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Chandrasekaran, B.

Publications and source records attributed to Chandrasekaran, B..

2 recordsLinked to original sources

Effects of Task Demands on Neural Correlates of Acoustic and Semantic Processing in Challenging Listening Conditions

PurposeListeners shift their listening strategies to prioritize lower-level acoustic information and higher-level semantic information in challenging listening conditions. However, the neural mechanisms underlying different strategies are unclear. The current study examined the extent to which encoding of lower-level acoustic cues is modulated by task demand and relationships with the higher-level semantic processing. MethodElectroencephalography (EEG) was acquired while participants listened to sentences in noise that contained either higher or lower probability final words. Task difficulty was modulated by time available to process responses. Cortical tracking of speech - neural correlates of acoustic temporal envelope processing - were estimated using temporal response functions (TRFs). ResultsTask difficulty did not affect cortical tracking of temporal envelope of speech under challenging listening conditions. No correlations were observed between the cortical tracking of temporal envelope of speech and semantic processes, even after controlling for the effect of individualized signal-to-noise ratios. ConclusionsCortical tracking of temporal envelope of speech and semantic processing are differentially influenced by task difficulty. While increased task demands modulated higher-level semantic processing, cortical tracking of temporal envelope of speech may be influenced by task difficulty primarily when the demand is manipulated in terms of acoustic properties of the stimulus, consistent with an emerging perspective in speech perception.

neuroscience

Working memory relates to individual differences in speech category learning: Insights from computational modeling and pupillometry

Across two experiments, we examine the relationship between individual differences in working memory (WM) and the acquisition of non-native speech categories in adulthood. While WM is associated with individual differences in a variety of learning tasks, successful acquisition of speech categories is argued to be contingent on WM-independent procedural-learning mechanisms. Thus, the role of WM in speech category learning is unclear. In Experiment 1, we show that individuals with higher WM acquire non-native speech categories faster and to a greater extent than those with lower WM. In Experiment 2, we replicate these results and show that individuals with higher WM use more optimal, procedural-based learning strategies and demonstrate more distinct speech-evoked pupillary responses for correct relative to incorrect trials. We propose that higher WM may allow for greater stimulus-related attention, resulting in more robust representations and optimal learning strategies. We discuss implications for neurobiological models of speech category learning.

neuroscience