Psychoacoustic thresholds of pure tone frequency discrimination (FD) in children are elevated relative to those of adults. It has been shown that it is possible to improve FD thresholds in adults, following a single (subhour) training session. To determine whether FD thresholds in children may be improved by training and, consequently, reduced to adult levels, 100 normally hearing 6- to 11-year-old children and adults received approximately 1 h of training on a FD task at 1 kHz. At the start of training, a quarter of all child participants had FD thresholds that resembled those of naive adults (adult-like subgroup). Another quarter achieved thresholds that were adult-like at some point during training (trainable subgroup). For the remainder (nonadult-like subgroup), thresholds did not reach those of naive adult listeners at any point in the training session. Subgroup membership was linked to the influence of three factors-age, nonverbal IQ, and attention. However, across subgroups, learning was found not to generalize to either a different standard frequency (4 kHz) or a variable (roving) presentation paradigm. The results indicate that it is possible for some children to achieve FD thresholds comparable to those of naive adults, either natively or after limited training.
Nonspeech (AFD) or speech (PD) discrimination training can lead to auditory learning in typically developing children of this age range. However, this learning does not always generalize across stimuli or tasks, across modalities, or to higher level measures of language ability.
BackgroundAlthough feedback on performance is generally thought to promote perceptual learning, the role and necessity of feedback remain unclear. We investigated the effect of providing varying amounts of positive feedback while listeners attempted to discriminate between three identical tones on learning frequency discrimination.Methodology/Principal FindingsUsing this novel procedure, the feedback was meaningless and random in relation to the listeners' responses, but the amount of feedback provided (or lack thereof) affected learning. We found that a group of listeners who received positive feedback on 10% of the trials improved their performance on the task (learned), while other groups provided either with excess (90%) or with no feedback did not learn. Superimposed on these group data, however, individual listeners showed other systematic changes of performance. In particular, those with lower non-verbal IQ who trained in the no feedback condition performed more poorly after training.Conclusions/SignificanceThis pattern of results cannot be accounted for by learning models that ascribe an external teacher role to feedback. We suggest, instead, that feedback is used to monitor performance on the task in relation to its perceived difficulty, and that listeners who learn without the benefit of feedback are adept at self-monitoring of performance, a trait that also supports better performance on non-verbal IQ tests. These results show that ‘perceptual’ learning is strongly influenced by top-down processes of motivation and intelligence.
A lower proportion of participants were found to be unsafe on the road than in previous studies. Nevertheless, the previously identified equation predicted safety to drive in most patients. Including additional tests reduced the misclassification rate but requires independent validation. We suggest that the cognitive test battery might be used in clinical practice to identify patients with dementia who would benefit from on-road assessment.
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