![]() ![]() Therefore, not only can SS learning be improved by encouraging head movement while learning, but head movement may also play an important role in learning constancies in the sighted. The improvement from previous head-tilting trials even transferred to a no-head-tilt condition. ![]() In particular, improved task learning significantly correlated with the number of spontaneous left-right head-tilting movements while learning length constancy. Furthermore, dynamic interactions with stimuli were critical to constancy learning with the SS device. We found that blind and sighted performance at the constancy tasks significantly improved, and attained constancy performance that was above chance. In order to improve daily task performance by the blind, and determine if constancies can be learned with SS, we trained blind (N = 4) and sighted (N = 10) individuals on length and orientation constancy tasks for 8 days at about 1 h per day with an auditory SS device. In particular, constancies enable object externalization, which is critical to the performance of daily tasks such as obstacle avoidance and locating dropped objects. Perceptual constancy is the key to understanding both functional and phenomenological aspects of perception with SS. We proposeĬombined auditory-cognitive training approaches, where training interventions develop cognition embedded within auditory tasks, which are most likely to offer generalized benefits to the real-world listening abilities of people with hearing loss.Ī subset of sensory substitution (SS) devices translate images into sounds in real time using a portable computer, camera, and headphones. Such as monitoring, attention switching, and updating of working memory, all of which are required for successful listening and communication in challenging or adverse listening conditions. We argue that this is specifically the case for measures that index executive processes, There has been an increased focus on assessing how cognitive performance relevant for listening may improve with training. But more recently in the auditory training literature, For more than a decade, there has been an increasing awareness of the role that cognition plays in listening. Generalized real-world benefit is much less robust. The evidence supports that improvements occur on the trained task however, transfer of that learning to This article reviews some of the key pieces of evidence that assess the evidence for whether, and how, auditory training benefits adults with hearing loss. Yet there remain many unanswered questions. These results are discussed in terms of brain plasticity as they influence the design of learning methods for using sensory substitution devices, with the aim to compensate visual impairments.Īuditory training aims to compensate for degradation in the auditory signal and is offered as an intervention to help alleviate the most common complaint in people with hearing loss, understanding speech in a background noise. A third experiment highlighted that tactile perceptual learning generalizes to changes in orientation. Thus, as in visual perceptual learning, the involvement of stimulus-specific versus general strategies depends on task difficulty and feature variability. Feature variability also appeared to be important to achieve generalization. This result can be explained by greater difficulties in using stimulus-specific strategies in this case, thereby favouring the use of generalization strategies. A second experiment revealed that increasing to six the set of learned stimuli results in higher generalization abilities. This result suggests that learning a small set of stimuli involves stimulus-specific learning strategies, preventing generalization. ![]() A first experiment revealed that, when each list consisted of 4 stimuli, recognition performance improved over time only for the repeated list. The learning protocol consisted in alternating a repeated list of symbols with lists of new symbols. The study reported here investigated the perceptual learning of tactile alphanumerical stimuli. A crucial characteristic of learning lies in the ability to generalize, that is, the ability to extend the acquired perceptual abilities to both new stimuli and new perceptual conditions. For instance, to perceive with visual-to-tactile devices, users learn to recognize visual stimuli through their tactile conversion. Sensory substitution devices aim at assisting a deficient sensory modality by means of another sensory modality. ![]()
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