scholarly journals Auditory memory for random time patterns in cochlear implant listeners

2021 ◽  
Vol 150 (3) ◽  
pp. 1934-1944
Author(s):  
HiJee Kang ◽  
Olivier Macherey ◽  
Stéphane Roman ◽  
Daniel Pressnitzer
Keyword(s):  
Cochlear Implant ◽  
Auditory Memory ◽  
Random Time ◽  
Time Patterns

Auditory memory for random time patterns

2017 ◽  
Vol 142 (4) ◽  
pp. 2219-2232 ◽  
Author(s):  
HiJee Kang ◽  
Trevor R. Agus ◽  
Daniel Pressnitzer
Keyword(s):  
Auditory Memory ◽  
Random Time ◽  
Time Patterns

scholarly journals Auditory memory for random time patterns in cochlear implant users

2020 ◽  
Author(s):  
HiJee Kang ◽  
Olivier Macherey ◽  
Stéphane Roman ◽  
Daniel Pressnitzer
Keyword(s):  
Cochlear Implant ◽  
Perceptual Learning ◽  
Electric Pulse ◽  
Acoustic Pulse ◽  
Normal Hearing ◽  
Auditory Memory ◽  
Pulse Trains ◽  
Time Patterns ◽  
Additional Challenge ◽  
Temporal Sequences

Learning new sounds is essential for normal hearing listeners and cochlear implant users alike, with the additional challenge for implant users that spectral resolution is severely degraded. Here, the rapid learning of stochastic temporal sequences was evaluated for cochlear implant users using electric pulse trains and for normal hearing listeners using matched acoustic pulse trains. Rapid perceptual learning was observed for both groups, with similar characteristics. Implant users were also able to learn ultra-fast electric temporal sequences unavailable to acoustic hearing. This suggests that cochlear implant users retain the plasticity mechanisms needed for rapid perceptual learning of complex temporal sequences.

Memory for Random Time Patterns in Audition, Touch, and Vision

Neuroscience ◽  
2018 ◽  
Vol 389 ◽  
pp. 118-132 ◽  
Author(s):  
HiJee Kang ◽  
Denis Lancelin ◽  
Daniel Pressnitzer
Keyword(s):  
Random Time ◽  
Time Patterns

Letter to the Editor Concerning Skuk et al., “Parameter-Specific Morphing Reveals Contributions of Timbre and Fundamental Frequency Cues to the Perception of Voice Gender and Age in Cochlear Implant Users”

2020 ◽  
Vol 63 (12) ◽  
pp. 4325-4326 ◽  
Author(s):  
Hartmut Meister ◽  
Katrin Fuersen ◽  
Barbara Streicher ◽  
Ruth Lang-Roth ◽  
Martin Walger
Keyword(s):  
Cochlear Implant ◽  
Fundamental Frequency ◽  
Stimulus Type ◽  
Voice Perception ◽  
Letter To The Editor ◽  
Gender And Age ◽  
General Influence

Purpose The purpose of this letter is to compare results by Skuk et al. (2020) with Meister et al. (2016) and to point to a potential general influence of stimulus type. Conclusion Our conclusion is that presenting sentences may give cochlear implant recipients the opportunity to use timbre cues for voice perception. This might not be the case when presenting brief and sparse stimuli such as consonant–vowel–consonant or single words, which were applied in the majority of studies.

Perceptual Learning of Vocoded Speech With and Without Contralateral Hearing: Implications for Cochlear Implant Rehabilitation

2020 ◽  
pp. 1-10
Author(s):  
Martin Chavant ◽  
Alexis Hervais-Adelman ◽  
Olivier Macherey
Keyword(s):  
Cochlear Implant ◽  
Perceptual Learning ◽  
Speech Signal ◽  
Training Phase ◽  
Monosyllabic Words ◽  
Low Pass ◽  
Contralateral Ear ◽  
Number Of Individuals ◽  
Insight Into ◽  
Vocoded Speech

Purpose An increasing number of individuals with residual or even normal contralateral hearing are being considered for cochlear implantation. It remains unknown whether the presence of contralateral hearing is beneficial or detrimental to their perceptual learning of cochlear implant (CI)–processed speech. The aim of this experiment was to provide a first insight into this question using acoustic simulations of CI processing. Method Sixty normal-hearing listeners took part in an auditory perceptual learning experiment. Each subject was randomly assigned to one of three groups of 20 referred to as NORMAL, LOWPASS, and NOTHING. The experiment consisted of two test phases separated by a training phase. In the test phases, all subjects were tested on recognition of monosyllabic words passed through a six-channel “PSHC” vocoder presented to a single ear. In the training phase, which consisted of listening to a 25-min audio book, all subjects were also presented with the same vocoded speech in one ear but the signal they received in their other ear differed across groups. The NORMAL group was presented with the unprocessed speech signal, the LOWPASS group with a low-pass filtered version of the speech signal, and the NOTHING group with no sound at all. Results The improvement in speech scores following training was significantly smaller for the NORMAL than for the LOWPASS and NOTHING groups. Conclusions This study suggests that the presentation of normal speech in the contralateral ear reduces or slows down perceptual learning of vocoded speech but that an unintelligible low-pass filtered contralateral signal does not have this effect. Potential implications for the rehabilitation of CI patients with partial or full contralateral hearing are discussed.

Therapeutic Issues and Adolescent Cochlear Implant Recipients

2004 ◽  
Vol 14 (2) ◽  
pp. 16-20
Author(s):  
Patricia M. Chute ◽  
Helen C. Buhler
Keyword(s):  
Cochlear Implant

Short-Term Auditory Memory, Oral Perception, and Experimental Sound Learning

1969 ◽  
Vol 12 (1) ◽  
pp. 185-192 ◽  
Author(s):  
John L. Locke
Keyword(s):  
Memory Span ◽  
Auditory Memory ◽  
Span Task ◽  
Short Term ◽  
Learning Framework ◽  
Sound Learning ◽  
Oral Perception

Ten children with high scores on an auditory memory span task were significantly better at imitating three non-English phones than 10 children with low auditory memory span scores. An additional 10 children with high scores on an oral stereognosis task were significantly better at imitating two of the three phones than 10 children with low oral stereognosis scores. Auditory memory span and oral stereognosis appear to be important subskills in the learning of new articulations, perhaps explaining their appearance in the literature as “etiologies” of disordered articulation. Although articulation development and the experimental acquisition of non-English phones have certain obvious differences, they seem to share some common processes, suggesting that the sound learning framework may be an efficacious technique for revealing otherwise inaccessible information.

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