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Bio - Music & Speech > Final Exam - Femi Outline + Review Session > Flashcards

Final Exam - Femi Outline + Review Session Flashcards

1
Q

The birdsong system offers several advantages as a model for identifying neural mechanisms that underlie biologically relevant behavior:

A
  1. Song is a learned behavior that is controlled by discrete neural circuits.
  2. There are distinct phases in the development of song, with well-defined sensitive periods. One can relate the ontogeny of song behavior to the development of the underlying neural circuits.
  3. Song is the product of stereotyped motor pro- grams, with hierarchical organization of the premotor and motor nuclei.
  4. Song behavior and the associated neural cir- cuits are sexually dimorphic in most species.
  5. Gonadal steroid hormones have pronounced effects on the development and adult function of the song control circuits, as well as on song
    behavior.
  6. There is extensive plasticity of the adult song
    system, including ongoing neurogenesis and
    seasonal changes in morphology.
  7. There is pronounced species diversity in dif- ferent aspects of song behavior, including the timing of vocal learning, sex patterns of song production, number of songs that are learned, and seasonality of song behavior. This diver- sity provides opportunities for comparative studies of the song control system.
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2
Q

What are the two types of learning that dictate our studies of song birds?

A
  • Auditory learning: making sound to meaning associations

- Vocal learning: acquiring vocalizations through imitation rather than instinct

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3
Q

Source-Filter model for song production (birds vs human)

A

Bird:
- sound generated in syrinx
- upper vocal tract filters/amp/attenuates
Human:
- sound generated in larynx
- upper vocal tract filters/amp/attenuates

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4
Q

Birdsong vs Speech

A

Birdsong:

  • both strings of perceptually separate sounds
  • note - motif - song
  • phoneme - syllable - sentence

Speech:

  • shorter (less than 1 sec): phonemes, notes
  • longer (seconds to minutes): phrases, song
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5
Q

Anatomy and sound: Similarities between birdsong and speech

A
  • Sound produced via vibrating folds
  • Sound filtered through vocal tract
  • Sequences of discrete sounds
  • Organization on several time scales
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6
Q

Anatomy and sound: differences between birdsong and speech

A
  • Two sets of vocal folds
  • Birdsong: much more rapid
  • Birds can breathe between notes
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7
Q

What are the two settings in the birdsong radio lab?

A

the jungle and the prairie

- tai forest on the ivory coast

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8
Q

Neurophysiology of the song system: Sound production pathway

A
  • High vocal center (HVC)
  • Robust nucleus of the archistriatum (RA)
  • Tracheosyringeal part of the hypoglossal nucleus (nXIIts)
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9
Q

Neurophysiology of the sound system: Song learning pathway

A
  • High vocal center (HVC)
  • Area X basal ganglia
  • Medial nucleus of dorsalateral thalamus (DLM)
  • Lateral part of the magnocellular nucleus of anterior neostriatum (LMAN)
  • Robust nucleus of the archistriatum (RA) and branches to Area X
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10
Q

What types of monkeys do they study in the birdsong radio lab?

A

Diana Monkey

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11
Q

What were the different calls they studied of the monkeys in the tai forest - radiolab

A
  • calls of the monkeys when they react to eagles and leopards
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12
Q

What is unique about vocal learning animals?

A
  • connection between pallium (cortex) and brainstem nuclei that control larynx
  • chimps and nonvocal learning birds don’t have this connection
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13
Q

What animals did they study in the prairie in the birdsong radio lab?

A
  • prairie dogs & their calls for coyote, dogs, humans
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14
Q

How is birdsong used to mark territory or to repel other males?

A
  • increase singing rates when male bird is present
  • overlap the others songs
  • birdsong alone keeps a territory unoccupied
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15
Q

How is birdsong used to attract females?

