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Is the Role of External Feedback in Auditory Skill Learning Age Dependent?

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Title: Is the Role of External Feedback in Auditory Skill Learning Age Dependent?
Language: English
Authors: Zaltz, Yael, Roth, Daphne Ari-Even, Kishon-Rabin, Liat
Source: Journal of Speech, Language, and Hearing Research. Dec 2017 60(12):3656-3666.
Availability: American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Peer Reviewed: Y
Page Count: 11
Publication Date: 2017
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Auditory Perception, Feedback (Response), Age Differences, Role, Auditory Discrimination, Models, Elementary School Students, Task Analysis, Skill Development, Learning Processes
DOI: 10.1044/2017_JSLHR-H-16-0446
ISSN: 1092-4388
Abstract: Purpose: The purpose of this study is to investigate the role of external feedback in auditory perceptual learning of school-age children as compared with that of adults. Method: Forty-eight children (7-9 years of age) and 64 adults (20-35 years of age) conducted a training session using an auditory frequency discrimination (difference limen for frequency) task, with external feedback (EF) provided for half of them. Results: Data supported the following findings--(a) Children learned the difference limen for frequency task only when EF was provided. (b) The ability of the children to benefit from EF was associated with better cognitive skills. (c) Adults showed significant learning whether EF was provided or not. (d) In children, within-session learning following training was dependent on the provision of feedback, whereas between-sessions learning occurred irrespective of feedback. Conclusions: EF was found beneficial for auditory skill learning of 7-9-year-old children but not for young adults. The data support the supervised Hebbian model for auditory skill learning, suggesting combined bottom-up internal neural feedback controlled by top-down monitoring. In the case of immature executive functions, EF enhanced auditory skill learning. This study has implications for the design of training protocols in the auditory modality for different age groups, as well as for special populations.
Abstractor: As Provided
Entry Date: 2018
Accession Number: EJ1166325
Database: ERIC
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  Data: Is the Role of External Feedback in Auditory Skill Learning Age Dependent?
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  Data: American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
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  Data: 1092-4388
– Name: Abstract
  Label: Abstract
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  Data: Purpose: The purpose of this study is to investigate the role of external feedback in auditory perceptual learning of school-age children as compared with that of adults. Method: Forty-eight children (7-9 years of age) and 64 adults (20-35 years of age) conducted a training session using an auditory frequency discrimination (difference limen for frequency) task, with external feedback (EF) provided for half of them. Results: Data supported the following findings--(a) Children learned the difference limen for frequency task only when EF was provided. (b) The ability of the children to benefit from EF was associated with better cognitive skills. (c) Adults showed significant learning whether EF was provided or not. (d) In children, within-session learning following training was dependent on the provision of feedback, whereas between-sessions learning occurred irrespective of feedback. Conclusions: EF was found beneficial for auditory skill learning of 7-9-year-old children but not for young adults. The data support the supervised Hebbian model for auditory skill learning, suggesting combined bottom-up internal neural feedback controlled by top-down monitoring. In the case of immature executive functions, EF enhanced auditory skill learning. This study has implications for the design of training protocols in the auditory modality for different age groups, as well as for special populations.
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      – SubjectFull: Feedback (Response)
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      – SubjectFull: Age Differences
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      – SubjectFull: Role
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      – SubjectFull: Skill Development
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