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Lieder, I.

Publications and source records attributed to Lieder, I..

2 recordsLinked to original sources

Early frequency-specific contributions to serial-effects in audition

Recent stimuli affect the perception of current stimuli, referred to as serial effects. These effects were mainly studied in the visual modality, where it was suggested that perceptual biases towards previous stimuli (contraction) stems from high-level processing stages, and promotes object-level stability. We now asked whether high object-level stages underlie contraction also in the auditory modality. We administered a two-tone pitch discrimination task using both pure and complex tones. Both have pitch, but they are perceived as different timbre categories. Pitch contraction was observed to be largest between tones of the same timbre-category, in line with the object-level account. To decipher the role of early, frequency-specific, category-indifferent processing-stages we used complex tones with missing fundamental. They differ in their low-level frequency components yet have the same pitch. Hence, a high-level account predicts that pitch contraction will remain. Surprisingly, we observed no contraction to the missing fundamental frequency. Rather, pitch was contracted to the physically-present frequencies. Supporting the low-level contribution, we found that though attention enhances contraction, it is not necessary. These observations suggest that contraction bias is an inherent part of the various stages of the auditory hierarchy of sensory processing.

neuroscience↗

Capacity of short-term memory in dyslexia is reduced due to less efficient utilization of items' long-term frequency

Dyslexia, defined as a specific impairment in decoding the written script, is the most widespread learning difficulty. However, individuals with dyslexia (IDDs) also consistently manifest reduced short-term memory (STM) capacity, typically measured by Digit Span or non-word repetition tasks. In this paper we report two experiments which test the effect of item frequency and the effect of a repeated sequence on the performance in STM tasks in good readers and in IDDs. IDDs performance benefited less from item frequency, revealing poor use of long-term single item statistics. This pattern suggests that the amply reported shorter verbal spans in dyslexia may in fact reflect their impaired sensitivity to items long-term frequency. For repeated sequence learning, we found no significant deficit among IDDs, even when a sensitive paradigm and a robust measure were used.

neuroscience↗