Search results for '*Delayed Auditory Feedback' (try it on Scholar)

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  1. Yasuki Hashimoto & Kuniyoshi L. Sakai (2003). Brain Activations During Conscious Self-Monitoring of Speech Production with Delayed Auditory Feedback: An fMRI Study. Human Brain Mapping 20 (1):22-28.score: 123.3
  2. John L. Bradshaw, Norman C. Nettleton & Gina Geffen (1972). Ear Asymmetry and Delayed Auditory Feedback: Effects of Task Requirements and Competitive Stimulation. Journal of Experimental Psychology 94 (3):269.score: 123.3
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  3. John L. Bradshaw, Norman C. Nettleton & Gina Geffen (1971). Ear Differences and Delayed Auditory Feedback: Effects on a Speech and a Music Task. Journal of Experimental Psychology 91 (1):85.score: 123.3
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  4. George M. Robinson (1972). The Delayed Auditory Feedback Effect is a Function of Speech Rate. Journal of Experimental Psychology 95 (1):1.score: 123.3
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  5. Charles H. Williams & Gerald Frincke (1968). Effects of Delayed Auditory Feedback on Immediate and Delayed Recall and Recognition. Journal of Experimental Psychology 76 (2p1):267.score: 123.3
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  6. Aubrey J. Yates (1965). Effects of Delayed Auditory Feedback on Morse Transmission by Skilled Operators. Journal of Experimental Psychology 69 (5):467.score: 123.3
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  7. L. D. Roberts & A. H. Gregory (1973). Ear Differences and Delayed Auditory Feedback: Effect on a Simple Verbal Repetition Task and a Nonverbal Tapping Test. Journal of Experimental Psychology 101 (2):269.score: 122.0
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  8. Waka Fujisaki (2012). Effects of Delayed Visual Feedback on Grooved Pegboard Test Performance. Frontiers in Psychology 3.score: 105.0
    Using four experiments, this study investigates what amount of delay brings about maximal impairment under delayed visual feedback and whether a critical interval, such as that in audition, also exists in vision. The first experiment measured the Grooved Pegboard test performance as a function of visual feedback delays from 120 to 2120 ms in 16 steps. Performance sharply decreased until about 490 ms, then more gradually until 2120 ms, suggesting that two mechanisms were operating under delayed visual (...). Since delayed visual feedback differs from delayed auditory feedback in that the former induces not only temporal but also spatial displacements between motor and sensory feedback, this difference could also exist in the mechanism responsible for spatial displacement. The second experiment was hence conducted to provide simultaneous haptic feedback together with delayed visual feedback to inform correct spatial position. The disruption was significantly ameliorated when information about spatial position was provided from a haptic source. The sharp decrease in performance of up to approximately 300 ms was followed by an almost flat performance. This is similar to the critical interval found in audition. Accordingly, the mechanism that caused the sharp decrease in performance in experiments 1 and 2 was probably mainly responsible for temporal disparity and is common across different modality–motor combinations, while the other mechanism that caused a rather gradual decrease in performance in experiment 1 was mainly responsible for spatial displacement. In experiments 3 and 4, the reliability of spatial information from the haptic source was reduced by wearing a glove or using a tool. When the reliability of spatial information was reduced, the data lay between those of experiments 1 and 2, and that a gradual decrease in performance partially reappeared. These results further support the notion that two mechanisms operate under delayed visual feedback. (shrink)
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  9. Felicia Pei-Hsin Cheng, Michael Grossbach & Eckart Altenmüller (2013). Altered Sensory Feedbacks in Pianist's Dystonia: The Altered Auditory Feedback Paradigm and the Glove Effect. Frontiers in Human Neuroscience 7:868.score: 94.0
    Background: This study investigates the effect of altered auditory feedback (AAF) in musician's dystonia (MD) and discusses whether altered auditory feedback can be considered as a sensory trick in MD. Furthermore, the effect of AAF is compared with altered tactile feedback, which can serve as a sensory trick in several other forms of focal dystonia. Methods: The method is based on scale analysis (Jabusch et al. 2004). Experiment 1 employs synchronization paradigm: 12 MD patients and (...)
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  10. Virginia Conde, Eckart Altenmüller, Arno Villringer & Patrick Ragert (2012). Task-Irrelevant Auditory Feedback Facilitates Motor Performance in Musicians. Frontiers in Psychology 3.score: 84.0
    An efficient and fast auditory–motor network is a basic resource for trained musicians due to the importance of motor anticipation of sound production in musical performance. When playing an instrument, motor performance always goes along with the production of sounds and the integration between both modalities plays an essential role in the course of musical training. The aim of the present study was to investigate the role of task-irrelevant auditory feedback during motor performance in musicians using a (...)