A
  1. Mate selection
  2. Initiates increase nesting activity
  3. Prompts courtship displays
  4. Large complex repertoires are sexy
    b. Extent of song repertoire is indicator of repro fitness
    c. Better nourishment is youth= more song
    d. Better memory=more songs
    e. More songs=improved ability to defend territory
  5. Accurately learned songs are sexy
    a. Prefer songs with more learned vs invented material
    b. Prefer more accurate songs (ie closer to orig model)
  6. Difficult songs are sexy
    a. High performance
  7. High trill rate
  8. High bandwidth
  9. Energetically more demanding and preferred by females
    b. Low performance songs
  10. Low trill rate
  11. Low bandwidth
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16
Q

Development - song material depends on 3 factors:

A
  • genetic predisposition
  • learning from songs sung by socially salient birds
  • creative contributions: improvised new song units/arrangements – young birds improvise, invent, rearrange copied notes
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17
Q

If you play birds recorded songs… how do they react

A

they prefer those songs that are similar to their species song

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18
Q

What are the similarities in development between birdsong and speech

A
  • sensitive period for learning
  • babbling stage comes before song/speech production
  • contributions from: genetics, learning, creativity
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19
Q

What are the differences in development between birdsong and speech?

A
  • for birds, sensitive period closes before song production starts
  • for humans, sensitive period continues through speech production
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20
Q

Why do they say that it is possible that only vocal learners can synchronize to a musical beat?

A

a. Synchronization requires special links between the aud and motor systems, as does vocal learning
b. Neural foundations of the two skills overlap in the brain (basal ganglia, supplementary motor areas)

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21
Q

Synchronization to a beat

A

a. May be consequence of neural circuitry for vocal learning, rather than having been selected for directly by evolution
b. Consequence of neural circuitry for vocal learning, rather than having been selected for directly by evolution
c. Arch shaped phrase contours
1. In humans song tend to be arch shaped
2. Arch tied to breath
a. During speech air pressure rises and stays steady and then falls
b. Amount of pressure linked to pitch
c. Birds breathe in between notes
d. Individual bird notes are arched
e. Side effect of songs being powered by air pushed out of lungs
f. Ability to process syntax
1. Ability to process recursive grammar: uniquely human ability

  1. Recursion: phrases can be embedded within phrases can be embedded within phrases
    d. Ability to process syntax
22
Q

Anatomy and sound Summary: Similarities and Differences between birdsong and speech?

A

Similarities:

  • sound produced via vibrating folds
  • sound filtered through vocal tract
  • sequences of discrete sounds
  • hierarchical organization

Diferences:

  • two sets of vocal folds
  • birdsong: much more rapid
  • birds can breathe between notes
23
Q

Brain asymmetries

A
  • fundamental property of brain organization (begins in utero)
  • maximize neural efficiency through specialization
  • make more talents possible, diversify talents, better chance survive
  • lateralization: motor and sensory system
  • Auditory system
24
Q

Brain asymmetries & lateralization: motor and sensory system

A
  • lateralization does not mean that only one side participating, just means that one side is contributing more than the other
  • motor and sensory brain body connections crossed
    == this is why when we have a stroke in one hemisphere it can cause weakness or sensory loss on the other side of the body
  • lateralization of visual system is complex -> right visual cortex serve left visual field and minimal cross over between two pathways
25
Q

Brain asymmetries in the auditory system:

A
  1. Many bilateral connections (unlike sensory motor +visual system)
  2. Necessary for sound localization (compare inputs each ear)
  3. If diff sounds heard the stronger contralateral pathway inhibits the ipsi
  4. Aud system still shows lateralization activity (each side specialized for certain aud func)
26
Q

Bilateral cooperation of the brain (lateralization)

A
  1. Often both hemispheres contribute to a function but one dominates
  2. Lang processing
    a. Major production and reception performced in left hemisphere
    b. Prosody processed more in right (rhythmic +intonation)
    c. If left hemisphere speech area damaged but right intact it becomes more involved in lang processing enabling some recovery of function
27
Q

What methodologies are used to investigate the lateralization of the brain?

A
  • dichotic listening
  • lesion studies
  • anatomical measurements
  • electrophysiology
  • functional imaging
  • spilt-brain patients
28
Q

How is dichotic listening used to study the lateralization of the brain?

