Is discrimination training necessary to cause changes in the P2 auditory event-related brain potential to speech sounds?

Sheehan, Kathleen; McArthur, Genevieve; Bishop, Dorothy V. M.

doi:10.1016/j.cogbrainres.2005.08.007

Cited by 89 publications

(89 citation statements)

References 20 publications

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“…Notably, an increase in the N1(m) and/or P2 response for non-intentionally processed sounds has also been observed intraindividually after acoustic discrimination training (e.g., Menning et al, 2000;Atienza et al, 2002;Tremblay and Kraus, 2002;Bosnyak et al, 2004). A similar increase in the P2 response observed after passive stimulus exposure (Sheehan et al, 2005) indicated that the observed effects were related to increased acoustic familiarity with the presented sounds.…”

Section: Introductionsupporting

confidence: 52%

Familiarity affects environmental sound processing outside the focus of attention: An event-related potential study

Kirmse

Jacobsen

Schröger

2009

Clinical Neurophysiology

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a b s t r a c tObjective: This study investigated the influence of the familiarity of an environmental sound on sound processing outside the focus of attention. Methods: By comparing ERPs elicited by a familiar, animal sound and an acoustically matched, but unfamiliar, complex sound, three issues were addressed: (a) general differences in the processing of the familiar and the unfamiliar sound, (b) influences of sound familiarity on the processing of deviants unrelated to familiarity and (c) familiarity-specific processing depending on the sound context. Participants watched a silent, subtitled movie. Results: The familiar sound elicited a centro-parietal enhancement of the N1, a frontocentrally enhanced P2 and an additional P250. Auditory deviance processing elicited by deviants in sound location was not influenced by the familiarity of the sounds. However, after an involuntary switch of attention to the deviant, an N400-like deflection indicated enhanced semantic analysis of the familiar deviant. Familiarityspecific ERP effects as a consequence of the sound context occurred between 300 and 500 ms after stimulus onset. Conclusion: Whereas familiarity of an environmental sound elicited enhanced stimulus processing before 300 ms, influences of the sound context were observed subsequent to 300 ms. Significance: Familiarity of a complex environmental sound influences several stages of auditory processing outside the focus of attention.

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Section: Introductionsupporting

confidence: 52%

Familiarity affects environmental sound processing outside the focus of attention: An event-related potential study

Kirmse

Jacobsen

Schröger

2009

Clinical Neurophysiology

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“…Although we did find a significant change of the polarity of the amplitude of MMN from before to after the one-year literacy course Sheehan et al [66] argued that training effects can simply be explained by increasing familiarity with the stimulus material, which could also be the case in our sample. In the present study literacy acquisition can be interpreted as training.…”

Section: Citationcontrasting

confidence: 38%

Gaining Mismatch Negativity! Improving Auditory Phoneme Discrimination by Literacy Training ? A Pre-Post Event-Related Potential Study

