Learning to Identify Complex Sounds: Prompting versus Confirmation

Sidley, N. A.; Winograd, Eugene; Bedarf, Erwin W.

doi:10.1121/1.1909837

Cited by 3 publications

(2 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…There is considerable research indicating that performance on perceptual tasks is susceptible to improvement with training (e.g. Ahissar, 1999Ahissar, , 2001Aiken & Lau, 1967;Annett, 1966;Annett & Patterson, 1967;Cuddy, 1968;Lunn, 1948;Prather, Berry, & Bermudez, 1972;Proctor & Dutta, 1995;Sidley, Winograd, & Bedarf, 1965;Swets, Millman, Fletcher, & Green, 1962), including perceptual learning specific to audition (Cuddy, 1968). Cuddy's results indicated not only that training could alter the performance of untrained subjects, but also that the focus of the training programme was an important factor in the amount of improvement attained (Cuddy, 1968;Heller & Auerbach, 1972).…”

Section: Context and Training In Sonification Tasksmentioning

confidence: 99%

Effects of auditory context cues and training on performance of a point estimation sonification task

Smith

Walker

2005

Appl. Cognit. Psychol.

View full text Add to dashboard Cite

SUMMARYResearch on auditory graph interpretation has investigated mappings, scalings, and polarities, as well as the addition of some contextual design features like clicks. However, little has been done to quantify the benefits of those or other design features, or to investigate training in specific sonification tasks such as point estimation. In Study 1, 160 undergraduates listened to auditory graphs and estimated exact dollar values at specific points in the graph. X-axis context (clicks) improved performance by aiding time calibration. Y-axis context (reference tones) that provided scaling cues improved performance. In Study 2, listeners performed similar tasks with continuous as opposed to discrete stimuli, and with or without training. X-axis clicks did not help in this case. Training improved performance overall. When there was no training, y-axis context improved performance to the level of trained listeners, suggesting the effects of training and y-axis were comparable, but not additive.

show abstract

Section: Context and Training In Sonification Tasksmentioning

confidence: 99%

Effects of auditory context cues and training on performance of a point estimation sonification task

Smith

Walker

2005

Appl. Cognit. Psychol.

View full text Add to dashboard Cite

show abstract

“…The successful implementation of auditory graphs requires perceptual skill, and research has indicated that perceptual performance can be improved with training (Ahissar, 2001;Aiken & Lau, 1967;Annett, 1966;Annett & Patterson, 1967;Prather, Berry, & Bermudez, 1972;Sidley, Winograd, & Bedarf, 1965;Swets, Millman, Fletcher, & Green, 1962). In many traditional perceptual training paradigms, prompting of correct responses or feedback for correct responses have been employed to improve perceptual acuity.…”

Section: Introductionmentioning

confidence: 99%

Conceptual versus Perceptual Training for Auditory Graphs

Walker

Nees

2005

Proceedings of the Human Factors and Ergonomics Society Annual

View full text Add to dashboard Cite

A study examined different types of brief training for performance of a point estimation task with a sonified graph of quantitative data. For a given trial, participants estimated the price of a stock at a randomly selected hour of a 10-hour trading day as displayed by an auditory graph of the stock price. Sixty Georgia Tech undergraduate students completed a pre-test, an experimental training session, and a post-test for the point estimation task. In an extension of Smith and Walker (in press), a highly conceptual, task analysisderived method of training was examined along with training paradigms that used either practice alone, prompting of correct responses, or feedback for correct answers during the training session. A control group completed a filler task during training. Results indicated that practice with feedback during training produced better post-test scores than the control condition

show abstract

Response prompting and response confirmation: A review of recent literature.

Aiken¹,

Lau²

1967

Psychological Bulletin

View full text Add to dashboard Cite

REVIEWS RESEARCH COMPARING THE TRAINING EFFECTIVENESS OF RESPONSE CONFIRMATION WITH RESPONSE PROMPTING UNDER 3 MAJOR HEADINGS: (1) VERBAL LEARNING, (2) PERCEPTUAL LEARNING, AND (3) SIGNAL MONITORING. WITH THE POSSIBLE EXCEPTION OF DISCRIMINATION LEARNING, RESPONSE PROMPTING IS FOUND TO BE AS EFFECTIVE AND OFTEN MORE EFFECTIVE THAN RESPONSE CONFIRMATION. THE MAIN VARIABLES WHICH APPEAR TO DISTINGUISH THE 2 PROCEDURES IN THE VERBAL AND PERCEPTUAL LEARNING AREAS ARE THE CONTIGUITY OF THE STIMULI TO BE ASSOCIATED AND THE OCCURRENCE OF OVERT INCORRECT RESPONSES. IN SIGNAL MONITORING, THE IMPORTANT FACTORS APPEAR TO BE EXPOSURE TO THE SIGNAL AND ITS TEMPORAL DISTRIBUTION. (39 REF.)

show abstract

Learning to Identify Complex Sounds: Prompting versus Confirmation

Cited by 3 publications

References 0 publications

Effects of auditory context cues and training on performance of a point estimation sonification task

Effects of auditory context cues and training on performance of a point estimation sonification task

Conceptual versus Perceptual Training for Auditory Graphs

Response prompting and response confirmation: A review of recent literature.

Contact Info

Product

Resources

About