Tremblay K, Kraus N, McGee T
House Ear Institute, Electrophysiology Department, Los Angeles, CA 90057, USA.
Neuroreport. 1998 Nov 16;9(16):3557-60. doi: 10.1097/00001756-199811160-00003.
Here we report that training-associated changes in neural activity can precede behavioral learning. This finding suggests that speech-sound learning occurs at a pre-attentive level which can be measured neurophysiologically (in the absence of a behavioral response) to assess the efficacy of training. Children with biologically based perceptual learning deficits as well as people who wear cochlear implants or hearing aids undergo various forms of auditory training. The effectiveness of auditory training can be difficult to assess using behavioral methods because these populations are communicatively impaired and may have attention and/or cognitive deficits. Based on our findings, if neurophysiological changes are seen during auditory training, then the training method is effectively altering the neural representation of the speech/sounds and changes in behavior are likely to follow.
在此我们报告，神经活动中与训练相关的变化可能先于行为学习出现。这一发现表明，语音学习发生在一个前注意水平，这可以通过神经生理学方法进行测量（在没有行为反应的情况下），以评估训练的效果。患有基于生物学的感知学习缺陷的儿童以及佩戴人工耳蜗或助听器的人会接受各种形式的听觉训练。使用行为方法评估听觉训练的效果可能很困难，因为这些人群存在沟通障碍，可能还存在注意力和/或认知缺陷。基于我们的研究结果，如果在听觉训练期间观察到神经生理学变化，那么训练方法正在有效地改变语音/声音的神经表征，行为变化可能随之而来。
