Temporal-interval Discrimination Research Articles

Cognitive and developmental contributions to psychometric functions on three auditory tasks during adolescence and young adulthood

Auditory perceptual tasks mature at different rates, with temporal tasks having longer developmental courses. We tested 10- to 23-year-olds on frequency discrimination, temporal-interval discrimination, and gap detection using the method of constant stimuli. During task performance, listening effort data were collected via eye-tracker. A cognitive battery was also administered. Thresholds correlated between the frequency and temporal-interval discrimination conditions, which shared the same standard stimulus, but not between other conditions. The slopes of the psychometric functions did not correlate between conditions, suggesting that different or time-varying factors might contribute to slopes on these conditions. Shallower psychometric functions corresponded to poorer thresholds on only the temporal-interval and gap conditions, implying a potential role for attention, engagement, fatigue, or the stability of the stimulus representations on those conditions. Regression modeling indicated a limited role of age: Age predicted thresholds on the temporal-interval discrimination condition and slopes on both the frequency and temporal-interval discrimination conditions. Testing order affected performance on frequency discrimination (threshold) and temporal-interval discrimination (threshold and slope). The measures of listening effort and cognition that predicted thresholds and slopes also differed between those two conditions. On gap detection, neither threshold nor slope was predicted by any variable. [Work funded by NIDCD.]

The role of cerebellum in timing processing: A contingent negative variation study

Time management is an important aspect of human behaviour and cognition. Several brain regions are thought to be involved in motor timing and time estimation tasks. However, subcortical regions such as the basal nuclei and cerebellum seem to play a role in timing control.The aim of this study was to investigate the role of the cerebellum in temporal processing. For this purpose, we transitorily inhibited cerebellar activity by means of cathodal transcranial direct current stimulation (tDCS) and studied the effects of this inhibition on contingent negative variation (CNV) parameters elicited during a S1-S2 motor task in healthy subjects.Sixteen healthy subjects underwent a S1-S2 motor task prior to and after cathodal and sham cerebellar tDCS in separate sessions. The CNV task consisted of a duration discrimination task in which subjects had to determine whether the duration of a probe interval trial was shorter (800 ms), longer (1600 ms), or equal to the target interval of 1200 ms.A reduction in total CNV amplitude emerged only after cathodal tDCS for short and target interval trials, while no differences were detected for the long interval trial. Errors were significantly higher after cathodal tDCS than at baseline evaluation of short and target intervals. No reaction time differences were found for any time interval after the cathodal and sham sessions.These results point to a role of the cerebellum in time perception. In particular, the cerebellum seems to regulate temporal interval discrimination for second and sub-second ranges.

Contribution of listening effort and cognitive processing to psychometric functions during adolescence and young adulthood

Hearing and listening are critical to how adolescents communicate, learn new information, and engage with technology and culture. However, performance on auditory perceptual tasks takes a long time to mature. Age-related improvements in executive functions and other cognitive functions likely contribute to this long developmental trajectory. To examine how listening effort and cognition relate to psychometric functions on auditory perceptual tasks in adolescents and young adults, we used the method of constant stimuli to test 10- to 23-year-olds on frequency discrimination, temporal interval discrimination, and gap detection. During task performance, an eye tracker was used to measure pupil size and blink rate as proxies for listening effort or engagement. Typically, larger pupil size and fewer blinks are associated with higher engagement. All listeners also completed a battery of cognitive tests including tests of verbal and nonverbal reasoning, working memory, processing speed, and attention. We will demonstrate any changes in the estimated thresholds and psychometric function slopes during adolescence and will relate these developmental changes to individual differences in listening effort and cognition. [Work funded by NIDCD.]

Perceptual, procedural, and task learning for an auditory temporal discrimination task.

Perceptual learning reflects experience-driven improvements in the ability to detect changes in stimulus characteristics. The time course for perceptual learning overlaps with that for procedural learning (acquiring general skills and strategies) and task learning (learning the perceptual judgment specific to the task), making it difficult to isolate their individual effects. This study was conducted to examine the role of exposure to stimulus, procedure, and task information on learning for auditory temporal-interval discrimination. Eighty-three listeners completed five online sessions that required temporal-interval discrimination (target task). Before the initial session, listeners were differentially exposed to information about the target task's stimulus, procedure, or task characteristics. Learning occurred across sessions, but an exposure effect was not observed. Given the significant learning across sessions and variability within and across listeners, contributions from stimulus, procedure, and task exposure to overall learning cannot be discounted. These findings clarify the influence of experience on temporal perceptual learning and could inform designs of training paradigms that optimize perceptual improvements.