Schaadt

Pannekamp

Meer

2014

Int J Sch Cog Psychol

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Two of the most important cultural abilities are reading and writing. One can imagine how essential they are for addressing the challenges in everyday life. It is surprising that even in Germany, a highly developed country, there are still about 7.5 million individuals who cannot read or write sufficiently [1]. This large number of individuals without sufficient literal abilities highlights the importance of investigations concerning literacy acquisition in illiterate adults. Further, this special sample can give us more information about the importance of literacy acquisition in generaland its impact on the human brain, and its functions. Auditory phoneme discrimination is one of the most important cognitive abilities for literacy acquisition [2]. It has been shown that successful literacy acquisition is closely related to auditory phoneme discrimination. demonstrated that children with dyslexia show diminished Mismatch Negativity (MMN) in response to phonemes compared to normally developing children. The MMN is the characteristic event-related potential (ERP) marker for auditory phoneme discrimination. We investigated the MMN in illiterates before they took part in a literacy course [4] and did not find a discernible MMN in our illiterate sample. These results support the assumption that literacy acquisition has a great impact on the brain. In addition, they lead to the question whether the MMN in response to phonemes, which is already established in infants [5] and develops further during literacy acquisition, "is lost" in illiterate individuals and whether literacy training might help to enhance auditory phoneme discrimination again. Results would help to improve literacy acquisition in adults and further help to gain insights into the interplay between literacy acquisition and auditory phoneme discrimination. The study at hand aimed to investigate possible changes in auditory phoneme discrimination in illiterates by comparing the MMN before after a one-year literacy course.A person is illiterate if his or her literal abilities are insufficient compared to those abilities that are normally required in the social context a person lives in. Illiteracy is present if adult individuals are not able to read and write sufficiently due to inadequate schooling [4]. Another well-known deficit regarding reading and writing is dyslexia. Familial frequency highlights genetic causes of dyslexia [DSM IV-R] [6]. When contrasting illiteracy and dyslexia, it becomes apparent that illiteracy is mainly caused by a lack of education whereas dyslexia is not. Many studies have investigated phonological awareness in children with and without dyslexia. Phonological awareness refers to "…one´s awareness of and access to the phonology of one´s language…" [7] and is the ability to manipulate and discriminate sounds in syllables and words. It encompasses awareness of the most basic speech units of a language. These basic units include phonemes as well as larger units such as rhymes and syllables. Phonological awareness is highly predic...

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“…The lack of correlation between P2 increases and behavioral improvements after training is also consistent with previous studies (Tremblay et al 2001Tremblay and Kraus 2002;Sheehan et al 2005). P2 increases have also been observed across repeated EP recording sessions in the absence of training (Sheehan et al 2005;Ross and Tremblay 2009), suggesting that mere stimulus exposure may trigger the P2 amplitude increases. Tremblay et al (2010), however, found that P2 increases over several EP sessions were larger when passive exposure during the EP session was paired with an active task at the end of the session.…”

Section: Cortical Epssupporting

confidence: 78%

Pitch Discrimination Learning: Specificity for Pitch and Harmonic Resolvability, and Electrophysiological Correlates

Carcagno

Plack

2011

JARO

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Multiple-hour training on a pitch discrimination task dramatically decreases the threshold for detecting a pitch difference between two harmonic complexes. Here, we investigated the specificity of this perceptual learning with respect to the pitch and the resolvability of the trained harmonic complex, as well as its cortical electrophysiological correlates. We trained 24 participants for 12 h on a pitch discrimination task using one of four different harmonic complexes. The complexes differed in pitch and/or spectral resolvability of their components by the cochlea, but were filtered into the same spectral region. Cortical-evoked potentials and a behavioral measure of pitch discrimination were assessed before and after training for all the four complexes. The change in these measures was compared to that of two control groups: one trained on a level discrimination task and one without any training. The behavioral results showed that learning was partly specific to both pitch and resolvability. Training with a resolved-harmonic complex improved pitch discrimination for resolved complexes more than training with an unresolved complex. However, we did not find evidence that training with an unresolved complex leads to specific learning for unresolved complexes. Training affected the P2 component of the cortical-evoked potentials, as well as a later component (250-400 ms). No significant changes were found on the mismatch negativity (MMN) component, although a separate experiment showed that this measure was sensitive to pitch changes equivalent to the pitch discriminability changes induced by training. This result suggests that pitch discrimination training affects processes not measured by the MMN, for example, processes higher in level or parallel to those involved in MMN generation.

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Is discrimination training necessary to cause changes in the P2 auditory event-related brain potential to speech sounds?

Cited by 89 publications

References 20 publications

Familiarity affects environmental sound processing outside the focus of attention: An event-related potential study

Familiarity affects environmental sound processing outside the focus of attention: An event-related potential study

Gaining Mismatch Negativity! Improving Auditory Phoneme Discrimination by Literacy Training ? A Pre-Post Event-Related Potential Study

Pitch Discrimination Learning: Specificity for Pitch and Harmonic Resolvability, and Electrophysiological Correlates

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