A
  • gross measure of laterlatization because measured behavioral response is many processes removed from function of interest (neuronal processing of the sound)
  • different stimuli presented to two ears simultaneously
  • ipsilateral pathway suppressed
  • speech to right ear processed directly in the left hemisphere, faster reaction times to speech presented to right, better recognition and comprehension of speech presented to right (Called the right ear advantage or left hemisphere advantage) musical tones or pitches may produce a “left ear advantage”
29
Q

How are lesion studies used to study the lateralization of the brain?

A
  • look at the location of lesion and how it correlates with severity of behavioral deficits
  • can tell us something about the role of single structure in complex system
30
Q

How are anatomical measurements used to study the lateralization of the brain?

A
  • done in vivo through neuro-imageing or post mortem
  • essentially can look at anatomical measurements on gross or microscopic level
  • look at shape, number, surface area, volume
  • microscopic level - number and types of cells, thickness of axonal myelin, shape and architecture of cell origination
31
Q

How are split-brain patients used to study the lateralization of the brain?

A

A. Split brain (commissurotomy) patients

  1. What happens when two hemispheres not talk + cerebral dominance
  2. Experiment: flash picture of spoon
    a. Right hemi- name correctly
    b. Left hemi cannot name BUT can select a spoon using left hand from other objects
    c. Need left to speak the word but right has knowledge about obj can be expressed other ways
32
Q

Lateralization of auditory processing

A

a. Dichotic listening : biased to right ear/ lateralization to left hemisphere
b. REA- right ear advantage
c. Left hemisphere advantage for speech sounds due to fast formant transitions (rapid temporal processing)
d. Left hemisphere lesions
1. Impaired consonant (phoneme) descrim when they differ in place of artic or voicing
a. Differ on acoustic transients
b. Require accurate tracking of formant transitions
2. Vowel discrim not impaired
a. No fast temporal component
b. Differ on spectral info presented over longer time period

33
Q

Spectral/Temporal Trade-trade off theory

A
  • left: better temporal acoustic properties

- right: better spectral acoustic properties

34
Q

lateralization of spectral processing

A
  • frequency discrimination pure tones done sub-cortically
  • simplest form of frequency descrimination of pure tones is not impaired by lesions
  • task more complex (complex tones) if damage to right then you have a problem
35
Q

Structural lateralization

A
  • each hemisphere is specialized for either spectral or temporal processing
  • anatomical differences may underlie specialization
36
Q

Left auditory cortex

A
  • extracts information from short time window (20-40 ms) ex: formant transitions + attack time (microstructure)
  • heschels gyrus more mylination of white matter (faster temporal process)
  • neuronal columns wider and further spaced
  • inter-column connection more mylinated & faster more efficient transmission of information
37
Q

Right auditory cortex

A
  • longer time windows (150-250 ms) ex: syllable rate + melodic contour (microstructure)
  • better spectral resolution
  • denser columnar structures with smaller columns closer together
  • inter columns connections more highly connected and more tangled and less mylinated
38
Q

Developing of language lateralization in language processing (babies)

A
  • 2-5 days old infants, more left-hemisphere acticity to infant directed speech than silence or speech presented backwards
  • 3 months leftward asymmetries to speech similar to adults
  • brain functionally organized to process language from birth
39
Q

Why do we study rhythm?

A
  • one of the few music universals: patterns in time organized around stead pulse and then tendency to move along to beat
  • fundamental element of music
40
Q

What are the components of rhythm?

A
  • rhythm: perceiving patterns in time (both in music and language)
  • beat: detecting and moving along to, a steady pulse (in music not in language)
  • meter: hearing certain elements as given greater emphasis than others
  • — music: strong vs weak beat
  • — language: stressed vs unstressed syllables
  • — same sequence of duration can be heard in two different ways depending on the metrical organization
41
Q

Rhythmic elements in music:

A
  • different patterns to distinguish genres
  • music worldwide organized around steady beat
  • some beats more prominent & emphasized
42
Q

Rhythmic elements in speech:

A
  • cues to stress and phrase structure
  • no steady beat but degree of temporal predictability
  • more prominent stressed syllables alternate with less prominent unstressed syllables
43
Q