Temporal interval discrimination with continuous and discrete stimuli

Temporal interval discrimination with continuous and discrete stimuli

Ramping activity in the striatum

Control of the timing of behavior is thought to require the basal ganglia (BG) and BG pathologies impair performance in timing tasks. Temporal interval discrimination depends on the ramping activity of medium spiny neurons (MSN) in the main BG input structure, the striatum, but the underlying mechanisms driving this activity are unclear. Here, we combine an MSN dynamical network model with an action selection system applied to an interval discrimination task. We find that when network parameters are appropriate for the striatum so that slowly fluctuating marginally stable dynamics are intrinsically generated, up and down ramping populations naturally emerge which enable significantly above chance task performance. We show that emergent population activity is in very good agreement with empirical studies and discuss how MSN network dysfunction in disease may alter temporal perception.

A supramodal and conceptual representation of subsecond time revealed with perceptual learning of temporal interval discrimination

Subsecond time perception has been frequently attributed to modality-specific timing mechanisms that would predict no cross-modal transfer of temporal perceptual learning. In fact, perceptual learning of temporal interval discrimination (TID) reportedly shows either no cross-modal transfer, or asymmetric transfer from audition to vision, but not vice versa. However, here we demonstrate complete cross-modal transfer of auditory and visual TID learning using a double training paradigm. Specifically, visual TID learning transfers to and optimizes auditory TID when the participants also receive exposure to the auditory temporal interval by practicing a functionally orthogonal near-threshold tone frequency discrimination task at the same trained interval. Auditory TID learning also transfers to and optimizes visual TID with additional practice of an orthogonal near-threshold visual contrast discrimination task at the same trained interval. Practicing these functionally orthogonal tasks per se has no impact on TID thresholds. We interpret the transfer results as indications of a supramodal representation of subsecond time. Moreover, because TID learning shows complete transfer between modalities with vastly different temporal precisions, the sub-second time presentation must be conceptual. Double training may refine this supramodal and conceptual subsecond time representation and connect it to a new sense to improve time perception.

Differentiating perceptual, procedural, and task learning for an auditory temporal discrimination task

Perceptual or stimulus learning (PL) reflects experience-driven improvements in the ability to detect changes in stimulus characteristics. The time course for PL overlaps with that for procedural learning (acquiring general skills and strategies) and task learning (learning the perceptual judgment specific to the task), making it difficult to isolate their individual effects. This study was conducted to examine the impact of exposure to stimulus, procedure, and task information on learning for auditory temporal-interval discrimination. Eighty-three listeners completed multiple sessions requiring auditory temporal-interval discrimination (target learning task), but before these sessions listeners were exposed to one of three conditions that differed by the information conveyed about the target task’s stimulus, procedure, or task characteristics. Significant learning occurred but an exposure effect was not found when examined across sessions. However, percentage improvement scores (initial to final) revealed that listeners exposed to elements of the target task demonstrated larger percentage improvements on that task compared to naïve listeners without any prior experience in a manner that suggested that stimulus and procedural learning were possible drivers of temporal learning. These findings could clarify the influence of experience on temporal PL and inform future research aimed at developing training paradigms that optimize perceptual improvements.

Supramodal representation of subsecond time and the impact of its training on unimodal temporal interval discrimination

Supramodal representation of subsecond time and the impact of its training on unimodal temporal interval discrimination

Complete cross-frequency transfer of tone frequency learning after double training.

A person's ability to discriminate fine differences in tone frequency is vital for everyday hearing such as listening to speech and music. This ability can be improved through training (i.e., tone frequency learning). Depending on stimulus configurations and training procedures, tone frequency learning can either transfer to new frequencies, which would suggest learning of a general task structure, or show significant frequency specificity, which would suggest either changes in neural representations of trained frequencies, or reweighting of frequency-specific neural responses. Here we tested the hypothesis that frequency specificity in tone frequency learning can be abolished with a double-training procedure. Specifically, participants practiced tone frequency discrimination at 1 or 6 kHz, presumably encoded by different temporal or place coding mechanisms, respectively. The stimuli were brief tone pips known to produce significant specificity. Tone frequency learning was indeed initially highly frequency specific (Experiment 1). However, with additional exposure to the other untrained frequency via an irrelevant temporal interval discrimination task, or even background play during a visual task, learning transferred completely (1-to-6 kHz or 6-to-1 kHz; Experiments 2-4). These results support general task structure learning, or concept learning in our term, in tone frequency learning despite initial frequency specificity. They also suggest strategies to design efficient auditory training in practical settings. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Perceptual-learning evidence for inter-onset-interval- and frequency-specific processing of fast rhythms.

