Talker discontinuity disrupts attention to speech: Evidence from EEG and pupillometry

Lim, Sung-Joo; Carter, Yaminah D.; Njoroge, J. Michelle; Shinn‐Cunningham, Barbara; Perrachione, Tyler K.

doi:10.1016/j.bandl.2021.104996

Cited by 15 publications

(8 citation statements)

References 117 publications

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“…One straightforward explanation of these results is that the identification of tones produced by the M1 talker may be more perceptually difficult than those produced by the F1 talker due to the reduced acoustic differences between the level tones (see Figure 1). An alternative explanation is related to processing interference that talker changes might have introduced in speech perception (Lim et al, 2021;. The pattern that talker changes between blocks yielded lower accuracy is in line with the results of recent neural studies which showed that presenting stimuli produced by different talkers cues of the target sounds and resulted in processing interference/cost (Lim et al, 2021).…”

Section: Discussionsupporting

confidence: 77%

“…An alternative explanation is related to processing interference that talker changes might have introduced in speech perception (Lim et al, 2021;. The pattern that talker changes between blocks yielded lower accuracy is in line with the results of recent neural studies which showed that presenting stimuli produced by different talkers cues of the target sounds and resulted in processing interference/cost (Lim et al, 2021).…”

Section: Discussionsupporting

confidence: 77%

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The Effects of Training Variability and Pitch Aptitude on the Overnight Consolidation of Lexical Tones

Qin

Jin

Zhang

2022

J Speech Lang Hear Res

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Purpose: Although variability of training materials has the potential to benefit the learning of lexical tones, the benefit is contingent on an individual's pitch aptitude. Previous studies did not segregate immediate learning and consolidation after an overnight interval, and little is known about how pitch aptitude differences affect consolidation. This study examined whether pitch aptitude predicts overnight consolidation of Cantonese level tones through high-variability (HV) and low-variability (LV) training. Method: Two groups of Mandarin-speaking participants were first assessed in terms of pitch threshold and tone discrimination, which tapped into different aspects of pitch aptitude. They then received Cantonese level tone identification training in either an HV or an LV condition. The participants were trained in the evening, were tested after training, and returned after 24 hr for overnight consolidation assessment. Results: The results indicate that pitch aptitude, measured through pitch threshold, may have predicted overnight consolidation and training progress of the HV group but not those of the LV group. In the HV group, compared with high-aptitude learners, low-aptitude learners benefited temporarily from training variability but did not consolidate the tonal knowledge as much as their high-aptitude counterparts did after 24 hr. Conclusions: The findings suggest that individual learners had difficulty learning nonnative tones by virtue of memory consolidation. Higher pitch aptitude ability (pitch threshold) may provide protection against the decay of learned tones and facilitate tone consolidation. The findings imply that the early emergence of tonal representation is a dynamic process among individuals of nonnative speakers who are exposed to training variability. Supplemental Material: https://doi.org/10.23641/asha.20539998

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Section: Discussionsupporting

confidence: 77%

Section: Discussionsupporting

confidence: 77%

The Effects of Training Variability and Pitch Aptitude on the Overnight Consolidation of Lexical Tones

Qin

Jin

Zhang

2022

J Speech Lang Hear Res

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“…Additionally,Colby and McMurray (2021) have observed sustained effects for single words that are spectrally degraded. These results are consistent responses elicited by accented speech(Porretta & Tucker 2019), and speech with talker variability(Lim et al 2021).…”

supporting

confidence: 82%

Time Scales and Moments of Listening Effort Revealed in Pupillometry

Winn

2023

Semin Hear

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This article offers a collection of observations that highlight the value of time course data in pupillometry and points out ways in which these observations create deeper understanding of listening effort. The main message is that listening effort should be considered on a moment-to-moment basis rather than as a singular amount. A review of various studies and the reanalysis of data reveal distinct signatures of effort before a stimulus, during a stimulus, in the moments after a stimulus, and changes over whole experimental testing sessions. Collectively these observations motivate questions that extend beyond the “amount” of effort, toward understanding how long the effort lasts, and how precisely someone can allocate effort at specific points in time or reduce effort at other times. Apparent disagreements between studies are reconsidered as informative lessons about stimulus selection and the nature of pupil dilation as a reflection of decision making rather than the difficulty of sensory encoding.

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“…Indeed, a major benefit of pupillometry is that it can reflect differences in the effort required to reach a certain performance level in the absence of behavioral differences (e.g., McGarrigle et al, 2017;Ohlenforst et al, 2017;Winn & Teece, 2021). Pupil responses have also provided useful insights into the temporal dynamics of effort allocation in cognitive processes that unfold through time, such as decision making (Satterthwaite et al, 2007) and handling talker variability (Lim et al, 2021). In this study, when the WM task was AT, pupil size increased prior to the onset of the Intervening task stimuli.…”

Section: Unique Contributions From Pupillometrymentioning

confidence: 99%

Patterns of information segregation during working memory and attention revealed by dual-task interference in behavior, pupillometry, and EEG

Fleming

Noyce

et al. 2021

Preprint

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Perception and navigation frequently require us to maintain sensory information in memory, while also processing new sensory inputs as they arise. Recent fMRI research has uncovered regions in human frontal cortex that coordinate these diverse processes. Across various attention and working memory (WM) tasks, these regions can be separated into two distinct networks. Each shows a response preference for either auditory or visual stimuli, yet in addition, each can be flexibly recruited based on the information domain (i.e., temporal or spatial) of the task, regardless of sensory modality. Motivated by the sensory and functional specializations these networks display, we investigated whether dual-task interference is affected by similarity between the tasks in sensory modality (auditory or visual) and information domain. Participants performed a novel dual-task paradigm involving different combinations of WM and Intervening tasks, while two temporally sensitive physiological signals, pupillometry and electroencephalography (EEG), were measured. Convergent evidence from behavioral performance, pupil dilation amplitudes, and event-related potentials (ERPs) indicates that dual-task interference is greatest when the tasks match in both sensory modality and information domain. However, differences also arise in the patterns of dual-task interference across these metrics, highlighting the differential strengths and sensitivities of each. The results are consistent with increased interference when multiple tasks compete for shared cognitive control resources due to a common sensory modality or information domain.

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Talker discontinuity disrupts attention to speech: Evidence from EEG and pupillometry

Cited by 15 publications

References 117 publications

The Effects of Training Variability and Pitch Aptitude on the Overnight Consolidation of Lexical Tones

The Effects of Training Variability and Pitch Aptitude on the Overnight Consolidation of Lexical Tones

Time Scales and Moments of Listening Effort Revealed in Pupillometry

Patterns of information segregation during working memory and attention revealed by dual-task interference in behavior, pupillometry, and EEG

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