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  11. Michiteru Kitazaki Takeshi Tamura, Atsuko Gunji, Hiroshige Takeichi, Hiroaki Shigemasu, Masumi Inagaki, Makiko Kaga (2012). Audio-Vocal Monitoring System Revealed by Mu-Rhythm Activity. Frontiers in Psychology 3.score: 74.0
    Understanding the neural mechanisms underlying speech production has a number of potential practical applications. Speech production involves multiple feedback loops. An audio-vocal monitoring system plays an important role in speech production, based on auditory feedback about the speaker’s own voice. Here we investigated mu-rhythm activity associated with speech production by examining event-related desynchronization and synchronization in conditions of delayed auditory feedback (DAF) and noise feedback (Lombard). In Experiment 1, we confirmed that mu-rhythms were detectable (...)
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  12. Jean Vroomen Yoshimori Sugano, Mirjam Keetels (2012). The Build-Up and Transfer of Sensorimotor Temporal Recalibration Measured Via a Synchronization Task. Frontiers in Psychology 3.score: 71.3
    The timing relation between a motor action and the sensory consequences of that action can be adapted by exposing participants to artificially delayed feedback (temporal recalibration). Here, we demonstrate that a sensorimotor synchronization task (i.e., tapping the index finger in synchrony with a pacing signal) can be used as a measure of temporal recalibration. Participants were first exposed to a constant delay (~150 ms) between a voluntary action (a finger tap) and an external feedback stimulus of that action (...)
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  13. André Brechmann Christin Kohrs, Nicole Angenstein, Henning Scheich (2012). Human Striatum is Differentially Activated by Delayed, Omitted, and Immediate Registering Feedback. Frontiers in Human Neuroscience 6.score: 55.0
    The temporal contingency of feedback during conversations is an essential requirement of a successful dialog. In the current study, we investigated the effects of delayed and omitted registering feedback on fMRI activation and compared both unexpected conditions to immediate feedback. In the majority of trials of an auditory task, participants received an immediate visual feedback which merely indicated that a button press was registered but not whether the response was correct or not. In a minority (...)
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  14. Bertram Opitz, Nicola K. Ferdinand & Axel Mecklinger (2011). Timing Matters: The Impact of Immediate and Delayed Feedback on Artificial Language Learning. Frontiers in Human Neuroscience 5.score: 45.0
  15. Jessie Chen, Marjorie Woollacott, Steve Pologe & George P. Moore (2013). Stochastic Aspects of Motor Behavior and Their Dependence on Auditory Feedback in Experienced Cellists. Frontiers in Human Neuroscience 7.score: 42.0
  16. Robert G. Eason & Roberta Sadler (1977). Relationship Between Voluntary Control of Alpha Activity Level Through Auditory Feedback and Degree of Eye Convergence. Bulletin of the Psychonomic Society 9 (1):21-24.score: 42.0
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  17. Bekinschtein Tristan, Canales-Johnson Andrés, Silva Carolina, Huepe David, Rivera-Rei Alvaro, Noreika Valdas, Del Carmen Garcia Maria, Silva Walter, Sedeño Lucas, Kargieman Lucila, Baglivo Fabricio, Chennu Srivas, Ibanez Agustin & Rodriguez Eugenio (2013). Learn From Your Heart: Dissociable Neural Markers for Objective Interoceptive Performance and Metacognitive Awareness in Auditory Feedback. Frontiers in Human Neuroscience 7.score: 42.0
  18. Mairéad MacSweeney Cathy J. Price, Jenny T. Crinion (2011). A Generative Model of Speech Production in Broca's and Wernicke's Areas. Frontiers in Psychology 2.score: 42.0
    Speech production involves the generation of an auditory signal from the articulators and vocal tract. When the intended auditory signal does not match the produced sounds, subsequent articulatory commands can be adjusted to reduce the difference between the intended and produced sounds. This requires an internal model of the intended speech output that can be compared to the produced speech. The aim of this functional imaging study was to identify brain activation related to the internal model of speech (...)
