Sensory stimuli become easier to detect or distinguish with practice. It is generally assumed that the task-relevant stimulus dimension becomes increasingly more salient as a result of attentively performing the task at a level that is neither too easy nor too difficult. However, here we show improved auditory frequency discrimination following training with physically identical tones that were impossible to discriminate. We also show that learning transfers across tone frequencies and across modalities: training on a silent visuospatial computer game improved thresholds on the auditory discrimination task. We suggest that three processes are necessary for optimal perceptual learning: sensitization through exposure to the stimulus, modality- and dimension-specific attention, and general arousal.

This paper takes an overall view of findings from the Positive Soundscape Project, a large inter-disciplinary soundscapes study. Qualitative fieldwork (soundwalks and focus groups) have found that soundscape perception is influenced by cognitive effects such as the meaning of a soundscape and its components, and how information is conveyed by a soundscape, for example on the behaviour of people within the soundscape. Three significant clusters were found in the language people use to describe soundscapes: sound sources, sound descriptors and soundscape descriptors.Results from listening tests and soundwalks have been integrated to show that the two principal dimensions of soundscape emotional response seem to be calmness and vibrancy. Further, vibrancy seems to have two aspects: organisation of sounds and changes over time. The possible application of the results to soundscape assessment and design are briefly discussed.

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In psychoacoustic studies there is often a need to assess performance indices quickly and reliably. The aim of this study was to establish a quick and reliable procedure for evaluating thresholds in backward masking and frequency discrimination tasks. Based on simulations, four procedures likely to produce the best results were selected, and data collected from 20 naive adult listeners on each. Each procedure used one of two adaptive methods (staircase or maximum-likelihood estimation, each targeting the 79% correct point on the psychometric function) and two response paradigms (3-interval, 2-alternative forced-choice AXB or 3-interval; 3-alternative forced-choice oddball). All procedures yielded statistically equivalent threshold estimates in both backward masking and frequency discrimination, with a trend to lower thresholds for oddball procedures in frequency discrimination. Oddball procedures were both more efficient and more reliable (test-retest) in backward masking, but all four procedures were equally efficient and reliable in frequency discrimination. Fitted psychometric functions yielded similar thresholds to averaging over reversals in staircase procedures. Learning was observed across threshold-assessment blocks and experimental sessions. In four additional groups, each of ten listeners, trained on the different procedures, no differences in performance improvement or rate of learning were observed, suggesting that learning is independent of procedure.

Although research into the phenomenon of aggression within psychiatric inpatient settings has established a strong casual link with mental illness, there is widespread agreement that diagnostic or demographic characteristics cannot accurately predict such behaviours. In addition, studies have consistently failed to establish how nursing management responses influence the course of aggression within these environments. Therefore, an assumption can be made that specific contextual factors are significant, and that management responses have an effect on outcomes. This review examines the nurses' impact on inpatient aggression and how management strategies affect the therapeutic value of intervention.