scholarly journals Sensory noise explains auditory frequency discrimination learning induced by training with identical stimuli

2009 ◽  
Vol 71 (1) ◽  
pp. 5-7 ◽  
Author(s):  
C. Micheyl ◽  
J. H. McDermott ◽  
A. J. Oxenham
Keyword(s):  
Discrimination Learning ◽  
Frequency Discrimination ◽  
Sensory Noise

scholarly journals Auditory frequency discrimination learning is affected by stimulus variability

2005 ◽  
Vol 67 (4) ◽  
pp. 691-698 ◽  
Author(s):  
Sygal Amitay ◽  
David J. C. Hawkey ◽  
David R. Moore
Keyword(s):  
Discrimination Learning ◽  
Frequency Discrimination ◽  
Stimulus Variability

Frequency discrimination learning in children

2008 ◽  
Vol 123 (6) ◽  
pp. 4393-4402 ◽  
Author(s):  
Lorna F. Halliday ◽  
Jenny L. Taylor ◽  
A. Mark Edmondson-Jones ◽  
David R. Moore
Keyword(s):  
Discrimination Learning ◽  
Frequency Discrimination

scholarly journals Blocking c-Fos Expression Reveals the Role of Auditory Cortex Plasticity in Sound Frequency Discrimination Learning

2017 ◽  
Vol 28 (5) ◽  
pp. 1645-1655 ◽  
Author(s):  
Livia de Hoz ◽  
Dorota Gierej ◽  
Victoria Lioudyno ◽  
Jacek Jaworski ◽  
Magda Blazejczyk ◽  
...  
Keyword(s):  
Auditory Cortex ◽  
Discrimination Learning ◽  
Frequency Discrimination ◽  
Sound Frequency ◽  
Fos Expression

Frequency Discrimination in Regions of Normal and Impaired Sensitivity

1982 ◽  
Vol 25 (1) ◽  
pp. 34-41 ◽  
Author(s):  
Christopher W. Turner ◽  
David A. Nelson
Keyword(s):  
Frequency Discrimination

Distinctive Phonetic Features as Relevant and Irrelevant Stimulus Dimensions in Speech-Sound Discrimination Learning

1974 ◽  
Vol 17 (3) ◽  
pp. 417-425
Author(s):  
Stuart I. Ritterman ◽  
Nancy C. Freeman
Keyword(s):  
College Students ◽  
Discrimination Learning ◽  
Irrelevant Dimension ◽  
Speech Sound ◽  
Irrelevant Stimulus ◽  
Relevant Dimension ◽  
Phonetic Features ◽  
Sound Discrimination ◽  
Nonsense Syllables

Thirty-two college students were required to learn the relevant dimension in each of two randomized lists of auditorily presented stimuli. The stimuli consisted of seven pairs of CV nonsense syllables differing by two relevant dimension units and from zero to seven irrelevant dimension units. Stimulus dimensions were determined according to Saporta’s units of difference. No significant differences in performance as a function of number of the irrelevant dimensions nor characteristics of the relevant dimension were observed.

Cognitive Development Meets Discrimination Learning

1996 ◽  
Vol 41 (11) ◽  
pp. 1109-1110
Author(s):  
Deborah G. Kemler Nelson
Keyword(s):  
Cognitive Development ◽  
Discrimination Learning
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