Rhythm is fundamental to music and speech, yet little is known about how even simple rhythmic patterns are processed. Here we investigated the processing of isochronous rhythms in the short inter-onset-interval (IOI) range (IOIs < 250-400 ms) using a perceptual-learning paradigm. Trained listeners (n=8) practiced anisochrony detection with a 100-ms IOI marked by 1-kHz tones, 720 trials per day for 7 days. Between pre- and post-training tests, trained listeners improved significantly more than controls (no training; n=8) on the anisochrony-detection condition that the trained listeners practiced. However, the learning on anisochrony detection did not generalize to temporal-interval discrimination with the trained IOI (100 ms) and marker frequency (1 kHz) or to anisochrony detection with an untrained marker frequency (4 kHz or variable frequency vs. 1 kHz), and generalized negatively to anisochrony detection with an untrained IOI (200 ms vs. 100 ms). Further, pre-training thresholds were correlated among nearly all of the conditions with the same IOI (100-ms IOIs), but not between conditions with different IOIs (100-ms vs. 200-ms IOIs). Thus, it appears that some task-, IOI-, and frequency-specific processes are involved in fast-rhythm processing. These outcomes are most consistent with a holistic rhythm-processing model in which a holistic "image" of the stimulus is compared to a stimulus-specific template.

Auditory temporal perceptual learning and transfer in Chinese-speaking children with developmental dyslexia

Perceptual learning refers to the improvement of perceptual performance as a function of training. Recent studies found that auditory perceptual learning may improve phonological skills in individuals with developmental dyslexia in alphabetic writing system. However, whether auditory perceptual learning could also benefit the reading skills of those learning the Chinese logographic writing system is, as yet, unknown. The current study aimed to investigate the remediation effect of auditory temporal perceptual learning on Mandarin-speaking school children with developmental dyslexia. Thirty children with dyslexia were screened from a large pool of students in 3th-5th grades. They completed a series of pretests and then were assigned to either a non-training control group or a training group. The training group worked on a pure tone duration discrimination task for 7 sessions over 2 weeks with thirty minutes per session. Post-tests immediately after training and a follow-up test 2 months later were conducted. Analyses revealed a significant training effect in the training group relative to non-training group, as well as near transfer to the temporal interval discrimination task and far transfer to phonological awareness, character recognition and reading fluency. Importantly, the training effect and all the transfer effects were stable at the 2-month follow-up session. Further analyses found that a significant correlation between character recognition performance and learning rate mainly existed in the slow learning phase, the consolidation stage of perceptual learning, and this effect was modulated by an individuals' executive function. These findings indicate that adaptive auditory temporal perceptual learning can lead to learning and transfer effects on reading performance, and shed further light on the potential role of basic perceptual learning in the remediation and prevention of developmental dyslexia.

Mutual transfer between visual and auditory temporal interval learning supports a central clock in temporal processing

Temporal perceptual learning shows specificity to the visual or auditory modality, or asymmetric partial transfer from auditory to visual, but not vice versa. These findings are interpreted as evidence for distributed, rather than central, temporal processing (Ivry & Schlerf, 2008). For visual perceptual learning, location and orientation specificity can be eliminated with double training, indicating that learning specificity may not be used to infer the mechanisms of perceptual learning (e.g., Xiao et al., 2008). Here we investigated whether double training can eliminate the modality specificity in temporal learning. We first replicated asymmetric partial transfer results between auditory and visual learning of a temporal-interval discrimination (TID) task with standard training. The standard interval was marked by a pair of auditory beeps or visual gratings at 100-ms. The subjects practiced either the auditory or the visual TID task for 5 sessions. Visual TID learning had no impact on auditory TID performance (p=0.65), while auditory TID learning improved visual TID performance (p=0.005), although not as much as direction visual TID learning (p=0.028). However, complete learning transfer was evident with double-training. When visual TID learning was paired with an auditory frequency discrimination task at the same 100-ms interval, auditory TID performance was improved similarly to direct auditory training (p=0.051), indicating complete cross-modal learning transfer. Similarly, when auditory TID learning was paired with a visual contrast discrimination task at the same 100-ms interval, visual TID performance was improved equally as direct visual training (p=0.95), again indicating complete cross-modal learning transfer. In both cases we found no significant impact of practicing auditory frequency discrimination or visual contrast discrimination alone on TID performance. Our results suggest mutual and nearly complete learning transfer of TID learning between visual and auditory modalities, which are consistent with a central temporal processing mechanism shared by different modalities.