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  19. Justin J. Couchman, Robertson Beasley & Peter Q. Pfordresher (2012). The Experience of Agency in Sequence Production with Altered Auditory Feedback. Consciousness and Cognition 21 (1):186-203.score: 42.0
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  20. Lawrence Brancazio & Carol A. Fowler (2000). Merging Auditory and Visual Phonetic Information: A Critical Test for Feedback? Behavioral and Brain Sciences 23 (3):327-328.score: 39.0
    The present description of the Merge model addresses only auditory, not audiovisual, speech perception. However, recent findings in the audiovisual domain are relevant to the model. We outline a test that we are conducting of the adequacy of Merge, modified to accept visual information about articulation.
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  21. Richard Held, Aglaia Efstathiou & Martha Greene (1966). Adaptation to Displaced and Delayed Visual Feedback From the Hand. Journal of Experimental Psychology 72 (6):887.score: 37.0
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  22. Dorothee Kremers, Margarita Briseño Jaramillo, Martin Böye, Alban Lemasson & Martine Hausberger (2011). Do Dolphins Rehearse Show-Stimuli When at Rest? Delayed Matching of Auditory Memory. Frontiers in Psychology 2.score: 36.0
    The mechanisms underlying vocal mimicry in animals remain an open question. Delphinidae are able to copy sounds from their environment that are not produced by conspecifics. Usually, these mimicries occur associated with the context in which they were learned. No reports address the question of separation between auditory memory formation and spontaneous vocal copying although the sensory and motor phases of vocal learning are separated in a variety of songbirds. Here we show that captive bottlenose dolphins produce, during their (...)
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  23. Tina Weis, Sebastian Puschmann, André Brechmann & Christiane M. Thiel (2013). Positive and Negative Reinforcement Activate Human Auditory Cortex. Frontiers in Human Neuroscience 7:842.score: 36.0
    Prior studies suggest that reward modulates neural activity in sensory cortices, but less is known about punishment. We used functional magnetic resonance imaging and an auditory discrimination task, where participants had to judge the duration of frequency modulated tones. In one session correct performance resulted in financial gains at the end of the trial, in a second session incorrect performance resulted in financial loss. Incorrect performance in the rewarded as well as correct performance in the punishment condition resulted in (...)
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  24. Jack A. Adams, Ernest T. Goetz & Phillip H. Marshall (1972). Response Feedback and Motor Learning. Journal of Experimental Psychology 92 (3):391.score: 33.0
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  25. Jack A. Adams, Philip H. Marshall & Ernest T. Goetz (1972). Response Feedback and Short-Term Motor Retention. Journal of Experimental Psychology 92 (1):92.score: 33.0
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  26. Feng Rong, Tom Holroyd, Fatima T. Husain, Jose L. Contreras-Vidal & Barry Horwitz (2011). Task-Specific Modulation of Human Auditory Evoked Response in a Delayed-Match-To-Sample Task. Frontiers in Psychology 2:85-85.score: 33.0
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  27. Stefan Heim Cornelia Eckers, Bernd J. Kröger, Katharina Sass (2013). Neural Representation of the Sensorimotor Speech–Action-Repository. Frontiers in Human Neuroscience 7.score: 31.0
    A speech-action-repository (SAR) or “mental syllabary” has been proposed as a central module for sensorimotor processing of syllables. In this approach, syllables occurring frequently within language are assumed to be stored as holistic sensorimotor patterns, while non-frequent syllables need to be assembled from sub-syllabic units. Thus, frequent syllables are processed efficiently and quickly during production or perception by a direct activation of their sensorimotor patterns. Whereas several behavioral psycholinguistic studies provided evidence in support of the existence of a syllabary, fMRI (...)
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  28. Caroline Palmer Rachel M. Brown (2013). Auditory and Motor Imagery Modulate Learning in Music Performance. Frontiers in Human Neuroscience 7.score: 29.0
    Skilled performers such as athletes or musicians can improve their performance by imagining the actions or sensory outcomes associated with their skill. Performers vary widely in their auditory and motor imagery abilities, and these individual differences influence sensorimotor learning. It is unknown whether imagery abilities influence both memory encoding and retrieval. We examined how auditory and motor imagery abilities influence musicians’ encoding (during Learning, as they practiced novel melodies), and retrieval (during Recall of those melodies). Pianists learned melodies (...)
