The cognitive resource and foreknowledge dependence of auditory perceptual inference

Jade D. Frost, Katherine Haasnoot, Kelly McDonnell, I. Winkler, Juanita Todd

Research output: Contribution to journalArticle

4 Citations (Scopus)

Abstract

Auditory perceptual inference engages learning of complex statistical information about the environment. Inferences assist us to simplify perception highlighting what can be predicted on the basis of prior learning (through the formation of internal “prediction” models) and what might be new, potentially necessitating an investment of resources to remodel predictions. In the present study, we tested the hypothesis that sound sequences with multiple levels of predictability may rely on cognitive resources and be cognitively penetrable to a greater extent than was previously shown by studies presenting simpler sound sequences. Auditory-evoked potentials (AEPs) were recorded from 117 participants. All participants heard the exact same sound sequence but under different conditions: 51 while watching a DVD movie and 66 while performing a cognitively demanding task. Participants were asked to ignore the sounds and focus their attention on the movie/task. However, prior to commencing the experiment we manipulated what participants knew about the sound sequence by providing explicit sequence information to 15 and 34 of the participants in the DVD and cognitive-task conditions, respectively, and no information to the others. The results demonstrated that although local pattern violations elicited distinctive AEP responses (namely, mismatch negativity), the way the amplitude of this response was modulated by sequence learning over time was dependent upon both task and explicit sequence knowledge. The implications are discussed with reference to how the division of available attention resources between the primary task and concurrent sound impacts what is learned.

Original languageEnglish
Pages (from-to)379-388
Number of pages10
JournalNeuropsychologia
Volume117
DOIs
Publication statusPublished - Aug 1 2018

Fingerprint

Auditory Evoked Potentials
Learning
Motion Pictures

Keywords

  • Attention
  • Auditory inference
  • Learning
  • Mismatch negativity
  • Predictive processing

ASJC Scopus subject areas

  • Experimental and Cognitive Psychology
  • Cognitive Neuroscience
  • Behavioral Neuroscience

Cite this

The cognitive resource and foreknowledge dependence of auditory perceptual inference. / Frost, Jade D.; Haasnoot, Katherine; McDonnell, Kelly; Winkler, I.; Todd, Juanita.

In: Neuropsychologia, Vol. 117, 01.08.2018, p. 379-388.

Research output: Contribution to journalArticle

Frost, Jade D. ; Haasnoot, Katherine ; McDonnell, Kelly ; Winkler, I. ; Todd, Juanita. / The cognitive resource and foreknowledge dependence of auditory perceptual inference. In: Neuropsychologia. 2018 ; Vol. 117. pp. 379-388.
@article{c809d9d1fee14eec982d0e0a4fb0c9fc,
title = "The cognitive resource and foreknowledge dependence of auditory perceptual inference",
abstract = "Auditory perceptual inference engages learning of complex statistical information about the environment. Inferences assist us to simplify perception highlighting what can be predicted on the basis of prior learning (through the formation of internal “prediction” models) and what might be new, potentially necessitating an investment of resources to remodel predictions. In the present study, we tested the hypothesis that sound sequences with multiple levels of predictability may rely on cognitive resources and be cognitively penetrable to a greater extent than was previously shown by studies presenting simpler sound sequences. Auditory-evoked potentials (AEPs) were recorded from 117 participants. All participants heard the exact same sound sequence but under different conditions: 51 while watching a DVD movie and 66 while performing a cognitively demanding task. Participants were asked to ignore the sounds and focus their attention on the movie/task. However, prior to commencing the experiment we manipulated what participants knew about the sound sequence by providing explicit sequence information to 15 and 34 of the participants in the DVD and cognitive-task conditions, respectively, and no information to the others. The results demonstrated that although local pattern violations elicited distinctive AEP responses (namely, mismatch negativity), the way the amplitude of this response was modulated by sequence learning over time was dependent upon both task and explicit sequence knowledge. The implications are discussed with reference to how the division of available attention resources between the primary task and concurrent sound impacts what is learned.",
keywords = "Attention, Auditory inference, Learning, Mismatch negativity, Predictive processing",
author = "Frost, {Jade D.} and Katherine Haasnoot and Kelly McDonnell and I. Winkler and Juanita Todd",
year = "2018",
month = "8",
day = "1",
doi = "10.1016/j.neuropsychologia.2018.07.005",
language = "English",
volume = "117",
pages = "379--388",
journal = "Neuropsychologia",
issn = "0028-3932",
publisher = "Elsevier Limited",