Transient sex differences during adolescence on auditory perceptual tasks.

Many perceptual abilities differ between the sexes. Because these sex differences have been documented almost exclusively in adults, they have been attributed to sex-specific neural circuitry that emerges during development and is maintained in the mature perceptual system. To investigate whether behavioral sex differences in perception can also have other origins, we compared performance between males and females ranging in age from 8 to 30 years on auditory temporal-interval discrimination and tone-in-noise detection tasks on which there are no sex differences in adults. If sex differences in perception arise only from the establishment and subsequent maintenance of sex-specific neural circuitry, there should be no sex differences during development on these tasks. In contrast, sex differences emerged in adolescence but resolved by adulthood on two of the six conditions, with signs of a similar pattern on a third condition. In each case, males reached mature performance earlier than females, resulting in a sex difference in the interim. These results suggest that sex differences in perception may arise from differences in the maturational timing of common circuitry used by both sexes. They also imply that sex differences in perceptual abilities may be more prevalent than previously thought based on adult data alone.

A Developmental Perspective in Learning the Mirror-Drawing Task.

Is there late maturation of skill learning? This notion has been raised to explain an adult advantage in learning a variety of tasks, such as auditory temporal-interval discrimination, locomotion adaptation, and drawing visually-distorted spatial patterns (mirror-drawing, MD). Here, we test this assertion by following the practice of the MD task in two 5 min daily sessions separated by a 10 min break, over the course of 2 days, in 5–6-year-old kindergarten children, 7–8-year-old second-graders, and young adults. In the MD task, participants were required to trace a square while looking at their hand only as a reflection in a mirror. Kindergarteners did not show learning of the visual-motor mapping, and on average, did not produce even one full side of a square correctly. Second-graders showed increased online movement control with longer strokes, and robust learning of the visual-motor mapping, resulting in a between-day increase in the number of correctly drawn sides with no loss in accuracy. Overall, kindergarteners and second-graders producing at least one correct polygon-side on Day 1 were more likely to improve their performance between days. Adults showed better performance with improvements in the number of correctly drawn sides between- and within-days, and in accuracy between days. It has been suggested that 5-year-olds cannot learn the task due to their inability to detect and encapsulate previously produced accurate movements. Our findings suggest, instead, that these children lacked initial, accurate performance that could be enhanced through training. Recently, it has been shown that in a simple grapho-motor task the three age-groups improved their speed of performance within a session and between-days, while maintaining accuracy scores. Taken together, these data suggest that children’s motor skill learning depends on the task’s characteristics and their adopting an efficient and mature performance strategy enabling initial success that can be improved through training.

Learning, worsening, and generalization in response to auditory perceptual training during adolescence

While it is commonly held that the capacity to learn is greatest in the young, there have been few direct comparisons of the response to training across age groups. Here, adolescents (11-17 years, n = 20) and adults (≥18 years, n = 11) practiced detecting a backward-masked tone for ∼1 h/day for 10 days. Nearly every adult, but only half of the adolescents improved across sessions, and the adolescents who learned did so more slowly than adults. Nevertheless, the adolescent and adult learners showed the same generalization pattern, improving on untrained backward- but not forward- or simultaneous-masking conditions. Another subset of adolescents (n = 6) actually got worse on the trained condition. This worsening, unlike learning, generalized to an untrained forward-masking, but not backward-masking condition. Within sessions, both age groups got worse, but the worsening was greater for adolescents. These maturational changes in the response to training largely followed those previously reported for temporal-interval discrimination. Overall, the results suggest that late-maturing processes affect the response to perceptual training and that some of these processes may be shared between tasks. Further, the different developmental rates for learning and generalization, and different generalization patterns for learning and worsening imply that learning, generalization, and worsening may have different origins.

