not to nonverbal sounds, a pattern that stands in marked contrast to the controls' data. This substantial reorganization of auditory processing likely supported the recovery of M's speech processing.

Low‐level defective processing of non‐verbal sounds in dyslexic children

We compared processing of non-verbal auditory stimuli by dyslexic and non-dyslexic children using electrophysiological methods. The study included 39 children (17 with dyslexia plus 22 controls) assessed via frontal, central, parietal, and temporal electrodes. As an extension of previous P300 event-related potential studies, we analysed variations in the power values of 40-Hz oscillations (gamma-band oscillations involved in cognitive processing) during a specific time window in response to the auditory 'oddball' paradigm that entail target (random 2 kHz) and standard (frequent 1 kHz) stimuli. Dyslexic children differed significantly from controls (P<0.001) in the mean power of the wavelet-transformed 40-Hz oscillation in a time interval starting at 25 ms after stimulus onset up to 50 ms. This means defective processing of sounds. Within groups, standard and target tones elicited significantly different power values (P<0.001). Correlations of values between standard and target responses at each electrode position were not significant within either group, although dyslexics showed a lower correlation than controls. Significant differences in the mean power of these oscillations detected at very early stages of auditory processing in dyslexic children and the wide range of mean values reveal impairment in processing non-verbal sounds in dyslexia. Our results also support recent findings using behavioural and electrophysiological methods suggesting that dyslexia is a general auditory deficit instead of a speech-specific deficit.

Segmental processing in the human auditory dorsal stream

In the present study we investigated the functional organization of sublexical auditory perception with specific respect to auditory spectro-temporal processing in speech and non-speech sounds. Participants discriminated verbal and nonverbal auditory stimuli according to either spectral or temporal acoustic features in the context of a sparse event-related functional magnetic resonance imaging (fMRI) study. Based on recent models of speech processing, we hypothesized that auditory segmental processing, as is required in the discrimination of speech and non-speech sound according to its temporal features, will lead to a specific involvement of a left-hemispheric dorsal processing network comprising the posterior portion of the inferior frontal cortex and the inferior parietal lobe. In agreement with our hypothesis results revealed significant responses in the posterior part of the inferior frontal gyrus and the parietal operculum of the left hemisphere when participants had to discriminate speech and non-speech stimuli based on subtle temporal acoustic features. In contrast, when participants had to discriminate speech and non-speech stimuli on the basis of changes in the frequency content, we observed bilateral activations along the middle temporal gyrus and superior temporal sulcus. The results of the present study demonstrate an involvement of the dorsal pathway in the segmental sublexical analysis of speech sounds as well as in the segmental acoustic analysis of non-speech sounds with analogous spectro-temporal characteristics.