}

TY - JOUR

T1 - The cognitive resource and foreknowledge dependence of auditory perceptual inference

AU - Frost, Jade D.

AU - Haasnoot, Katherine

AU - McDonnell, Kelly

AU - Winkler, I.

AU - Todd, Juanita

PY - 2018/8/1

Y1 - 2018/8/1

N2 - Auditory perceptual inference engages learning of complex statistical information about the environment. Inferences assist us to simplify perception highlighting what can be predicted on the basis of prior learning (through the formation of internal “prediction” models) and what might be new, potentially necessitating an investment of resources to remodel predictions. In the present study, we tested the hypothesis that sound sequences with multiple levels of predictability may rely on cognitive resources and be cognitively penetrable to a greater extent than was previously shown by studies presenting simpler sound sequences. Auditory-evoked potentials (AEPs) were recorded from 117 participants. All participants heard the exact same sound sequence but under different conditions: 51 while watching a DVD movie and 66 while performing a cognitively demanding task. Participants were asked to ignore the sounds and focus their attention on the movie/task. However, prior to commencing the experiment we manipulated what participants knew about the sound sequence by providing explicit sequence information to 15 and 34 of the participants in the DVD and cognitive-task conditions, respectively, and no information to the others. The results demonstrated that although local pattern violations elicited distinctive AEP responses (namely, mismatch negativity), the way the amplitude of this response was modulated by sequence learning over time was dependent upon both task and explicit sequence knowledge. The implications are discussed with reference to how the division of available attention resources between the primary task and concurrent sound impacts what is learned.

AB - Auditory perceptual inference engages learning of complex statistical information about the environment. Inferences assist us to simplify perception highlighting what can be predicted on the basis of prior learning (through the formation of internal “prediction” models) and what might be new, potentially necessitating an investment of resources to remodel predictions. In the present study, we tested the hypothesis that sound sequences with multiple levels of predictability may rely on cognitive resources and be cognitively penetrable to a greater extent than was previously shown by studies presenting simpler sound sequences. Auditory-evoked potentials (AEPs) were recorded from 117 participants. All participants heard the exact same sound sequence but under different conditions: 51 while watching a DVD movie and 66 while performing a cognitively demanding task. Participants were asked to ignore the sounds and focus their attention on the movie/task. However, prior to commencing the experiment we manipulated what participants knew about the sound sequence by providing explicit sequence information to 15 and 34 of the participants in the DVD and cognitive-task conditions, respectively, and no information to the others. The results demonstrated that although local pattern violations elicited distinctive AEP responses (namely, mismatch negativity), the way the amplitude of this response was modulated by sequence learning over time was dependent upon both task and explicit sequence knowledge. The implications are discussed with reference to how the division of available attention resources between the primary task and concurrent sound impacts what is learned.

KW - Attention

KW - Auditory inference

KW - Learning

KW - Mismatch negativity

KW - Predictive processing

UR - http://www.scopus.com/inward/record.url?scp=85049930374&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85049930374&partnerID=8YFLogxK

U2 - 10.1016/j.neuropsychologia.2018.07.005

DO - 10.1016/j.neuropsychologia.2018.07.005

M3 - Article

C2 - 29981292

AN - SCOPUS:85049930374

VL - 117

SP - 379

EP - 388

JO - Neuropsychologia

JF - Neuropsychologia

SN - 0028-3932

ER -