Auditory categories with separable decision boundaries are learned faster with full feedback than with minimal feedback

Yi, Han Gyol; Chandrasekaran, Bharath

doi:10.1121/1.4961163

Cited by 25 publications

(21 citation statements)

References 18 publications

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“…Second, the feedback after each trial indicated not only whether the response was correct or incorrect—as is typical for a discrimination task—but also provided the names of the target and foil intervals. This joint feedback may have facilitated the formation of musical-interval categories, potentially by targeting a rule-based learning system for which such feedback can facilitate category learning (Ashby & Maddox, 2005, Yi & Chandrasekaran 2016). Third, on a given trial, compared to the pitch ratio of the target interval (a 4 th ), the pitch ratio of the foil interval could be either smaller (a 4 th vs. a 3 rd ) or larger (a 4 th vs. a 5 th or 6 th ), rather than consistently larger as in the tasks typically used to assess pitch-ratio discrimination (Burns & Campbell, 1994; Burns & Ward, 1978; McDermott et al, 2010).…”

Section: Discussionmentioning

confidence: 99%

Inducing musical-interval learning by combining task practice with periods of stimulus exposure alone

Little

Cheng

Wright

2018

Atten Percept Psychophys

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A key component of musical proficiency is the ability to discriminate between and identify musical intervals, or fixed ratios between pitches. Acquiring these skills requires training, but little is known about how to best arrange the trials within a training session. To address this issue, learning on a musical-interval comparison task was evaluated for two four-day training regimens that employed equal numbers of stimulus presentations per day. A regimen of continuous practice yielded no learning, but a regimen that combined practice and stimulus exposure alone generated clear improvement. Learning in the practice-plus-exposure regimen was due to the combination of the two experiences, because two control groups who received only either the practice or the exposure from that regimen did not learn. Posttest performance suggested that this improvement in comparison learning generalized to an untrained stimulus type and an untrained musical-interval identification task. Naïve comparison performance, but not learning, was better for larger pitch-ratio differences and for individuals with more musical experience. The reported benefits of the practice-plus-exposure regimen mirror the outcomes for fine-grained discrimination and speech tasks, suggesting that a general learning principle is involved. In practical terms, it appears that combining practice and stimulus exposure alone is a particularly effective configuration for improving musical-interval perception.

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Section: Discussionmentioning

confidence: 99%

Inducing musical-interval learning by combining task practice with periods of stimulus exposure alone

Little

Cheng

Wright

2018

Atten Percept Psychophys

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“…The pairs of dimensions were chosen because they are thought to be similarly complex, have independent neural representations (Schönwiesner & Zatorre, 2009), and are processed similarly in working memory (Visscher et al, 2007). Further, categorization with these perceptual dimensions has been examined in separate individuals (Maddox et al, 2003;Rabi & Minda, 2014;Yi & Chandrasekaran, 2016).…”

Section: Stimulimentioning

confidence: 99%

Comparing perceptual category learning across modalities in the same individuals

et al. 2021

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Category learning is a fundamental process in human cognition that spans the senses. However, much still remains unknown about the mechanisms supporting learning in different modalities.In the current study, we directly compared auditory and visual category learning in the same individuals. Thirty participants (22 F; 18-32 years old) completed two unidimensional rule-based category learning tasks in a single day-one with auditory stimuli and another with visual stimuli. We replicated the results in a second experiment with a larger online sample (N = 99, 45 F, 18-35 years old). The categories were identically structured in the two modalities to facilitate comparison. We compared categorization accuracy, decision processes as assessed through driftdiffusion models, and the generalizability of resulting category representation through a generalization test. We found that individuals learned auditory and visual categories to similar extents and that accuracies were highly correlated across the two tasks. Participants had similar evidence accumulation rates in later learning, but early on had slower rates for visual than auditory learning. Participants also demonstrated differences in the decision thresholds across modalities. Participants had more categorical generalizable representations for visual than auditory categories. These results suggest that some modality-general cognitive processes support category learning but also suggest that the modality of the stimuli may also affect category learning behavior and outcomes.

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“…The application of the COVIS model to the auditory modality has generally demonstrated clear parallels between auditory and visual category learning mechanisms (Chandrasekaran, Koslov, et al, 2014;Chandrasekaran, Yi, et al, 2014;Reetzke, Maddox, & Chandrasekaran, 2016;Yi et al, 2014;Yi & Chandrasekaran, 2016).…”

Section: Developmental Trajectory Of Perception Of Dimensionsmentioning

confidence: 99%

Auditory information-integration category learning in young children and adults

Roark

Holt

2019

Journal of Experimental Child Psychology

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Adults outperform children on category learning that requires selective attention to individual dimensions (rule-based categories) due to their more highly developed working memory abilities, but much less is known about developmental differences in learning categories that require integration across multiple dimensions (information-integration categories). The current study investigates auditory information-integration category learning in 5-7-year-old children (n = 34) and 18-25-year-old adults (n = 35). Adults generally outperformed children during learning. However, some children learned the categories well and used strategies similar to those of adults, assessed through decision bound computational models. The results demonstrate that information-integration learning ability continues to develop throughout at least middle childhood. These results have implications for the development of mechanisms that contribute to speech category learning.

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Auditory categories with separable decision boundaries are learned faster with full feedback than with minimal feedback

Cited by 25 publications

References 18 publications

Inducing musical-interval learning by combining task practice with periods of stimulus exposure alone

Inducing musical-interval learning by combining task practice with periods of stimulus exposure alone

Comparing perceptual category learning across modalities in the same individuals

Auditory information-integration category learning in young children and adults

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