Motivation and intelligence drive auditory perceptual learning.

ABSTRACT:

Background

Although feedback on performance is generally thought to promote perceptual learning, the role and necessity of feedback remain unclear. We investigated the effect of providing varying amounts of positive feedback while listeners attempted to discriminate between three identical tones on learning frequency discrimination.

Methodology/principal findings

Using this novel procedure, the feedback was meaningless and random in relation to the listeners' responses, but the amount of feedback provided (or lack thereof) affected learning. We found that a group of listeners who received positive feedback on 10% of the trials improved their performance on the task (learned), while other groups provided either with excess (90%) or with no feedback did not learn. Superimposed

SUBMITTER: Amitay S 

PROVIDER: S-EPMC2843743 | biostudies-literature | 2010 Mar

REPOSITORIES: biostudies-literature