Auditory perception & cognition最新文献

Introduction: Auditory attention is a critical foundation for successful language comprehension, yet is rarely studied in individuals with acquired language disorders.

Methods: We used an auditory version of the well-studied Attention Network Test to study alerting, orienting, and executive control in 28 persons with chronic stroke (PWS). We further sought to characterize the neurobiology of each auditory attention measure in our sample using exploratory lesion-symptom mapping analyses.

Results: PWS exhibited the expected executive control effect (i.e., decreased accuracy for incongruent compared to congruent trials), but their alerting and orienting attention were disrupted. PWS did not exhibit an alerting effect and they were actually distracted by the auditory spatial orienting cue compared to the control cue. Lesion-symptom mapping indicated that poorer alerting and orienting were associated with damage to the left retrolenticular part of the internal capsule (adjacent to the thalamus) and left posterior middle frontal gyrus (overlapping with the frontal eye fields), respectively.

Discussion: The behavioral findings correspond to our previous work investigating alerting and spatial orienting attention in persons with aphasia in the visual modality and suggest that auditory alerting and spatial orienting attention may be impaired in PWS due to stroke lesions damaging multi-modal attention resources.

Introduction: The presence of masking noise can impair speech intelligibility and increase the attentional and cognitive resources necessary to understand speech. The first study to demonstrate the negative cognitive effects of noisy speech found that participants had poorer recall for aurally-presented digits early in a list when later digits were presented in noise relative to quiet (Rabbitt, 1968). However, despite being cited nearly 500 times and providing the foundation for a wealth of subsequent research on the topic, the original study has never been directly replicated.

Methods: This study replicated Rabbitt (1968) with a large online sample and tested its robustness to a variety of analytical and scoring techniques.

Results: We replicated Rabbitt's key finding that listening to speech in noise impairs recall for items that came earlier in the list. The results were consistent when we used the original analytical technique (an ANOVA) and a more powerful analytical technique (generalized linear mixed effects models) that was not available when the original paper was published.

Discussion: These findings support the claim that effortful listening can interfere with encoding or rehearsal of previously presented information.

The latent constructs psychologists study are typically not directly accessible, so researchers must design measurement instruments that are intended to provide insights about those constructs. Construct validation-assessing whether instruments measure what they intend to-is therefore critical for ensuring that the conclusions we draw actually reflect the intended phenomena. Insufficient construct validation can lead to the jingle fallacy-falsely assuming two instruments measure the same construct because the instruments share a name (Thorndike, 1904)-and the jangle fallacy-falsely assuming two instruments measure different constructs because the instruments have different names (Kelley, 1927). In this paper, we examine construct validation practices in research on listening effort and identify patterns that strongly suggest the presence of jingle and jangle in the literature. We argue that the lack of construct validation for listening effort measures has led to inconsistent findings and hindered our understanding of the construct. We also provide specific recommendations for improving construct validation of listening effort instruments, drawing on the framework laid out in a recent paper on improving measurement practices (Flake & Fried, 2020). Although this paper addresses listening effort, the issues raised and recommendations presented are widely applicable to tasks used in research on auditory perception and cognitive psychology.