Temporal processing dysfunction in schizophrenia as measured by time interval discrimination and tempo reproduction tasks

Time perception deficiency has been implicated in schizophrenia; however the exact nature of this remains unclear. The present study was designed with the aim to delineate timing deficits in schizophrenia by examining performance of patients with schizophrenia and healthy volunteers in an interval discrimination test and their accuracy and precision in a pacing reproduction–replication test. The first task involved temporal discrimination of intervals, in which participants (60 patients with schizophrenia and 35 healthy controls) had to judge whether intervals were longer, shorter or equal than a standard interval. The second task required repetitive self-paced tapping to test accuracy and precision in the reproduction and replication of tempos. Patients were found to differ significantly from the controls in the psychoticism scale of EPQ, the proportion of correct responses in the interval discrimination test and the overall accuracy and precision in the reproduction and replication of sound sequences (p < 0.01). Within the patient group bad responders concerning the ability to discriminate time intervals were associated with increased scores in the Positive and Negative Syndrome Scale (PANSS) and in the Brief Psychiatric Rating Scale (BPRS) in comparison to good responders (p < 0.01). There were no gender effects and there were no differences between subgroups of patients taking different kinds or combinations of drugs. Analysis has shown that performance on timing tasks decreased with increasing psychopathology and therefore that timing dysfunctions are directly linked to the severity of the illness. Different temporal dysfunctions can be traced to different psychophysiological origins that can be explained using the Scalar Expectancy Theory (SET).

The effects of context and musical training on auditory temporal-interval discrimination

Non sensory factors such as stimulus context and musical experience are known to influence auditory frequency discrimination, but whether the context effect extends to auditory temporal processing remains unknown. Whether individual experiences such as musical training alter the context effect is also unknown. The goal of the present study was therefore to investigate the effects of stimulus context and musical experience on auditory temporal-interval discrimination. In experiment 1, temporal-interval discrimination was compared between fixed context conditions in which a single base temporal interval was presented repeatedly across all trials and variable context conditions in which one of two base intervals was randomly presented on each trial. Discrimination was significantly better in the fixed than in the variable context conditions. In experiment 2 temporal discrimination thresholds of musicians and non-musicians were compared across 3 conditions: a fixed context condition in which the target interval was presented repeatedly across trials, and two variable context conditions differing in the frequencies used for the tones marking the temporal intervals. Musicians outperformed non-musicians on all 3 conditions, but the effects of context were similar for the two groups. Overall, it appears that, like frequency discrimination, temporal-interval discrimination benefits from having a fixed reference. Musical experience, while improving performance, did not alter the context effect, suggesting that improved discrimination skills among musicians are probably not an outcome of more sensitive contextual facilitation or predictive coding mechanisms.

Functional development of fronto-striato-parietal networks associated with time perception.

Compared to our understanding of the functional maturation of executive functions, little is known about the neurofunctional development of perceptive functions. Time perception develops during late adolescence, underpinning many functions including motor and verbal processing, as well as late maturing higher order cognitive skills such as forward planning and future-related decision making. Nothing, however, is known about the neurofunctional changes associated with time perception from childhood to adulthood. Using functional magnetic resonance imaging we explored the effects of age on the brain activation and functional connectivity of 32 male participants from 10 to 53 years of age during a time discrimination task that required the discrimination of temporal intervals of seconds differing by several hundred milliseconds. Increasing development was associated with progressive activation increases within left lateralized dorsolateral and inferior fronto-parieto-striato-thalamic brain regions. Furthermore, despite comparable task performance, adults showed increased functional connectivity between inferior/dorsolateral interhemispheric fronto-frontal activation as well as between inferior fronto-parietal regions compared with adolescents. Activation in caudate, specifically, was associated with both increasing age and better temporal discrimination. Progressive decreases in activation with age were observed in ventromedial prefrontal cortex, limbic regions, and cerebellum. The findings demonstrate age-dependent developmentally dissociated neural networks for time discrimination. With increasing age there is progressive recruitment of later maturing left hemispheric and lateralized fronto-parieto-striato-thalamic networks, known to mediate time discrimination in adults, while earlier developing brain regions such as ventromedial prefrontal cortex, limbic and paralimbic areas, and cerebellum subserve fine-temporal processing functions in children and adolescents.

Late maturation of auditory perceptual learning

Adults can improve their performance on many perceptual tasks with training, but when does the response to training become mature? To investigate this question, we trained 11-year-olds, 14-year-olds and adults on a basic auditory task (temporal-interval discrimination) using a multiple-session training regimen known to be effective for adults. The adolescents all began with performance in the adult range. However, while all of the adults improved across sessions, none of the 11-year-olds and only half of the 14-year-olds did. The adolescents who failed to learn did so even though the 10-session training regimen provided twice the number of sessions required by adults to reach asymptotic performance. Further, over the course of each session, the performance of the adults was stable but that of the adolescents, including those who learned, deteriorated. These results demonstrate that the processes that underlie perceptual learning can continue to develop well into adolescence.