Auditory Training Requires:

A
  1. Multiple talkers
  2. Multiple acoustic contexts
  3. Feedback: get reqarded by getting something right
  4. Fading techniques: task start easier get harder as you go learn harder and harder items
  5. Engaging
  6. Requires working memory and attention: give long term benefits bc more focus required
  7. Must have sufficient practice past learning threshold in order to truly learn something
  8. Need attention, reinforcement, or electrical stimulation to pass learning threshold in order to learn a stimulus
44
Q

Effects of auditory training in young adults

A
  1. R & L contrast in Japanese speakers trained them and found that did better post training also found that if train them with all diff word placements get more generalization.
  2. Perceptual training transferred to speech production (ie could tell R & L apart and now could produce) indicates link between speech perception and production. Perception related to neural representing and both can be changed through learning. (changes seen in brain stem and cortex)
  3. Experiment: Trained to artificial lang made up of 18 words either with flat rising or dipping contours and presented a pic to rep it. Found that brainstem plasticity following short term training linguistically(ie better after training)
    a. After training better at pitch tracking and more accurate also did ABR and saw diff to the speech after training
  4. Found performance of brain before training could predict how well person learn sound after training
45
Q

LACE

A

a. Experiment: wanted subjects to show generalization of learning to SIN task that were not part of training. HINT SNR were obtained before and after traing to look at changes. Each hint noise conditions showed improvements which was still present 6 mo later
b. Found that SIN training improved efferent func found could alter MOC reflex in brain.
c. Found some do better then others some learn more. If worse to being with sow bigger changes (ones with worse MOC reflex) also after training so better reflexes.

46
Q

Training enhances MMN response…

A

a. After train see brain can detect diff in sound
1. Post test: trained group had longer mmns with greater amp for both trained and transferred stim.
2. Can also get them to generalize the enhanced mmn to other sound pairs
3. Persons hippocampus reflects learning even when person unaware
4. Changes in brain function can occur before changes in behavior (ie see MMN change before behavior change)

47
Q

Summary of auditory training

A

a. Learning happens quickly (1wk)
b. Generalized to stim not used to train
c. Pre-attentive stim encoding is plastic
1. Basic stim rep syllables words cortical P1,2,N1 brainstem pitch tracking
2. Acoustic change descrim MMN
3. Laterality
d. Neural changes can precede behavioral learning
e. Brain func at pre-test can pedict gain with training
f. When work hard brain is changing even when not feel like there is any learning happening

48
Q

Effects of auditory training on children

A
  1. participating in lang leads to froming internal rep of speech sounds
  2. From internal rep lead to normal reading acquisition ie map internal rep to orthographic rep
  3. If impaired:
    a. Disrupt forming rep of sounds and there meanings
    b. Difficult map internal rep to orthographic rep
    c. Some causes:
  4. Otitis media: lead to lower verbal intelligence and poorer performance in reading, weaker narrative skills, more off task behavior, poorer perform test aud synthesis and vocal production (verbal analogies/digit repletion/grammar/syntax/articc/expressing ideas vocally)
  5. Learning impairments: higher rate of middle ear probs
49
Q

Relationship between auditory functioning and reading

A
  • basic processing skills in infants and pre-readers are predictive of later language and reading skills
  • neural timing associated with literacy
  • ## poor readers ahve slower brainstem trascription of sound
50
Q

What can be helped with an FM system in the classroom?

A
  1. Transmit high fidelity signal wirelessly to individual receivers or classroom speakers
  2. Improve SNR+ listening skills
  3. Improve phonological skills and reading skills
  4. Responses to attended tones increased (suggest attention increased)
51
Q

Overall summary of speech perception and learning in kids

A
  1. Normail speech perception and learning depends on precise timing of neural events and representation of harmonics
  2. Preconsciouse neural encoding of sound is plastic and modified by listening experience
  3. Learning impaoirments: deficient perception and encoding of sound structure can be imporved with training in some children
  4. Auditory attention may be mechanism for directed corticofugal influence in humans
  5. Encoding of sound structure is plastic

Bio - Music & Speech (4 decks)

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