Spatial and non-spatial multisensory cueing in unilateral cochlear implant users

Pavani, Francesco; Venturini, Marta; Baruffaldi, Francesca; Artesini, Luca; Bonfioli, Francesca; Frau, Giuseppe Nicolò; Zoest, Wieske van

doi:10.1016/j.heares.2016.10.025

Cited by 17 publications

(15 citation statements)

References 74 publications

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“…Our stimulation setup allowed the presentation of auditory stimuli both in azimuth and elevation, therefore we have been able to observe different degrees of performance in the two dimensions (see Tables 1S and 2S for cumulative error measurements in all conditions). In the present work, we investigated performance through rms error and signed error, following Hartmann 36 (see also refs 6,37 ). The rms error represents the root mean squared difference between speaker position and subject’s response.…”

Section: Methodsmentioning

confidence: 99%

“…Accurate processing of sound source coordinates is central to our ability to perceive the 3D structure of the surrounding auditory scene 1–3 , discern signal from noise 4 and orient attention in space 5,6 . Sound localisation relies on the interpretation of auditory cues (interaural time and level differences, as well as monaural spectral cues) deriving from the interactions between sound waves, the head and external ears 7,8 .…”

Section: Introductionmentioning

confidence: 99%

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Interactions between egocentric and allocentric spatial coding of sounds revealed by a multisensory learning paradigm

Rabini

Altobelli

Pavani

2019

Sci Rep

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Although sound position is initially head-centred (egocentric coordinates), our brain can also represent sounds relative to one another (allocentric coordinates). Whether reference frames for spatial hearing are independent or interact remained largely unexplored. Here we developed a new allocentric spatial-hearing training and tested whether it can improve egocentric sound-localisation performance in normal-hearing adults listening with one ear plugged. Two groups of participants (N = 15 each) performed an egocentric sound-localisation task (point to a syllable), in monaural listening, before and after 4-days of multisensory training on triplets of white-noise bursts paired with occasional visual feedback. Critically, one group performed an allocentric task (auditory bisection task), whereas the other processed the same stimuli to perform an egocentric task (pointing to a designated sound of the triplet). Unlike most previous works, we tested also a no training group (N = 15). Egocentric sound-localisation abilities in the horizontal plane improved for all groups in the space ipsilateral to the ear-plug. This unexpected finding highlights the importance of including a no training group when studying sound localisation re-learning. Yet, performance changes were qualitatively different in trained compared to untrained participants, providing initial evidence that allocentric and multisensory procedures may prove useful when aiming to promote sound localisation re-learning.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Interactions between egocentric and allocentric spatial coding of sounds revealed by a multisensory learning paradigm

Rabini

Altobelli

Pavani

2019

Sci Rep

Self Cite

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“…We used the reaching task developed in our previous work [ 25 ] to train their sound localization. Crucially, before and after this training participants were also tested in two tasks aiming at revealing generalization effects: a head-pointing sound localization task [ 25 ] and an audio-visual attention cueing task [ 26 ]. The head-pointing localization task required to explicitly localize sounds and differed from training in terms of visual scenario (speaker position no longer visible), spatial position of the targets (different azimuths and two different elevation of sound position) and from response demands (pointing with the head instead of reaching with the hand).…”

Section: Introductionmentioning

confidence: 99%

“…The rationale for these changes was to minimize potential carry-over of mere sensorimotor adaptations acquired during the spatial training to the novel auditory task. The audio-visual attention cueing task was instead an implicit sound localization task: unlike head-pointing sound localization participants were never asked to explicitly indicate sound position and sounds only served as lateralized attention-orienting cues for the discrimination of visual targets (i.e., an audio-visual analogue to classic attention cueing paradigms) [ 26 – 29 ]. This second test was introduced to probe whether adaptation to new auditory cues could also impact audio-visual attention orienting, a skill that can be hampered by monaural listening [ 26 ].…”

Section: Introductionmentioning

confidence: 99%

Adapting to altered auditory cues: Generalization from manual reaching to head pointing

et al. 2022

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Localising sounds means having the ability to process auditory cues deriving from the interplay among sound waves, the head and the ears. When auditory cues change because of temporary or permanent hearing loss, sound localization becomes difficult and uncertain. The brain can adapt to altered auditory cues throughout life and multisensory training can promote the relearning of spatial hearing skills. Here, we study the training potentials of sound-oriented motor behaviour to test if a training based on manual actions toward sounds can learning effects that generalize to different auditory spatial tasks. We assessed spatial hearing relearning in normal hearing adults with a plugged ear by using visual virtual reality and body motion tracking. Participants performed two auditory tasks that entail explicit and implicit processing of sound position (head-pointing sound localization and audio-visual attention cueing, respectively), before and after having received a spatial training session in which they identified sound position by reaching to auditory sources nearby. Using a crossover design, the effects of the above-mentioned spatial training were compared to a control condition involving the same physical stimuli, but different task demands (i.e., a non-spatial discrimination of amplitude modulations in the sound). According to our findings, spatial hearing in one-ear plugged participants improved more after reaching to sound trainings rather than in the control condition. Training by reaching also modified head-movement behaviour during listening. Crucially, the improvements observed during training generalize also to a different sound localization task, possibly as a consequence of acquired and novel head-movement strategies.

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“…Spatial hearing is fundamental for our interactions with the physical and social environment: it allows detection of events beyond our visual field, efficient re-orienting of multisensory attention ( Pavani et al 2017 ) and auditory scene analysis ( Kerber & Seeber 2012 ; Shinn-Cunningham et al 2017 ). Spatial hearing is three-dimensional, as it allows the estimation of sound directionality (i.e., its position in azimuth and elevation), and distance.…”

Section: Introductionmentioning

confidence: 99%

Spatial Hearing Difficulties in Reaching Space in Bilateral Cochlear Implant Children Improve With Head Movements

et al. 2021

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Spatial and non-spatial multisensory cueing in unilateral cochlear implant users

Cited by 17 publications

References 74 publications

Interactions between egocentric and allocentric spatial coding of sounds revealed by a multisensory learning paradigm

Interactions between egocentric and allocentric spatial coding of sounds revealed by a multisensory learning paradigm

Adapting to altered auditory cues: Generalization from manual reaching to head pointing

Spatial Hearing Difficulties in Reaching Space in Bilateral Cochlear Implant Children Improve With Head Movements

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