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  29. J. Christopher Edgar, Matthew R. Lanza, Aleksandra B. Daina, Justin F. Monroe, Sarah Y. Khan, Lisa Blaskey, Katelyn M. Cannon, Julian Jenkins, Saba Qasmieh, Susan E. Levy & Timothy P. L. Roberts (2014). Missing and Delayed Auditory Responses in Young and Older Children with Autism Spectrum Disorders. Frontiers in Human Neuroscience 8.score: 28.0
  30. Jean Mary Zarate Robert J. Zatorre, Karine Delhommeau (2012). Modulation of Auditory Cortex Response to Pitch Variation Following Training with Microtonal Melodies. Frontiers in Psychology 3.score: 27.0
    We tested changes in cortical functional response to auditory configural learning by training ten human listeners to discriminate micromelodies (consisting of smaller pitch intervals than normally used in Western music). We measured covariation in blood oxygenation signal to increasing pitch-interval size in order to dissociate global changes in activity from those specifically associated with the stimulus feature of interest. A psychophysical staircase procedure with feedback was used for training over a two-week period. Behavioral tests of discrimination ability performed (...)
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  31. Andreas Thiel, Helmut Schwegler & Christian W. Eurich (2003). Complex Dynamics is Abolished in Delayed Recurrent Systems with Distributed Feedback Times. Complexity 8 (4):102-108.score: 27.0
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  32. El-Deredy Wael (2011). It?S Worse Than You Thought: The Feedback Negativity and Responses to Delayed Rewards. Frontiers in Human Neuroscience 5.score: 27.0
  33. Davide Rigoni, Marcel Brass & Giuseppe Sartori (2010). Post-Action Determinants of the Reported Time of Conscious Intentions. Frontiers in Human Neuroscience 4.score: 24.0
    The question of whether our behaviour is guided by our conscious intentions is gaining momentum within the field of cognitive neuroscience. It has been demonstrated that the subjective experience that conscious intentions are the driving force of our actions, is built partially on a post hoc reconstruction. Our hypothesis was that this reconstructive process is mediated by an action-monitoring system that compares the predicted and the actual sensory consequences of an action. We applied Event Related Potentials (ERP) to a variant (...)
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  34. Dorothee Kremers, Margarita Briseño Jaramillo, Martin Böye, Alban Lemasson & Martine Hausberger (2010). Do Dolphins Rehearse Show-Stimuli When at Rest? Delayed Matching of Auditory Memory. Frontiers in Psychology 2:386-386.score: 24.0
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  35. Daichi Nozaki Takuya Honda, Masaya Hirashima (2012). Habituation to Feedback Delay Restores Degraded Visuomotor Adaptation by Altering Both Sensory Prediction Error and the Sensitivity of Adaptation to the Error. Frontiers in Psychology 3.score: 24.0
    Sensory prediction error, which is the difference between actual and predicted sensory consequences, is a driving force of motor learning. Thus, appropriate temporal associations between the actual sensory feedback signals and motor commands for predicting sensory consequences are crucial for the brain to calculate the sensory prediction error accurately. Indeed, it has been shown that artificially introduced delays in visual feedback degrade motor learning. However, our previous study has showed that degraded adaptation is alleviated by prior habituation to (...)
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  36. E. Vlainic, R. Liepelt, L. S. Colzato, W. Prinz & B. Hommel (2009). The Virtual Co-Actor: The Social Simon Effect Does Not Rely on Online Feedback From the Other. Frontiers in Psychology 1:208-208.score: 21.0
    The Social Simon effect (SSE) occurs if two participants share a Simon task by making a Go/No-Go response to one of two stimulus features. If the two participants perform this version of the Simon task together, a Simon effect occurs (i.e., performance is better with spatial stimulus-response correspondence), but no effect is observed if participants perform the task separately. The SSE has been attributed to the automatic co-representation of the co-actor’s actions, which suggests that it relies on online information about (...)
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  37. Jean Mary Zarate (2013). The Neural Control of Singing. Frontiers in Human Neuroscience 7.score: 20.0
    Singing provides a unique opportunity to examine music performance—the musical instrument is contained wholly within the body, thus eliminating the need for creating artificial instruments or tasks in neuroimaging experiments. Here, more than two decades of voice and singing research will be reviewed to give an overview of the sensory-motor control of the singing voice, starting from the vocal tract and leading up to the brain regions involved in singing. Additionally, to demonstrate how sensory feedback is integrated with vocal (...)
