Event-related brain potentials and selective attention to acoustic and phonetic cues

Hink, Robert F.; Hillyard, Steven A.; Benson, P. F.

doi:10.1016/0301-0511(78)90002-9

Cited by 155 publications

(36 citation statements)

References 36 publications

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“…Simultaneously, ERPs were recorded to linguistic and nonlinguistic probe stimuli superimposed on the narratives at both the attended and unattended speakers. Consistent with previous findings (Woldorff & Hillyard, 1991;Hillyard & Picton, 1987;Woods et al, 1984;Hansen, Dickstein, et al, 1983;Hansen & Hillyard, 1980;Näätänen, 1979Näätänen, , 1982Hink et al, 1977Hink et al, , 1978Hillyard et al, 1973), in adults, the ERP waveforms evidenced the typical auditory attention effect for both types of probes: an enhanced negativity for probes when attended as compared with those same Figure 3. In a comparison of the attention effects (attended-unattended) in children and adults using normalized difference measures, a Group Â Hemisphere Â Laterality interaction reflected the relatively greater left-than-right lateral extension of attention effects observed in adults.…”

Section: Discussionsupporting

confidence: 90%

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An Event-related Potential Study of Selective Auditory Attention in Children and Adults

Coch

Sanders²,

Neville³

2005

Journal of Cognitive Neuroscience

118

136

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Abstract& In a dichotic listening paradigm, event-related potentials (ERPs) were recorded to linguistic and nonlinguistic probe stimuli embedded in 2 different narrative contexts as they were either attended or unattended. In adults, the typical N1 attention effect was observed for both types of probes: Probes superimposed on the attended narrative elicited an enhanced negativity compared to the same probes when unattended. Overall, this sustained attention effect was greater over medial and left lateral sites, but was more posteriorly distributed and of longer duration for linguistic as compared to nonlinguistic probes. In contrast, in 6-to 8-year-old children the ERPs were morphologically dissimilar to those elicited in adults and children displayed a greater positivity to both types of probe stimuli when embedded in the attended as compared to the unattended narrative. Although both adults and children showed attention effects beginning at about 100 msec, only adults displayed left-lateralized attention effects and a distinct, posterior distribution for linguistic probes. These results suggest that the attentional networks indexed by this task continue to develop beyond the age of 8 years. &

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Section: Discussionsupporting

confidence: 90%

“…A similar N1 attention effect was reported for syllables and environmental sounds (Hink, Hillyard, & Benson, 1978;Hink, van Voorhis, Hillyard, & Smith, 1977).…”

Section: Event-related Potential Measures Of Selective Auditory Attensupporting

confidence: 82%

An Event-related Potential Study of Selective Auditory Attention in Children and Adults

Coch

Sanders²,

Neville³

2005

Journal of Cognitive Neuroscience

118

136

View full text Add to dashboard Cite

show abstract

“…At a domain-general level, the N100 is known to be a sensitive index of selective attention—the ability to attend to one type of input while suppressing distracting stimuli. Attended stimuli elicit larger N100 potentials than the same stimuli when unattended (e.g., Hillyard, Hink, Schwent & Picton, 1973; Van Voorhis & Hillyard, 1977; Hink, Hillyard & Benson, 1978; Hansen & Hillyard, 1980), suggesting that the N100 indexes an early sensory gain control mechanism of attention (Luck, Woodman & Vogel, 2000). Thus, the finding that the N100 predicts learning success suggests that selective attention to sequence onsets is an important component of statistical learning.…”

Section: Introductionmentioning

confidence: 99%

ERPs Recorded during Early Second Language Exposure Predict Syntactic Learning

Batterink

2014

Journal of Cognitive Neuroscience

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Millions of adults worldwide are faced with the task of learning a second language (L2). Understanding the neural mechanisms that support this learning process is an important area of scientific inquiry. However, most previous studies on the neural mechanisms underlying L2 acquisition have focused on characterizing the results of learning, relying upon end-state outcome measures in which learning is assessed after it has occurred, rather than on the learning process itself. In the present study, we adopted a novel and more direct approach to investigate neural mechanisms engaged during L2 learning, in which we recorded ERPs from beginning adult learners as they were exposed to an unfamiliar L2 for the first time. Learners’ proficiency in the L2 was then assessed behaviorally using a grammaticality judgment task, and ERP data acquired during initial L2 exposure were sorted as a function of performance on this task. High proficiency learners showed a larger N100 effect to open-class content words compared to closed-class function words, while low proficiency learners did not show a significant N100 difference between open- and closed-class words. In contrast, amplitude of the N400 word category effect correlated with learners’ L2 comprehension, rather than predicting syntactic learning. Taken together, these results indicate that learners who spontaneously direct greater attention to open- rather than closed-class words when processing L2 input show better syntactic learning, suggesting a link between selective attention to open-class content words and acquisition of basic morphosyntactic rules. These findings highlight the importance of selective attention mechanisms for L2 acquisition.

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“…This ERP measure is usually enhanced for stimuli presented to the attended ear. Consequently, Hink et al (1978) viewed it as an indicator of between-channel selection (right vs. left ear) without involvement of memory processes, and related to Broadbent's filtering (1971).…”

Section: Selective Attentionmentioning

confidence: 99%

An attempt towards differentiating attentional deficits in traumatic brain injury

1996

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Attentional deficits in patients suffering traumatic brain injury (TBI) can occur with minor to severe impact to the brain. Based on reviews of both the cognitive and neurobehavioral literature, the following three concepts of attention are addressed: (a) arousal/alertness, (b) selective attention, and (c) energetic aspects of attention, which include such components as effort, resource allocation, and speed of processing. Within each concept, definitions are proposed, the underlying brain mechanisms are identified, and the specific deficits associated with TBI are explored. This review combines theoretical perspectives and clinical findings with the objective of leading toward a diagnostic differentiation that in turn will benefit treatment planning.

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Event-related brain potentials and selective attention to acoustic and phonetic cues

Cited by 155 publications

References 36 publications

An Event-related Potential Study of Selective Auditory Attention in Children and Adults

An Event-related Potential Study of Selective Auditory Attention in Children and Adults

ERPs Recorded during Early Second Language Exposure Predict Syntactic Learning

An attempt towards differentiating attentional deficits in traumatic brain injury

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