Disruption of Perceptual Learning by a Brief Practice Break

Evidence that anterograde learning interference depends on the stage of learning of the interferer: blocked versus interleaved training

Training on one task (task A) can disrupt learning on a subsequently trained task (task B), illustrating anterograde learning interference. We asked whether the induction of anterograde learning interference depends on the learning stage that task A has reached when the training on task B begins. To do so, we drew on previous observations in perceptual learning in which completing all training on one task before beginning training on another task (blocked training) yielded markedly different learning outcomes than alternating training between the same two tasks for the same total number of trials (interleaved training). Those blocked versus interleaved contrasts suggest that there is a transition between two differentially vulnerable learning stages that is related to the number of consecutive training trials on each task, with interleaved training presumably tapping acquisition, and blocked training tapping consolidation. Here, we used the blocked versus interleaved paradigm in auditory perceptual learning in a case in which blocked training generated anterograde-but not its converse, retrograde-learning interference (A→B, not B←A). We report that anterograde learning interference of training on task A (interaural time difference discrimination) on learning on task B (interaural level difference discrimination) occurred with blocked training and diminished with interleaved training, with faster rates of interleaving leading to less interference. This pattern held for across-day, within-session, and offline learning. Thus, anterograde learning interference only occurred when the number of consecutive training trials on task A surpassed some critical value, consistent with other recent evidence that anterograde learning interference only arises when learning on task A has entered the consolidation stage.

Non-sensory Influences on Auditory Learning and Plasticity

Distinguishing between regular and irregular heartbeats, conversing with speakers of different accents, and tuning a guitar-all rely on some form of auditory learning. What drives these experience-dependent changes? A growing body of evidence suggests an important role for non-sensory influences, including reward, task engagement, and social or linguistic context. This review is a collection of contributions that highlight how these non-sensory factors shape auditory plasticity and learning at the molecular, physiological, and behavioral level. We begin by presenting evidence that reward signals from the dopaminergic midbrain act on cortico-subcortical networks to shape sound-evoked responses of auditory cortical neurons, facilitate auditory category learning, and modulate the long-term storage of new words and their meanings. We then discuss the role of task engagement in auditory perceptual learning and suggest that plasticity in top-down cortical networks mediates learning-related improvements in auditory cortical and perceptual sensitivity. Finally, we present data that illustrates how social experience impacts sound-evoked activity in the auditory midbrain and forebrain and how the linguistic environment rapidly shapes speech perception. These findings, which are derived from both human and animal models, suggest that non-sensory influences are important regulators of auditory learning and plasticity and are often implemented by shared neural substrates. Application of these principles could improve clinical training strategies and inform the development of treatments that enhance auditory learning in individuals with communication disorders.

Audiovisual training rapidly reduces potentially hazardous perceptual errors caused by earplugs

Our ears capture sound from all directions but do not encode directional information explicitly. Instead, subtle acoustic features associated with unique sound source locations must be learned through experience. Surprisingly, aspects of this mapping process remain highly plastic throughout adulthood: Adult human listeners can accommodate acutely modified acoustic inputs ("new ears") over a period of a few weeks to recover near-normal sound localization, and this process can be accelerated with explicit training. Here we evaluated the extent of such plasticity given only transient exposure to distorted inputs. Distortions were produced via earplugs, which severely degrade sound localization performance, constraining their usability in real-world settings that require accurate directional hearing. Localization was measured over a period of ten weeks. Provision of feedback via simple paired auditory and visual stimuli led to a rapid decrease in the occurrence of large errors (responses >|±30°| from target) despite only once-weekly exposure to the altered inputs. Moreover, training effects generalized to untrained sound source locations. Lesser but qualitatively similar improvements were observed in a group of subjects that did not receive explicit feedback. In total, data demonstrate that even transient exposure to altered spatial acoustic information is sufficient for meaningful perceptual improvement (i.e., chronic exposure is not required), offering insight on the nature and time course of perceptual learning in the context of spatial hearing. Data also suggest that the large and potentially hazardous errors in localization caused by earplugs can be mitigated with appropriate training, offering a practical means to increase their usability.

A comprehensive quality assessment framework for scientific events

Systematic assessment of scientific events has become increasingly important for research communities. A range of metrics (e.g., citations, h-index) have been developed by different research communities to make such assessments effectual. However, most of the metrics for assessing the quality of less formal publication venues and events have not yet deeply investigated. It is also rather challenging to develop respective metrics because each research community has its own formal and informal rules of communication and quality standards. In this article, we develop a comprehensive framework of assessment metrics for evaluating scientific events and involved stakeholders. The resulting quality metrics are determined with respect to three general categories—events, persons, and bibliometrics. Our assessment methodology is empirically applied to several series of computer science events, such as conferences and workshops, using publicly available data for determining quality metrics. We show that the metrics’ values coincide with the intuitive agreement of the community on its “top conferences”. Our results demonstrate that highly-ranked events share similar profiles, including the provision of outstanding reviews, visiting diverse locations, having reputed people involved, and renowned sponsors.

Tactile angle discriminability improvement: roles of training time intervals and different types of training tasks

Perceptual learning, which is not limited to sensory modalities such as vision and touch, emerges within a training session and between training sessions and is accompanied by the remodeling of neural connections in the cortex. However, limited knowledge exists regarding perceptual learning between training sessions. Although tactile studies have paid attention to between-session learning effects, there have been few studies asking fundamental questions regarding whether the time interval between training sessions affects tactile perceptual learning and generalization across tactile tasks. We investigated the effects of different training time intervals on the consecutive performance of a tactile angle discrimination (AD) task and a tactile orientation discrimination (OD) task training on tactile angle discriminability. The results indicated that in the short-interval training group, AD task performance significantly improved in the early stage of learning and nearly plateaued in the later stage, whereas in the long-interval training group, significant improvement was delayed and then also nearly plateaued in the later stage; additionally, improved OD task performance resulted in improved AD task performance. These findings suggest that training time interval affects the early stage of learning but not the later stage and that generalization occurs between different types of tactile tasks.

NEW & NOTEWORTHY Perceptual learning, which constitutes important foundations of complicated cognitive processes, is learning better perception skills. We demonstrate that training time interval can affect the early stage of learning but not the later stage. Moreover, a tactile orientation discrimination training task can also improve tactile angle discrimination performance. These findings may expand the characteristics of between-session learning and help understand the mechanism of the generalization across tactile tasks.

Change deafness can be reduced, but not eliminated, using brief training interventions

Research on change deafness indicates there are substantial limitations to listeners' perception of which objects are present in complex auditory scenes, an ability that is important for many everyday situations. Experiment 1 examined the extent to which change deafness could be reduced by training with performance feedback compared to no training. Experiment 2 compared the efficacy of training with detailed feedback that identified the change and provided performance feedback on each trial, training without feedback, and no training. We further examined the timescale over which improvement unfolded by examining performance using an immediate post-test and a second post-test 12 h later. We were able to reduce, but not eliminate, change deafness for all groups, and determined that the practice content strongly impacted bias and response strategy. Training with simple performance feedback reduced change deafness but increased bias and false alarm rates, while providing a more detailed feedback improved change detection without affecting bias. Together, these findings suggest that change deafness can be reduced if a relatively small amount of practice is completed. When bias did not impede performance during the first post-test, the majority of the learning following training occurred immediately, suggesting that fast within-session learning primarily supported improvement on the task.