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  38. Wayne Wu & Raymond Cho (2013). Mechanisms of Auditory Verbal Hallucination in Schizophrenia. Frontiers in Schizophrenia 4.score: 18.0
    Recent work on the mechanisms underlying auditory verbal hallucination (AVH) has been heavily informed by self-monitoring accounts that postulate defects in an internal monitoring mechanism as the basis of AVH. A more neglected alternative is an account focusing on defects in auditory processing, namely a spontaneous activation account of auditory activity underlying AVH. Science is often aided by putting theories in competition. Accordingly, a discussion that systematically contrasts the two models of AVH can generate sharper questions that (...)
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  39. Dennis Norris, James M. McQueen & Anne Cutler (2000). Merging Information in Speech Recognition: Feedback is Never Necessary. Behavioral and Brain Sciences 23 (3):299-325.score: 18.0
    Top-down feedback does not benefit speech recognition; on the contrary, it can hinder it. No experimental data imply that feedback loops are required for speech recognition. Feedback is accordingly unnecessary and spoken word recognition is modular. To defend this thesis, we analyse lexical involvement in phonemic decision making. TRACE (McClelland & Elman 1986), a model with feedback from the lexicon to prelexical processes, is unable to account for all the available data on phonemic decision making. The (...)
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  40. Simon R. Jones, Charles Fernyhough & Frank Larøi (2010). A Phenomenological Survey of Auditory Verbal Hallucinations in the Hypnagogic and Hypnopompic States. Phenomenology and the Cognitive Sciences 9 (2):213-224.score: 18.0
    The phenomenology of auditory verbal hallucinations (AVHs) occurring in hypnagogic and hypnopompic (H&H) states has received little attention. In a sample of healthy participants ( N = 325), 108 participants reported H&H AVHs and answered subsequent questions on their phenomenology. AVHs in the H&H state were found (1) to be more likely to only feature the occasional clear word than to be clear, (2) to be more (...)
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  41. Elise Springer (2008). Moral Feedback and Motivation: Revisiting the Undermining Effect. [REVIEW] Ethical Theory and Moral Practice 11 (4):407 - 423.score: 18.0
    Social psychologists have evidence that evaluative feedback on others’ choices sometimes has unwelcome negative effects on hearers’ motivation. Holroyd’s article (Holroyd J. Ethical Theory Moral Pract 10:267–278, 2007) draws attention to one such result, the undermining effect, that should help to challenge moral philosophers’ complacency about blame and praise. The cause for concern is actually greater than she indicates, both because there are multiple kinds of negative effect on hearer motivation, and because these are not, as she hopes, reliably (...)
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  42. Alexandra Bendixen Mona Spielmann, Erich Schröger, Sonja A. Kotz, Thomas Pechmann (2013). Using a Staircase Procedure for the Objective Measurement of Auditory Stream Integration and Segregation Thresholds. Frontiers in Psychology 4.score: 18.0
    Auditory scene analysis describes the ability to segregate relevant sounds out from the environment and to integrate them into a single sound stream using the characteristics of the sounds to determine whether or not they are related. This study aims to contrast task performances in objective threshold measurements of segregation and integration using identical stimuli, manipulating two variables known to influence streaming, inter-stimulus-interval (ISI) and frequency difference (Δf). For each measurement, one parameter (either ISI or Δf) was held constant (...)
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  43. Susann Deike, Peter Heil, Martin Böckmann-Barthel & André Brechmann (2012). The Build-Up of Auditory Stream Segregation: A Different Perspective. Frontiers in Psychology 3.score: 18.0
    The build-up of auditory stream segregation refers to the notion that sequences of alternating A and B sounds initially tend to be heard as a single stream, but with time appear to split into separate streams. The central assumption in the analysis of this phenomenon is that streaming sequences are perceived as one stream at the beginning by default. In the present study, we test the validity of this assumption and document its impact on the apparent build-up phenomenon. Human (...)
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  44. Timothy V. Nguyen Jeffrey T. Fairbrother, David D. Laughlin (2012). Self-Controlled Feedback Facilitates Motor Learning in Both High and Low Activity Individuals. Frontiers in Psychology 3.score: 18.0
    The purpose of this study was to determine if high and low activity individuals differed in terms of the effects of self-controlled feedback on the performance and learning of a movement skill. The task consisted of a blindfolded beanbag toss using the non-preferred arm. Participants were pre-screened according to their physical activity level using the International Physical Activity Questionnaire. An equal number of high activity (HA) and low activity (LA) participants were assigned to self-control (SC) and yoked (YK) (...) conditions, creating four groups: Self-Control High Activity (SC-HA); Self-Control Low Activity (SC-LA); Yoked High Activity (YK-HA); and Yoked Low Activity (YK-LA). SC condition participants were provided feedback whenever they requested it, while YK condition participants received feedback according to a schedule created by their SC counterpart. Results indicated that the SC condition was more accurate than the YK condition during acquisition and transfer phases, and the HA condition was more accurate than the LA condition during all phases of the experiment. A post-training questionnaire indicated that participants in the SC condition asked for feedback mostly after what they perceived to be “good” trials; those in the YK condition indicated that they would have preferred to receive feedback after “good” trials. This study provided further support for the advantages of self-controlled feedback when learning motor skills, additionally showing benefits for both active and less active individuals. The results suggested that the provision of self-controlled feedback to less active learners may be a potential avenue to teaching motor skills necessary to engage in greater amounts of physical activity. (shrink)
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  45. Carine Signoret, Etienne Gaudrain, Barbara Tillmann, Nicolas Grimault & Fabien Perrin (2011). Facilitated Auditory Detection for Speech Sounds. Frontiers in Psychology 2.score: 18.0
    If it is well known that knowledge facilitates higher cognitive functions, such as visual and auditory word recognition, little is known about the influence of knowledge on detection, particularly in the auditory modality. Our study tested the influence of phonological and lexical knowledge on auditory detection. Words, pseudo words and complex non phonological sounds, energetically matched as closely as possible, were presented at a range of presentation levels from sub threshold to clearly audible. The participants performed a (...)
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  46. Joel S. Snyder, Melissa K. Gregg, David M. Weintraub & Claude Alain (2012). Attention, Awareness, and the Perception of Auditory Scenes. Frontiers in Psychology 3.score: 18.0
    Auditory perception and cognition entails both low-level and high-level processes, which are likely to interact with each other to create our rich conscious experience of soundscapes. Recent research that we review has revealed numerous influences of high-level factors, such as attention, intention, and prior experience, on conscious auditory perception. And recently, studies have shown that auditory scene analysis tasks can exhibit multistability in a manner very similar to ambiguous visual stimuli, presenting a unique opportunity to study neural (...)
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  47. Kerstin Unger, Sonja Heintz & Jutta Kray (2012). Punishment Sensitivity Modulates the Processing of Negative Feedback but Not Error-Induced Learning. Frontiers in Human Neuroscience 6:186-186.score: 18.0
    Accumulating evidence suggests that individual differences in punishment and reward sensitivity are associated with functional alterations in neural systems underlying error and feedback processing. In particular, individuals highly sensitive to punishment have been found to be characterized by larger midfrontal error signals as reflected in the error negativity (Ne/ERN) and the FRN (feedback-related negativity). By contrast, reward sensitivity has been shown to relate to the error positivity (Pe). Given that Ne/ERN, FRN, and Pe have been functionally linked to (...)
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  48. Patrice Voss, Franco Lepore, Frederic Gougoux & Robert J. Zatorre (2011). Relevance of Spectral Cues for Auditory Spatial Processing in the Occipital Cortex of the Blind. Frontiers in Psychology 2.score: 18.0
    We have previously shown that some blind individuals can localize sounds more accurately than their sighted counterparts when one ear is obstructed, and that this ability is strongly associated with occipital cortex activity. Given that spectral cues are important for monaural localizing sounds when one ear is obstructed, and that blind individuals are more sensitive to small spectral differences, we hypothesized that enhanced use of spectral cues via occipital cortex mechanisms could explain the better performance of blind individuals in monaural (...)
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  49. Yuan Zhang, Xiang Li, Xing Qian & Xiaolin Zhou (2012). Brain Responses in Evaluating Feedback Stimuli with a Social Dimension. Frontiers in Human Neuroscience 6:29-29.score: 18.0
    Previous studies on outcome evaluation and performance monitoring using gambling or simple cognitive tasks have identified two components of event-related potentials (ERPs) that are particularly relevant to the neural responses to decision outcome. The feedback-related negativity (FRN), typically occurring 200-300 ms post-onset of feedback stimuli, encodes mainly the valence of outcome while the P300, which is the most positive peak between 200-600 ms, is found to be related to various aspects of outcome evaluation. This study investigated the extent (...)
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  50. Johanna C. Badcock, Frank Larøi, Kelly Maria Johanna Diederen & Paul Allen (2013). Current Perspectives on the Mechanisms of Auditory Hallucinations: Introduction to the Special Research Topic. Frontiers in Human Neuroscience 7.score: 18.0
    Current perspectives on the mechanisms of auditory hallucinations: Introduction to the special research topic.
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