Song learning as an indicator mechanism: modelling the developmental stress hypothesis.

The 'developmental stress hypothesis' attempts to provide a functional explanation of the evolutionary maintenance of song learning in songbirds. It argues that song learning can be viewed as an indicator mechanism that allows females to use learned features of song as a window on a male's early development, a potentially stressful period that may have long-term phenotypic effects. In this paper we formally model this hypothesis for the first time, presenting a population genetic model that takes into account both the evolution of genetic learning preferences and cultural transmission of song. The models demonstrate that a preference for song types that reveal developmental stress can evolve in a population, and that cultural transmission of these song types can be stable, lending more support to the hypothesis.

Early and rapid perceptual learning.

Major, rapid performance improvements in perceptual training are often dismissed as 'task' or 'procedural' learning because they are fast and generalize within a task. We assessed the contributions of perceptual and procedural learning to improvement in an auditory tone frequency learning task in humans and found that perceptual learning accounted for between 76% and 98% of the rapid early performance improvement.

A comparison of adaptive procedures for rapid and reliable threshold assessment and training in naive listeners.

In psychoacoustic studies there is often a need to assess performance indices quickly and reliably. The aim of this study was to establish a quick and reliable procedure for evaluating thresholds in backward masking and frequency discrimination tasks. Based on simulations, four procedures likely to produce the best results were selected, and data collected from 20 naive adult listeners on each. Each procedure used one of two adaptive methods (staircase or maximum-likelihood estimation, each targeting the 79% correct point on the psychometric function) and two response paradigms (3-interval, 2-alternative forced-choice AXB or 3-interval; 3-alternative forced-choice oddball). All procedures yielded statistically equivalent threshold estimates in both backward masking and frequency discrimination, with a trend to lower thresholds for oddball procedures in frequency discrimination. Oddball procedures were both more efficient and more reliable (test-retest) in backward masking, but all four procedures were equally efficient and reliable in frequency discrimination. Fitted psychometric functions yielded similar thresholds to averaging over reversals in staircase procedures. Learning was observed across threshold-assessment blocks and experimental sessions. In four additional groups, each of ten listeners, trained on the different procedures, no differences in performance improvement or rate of learning were observed, suggesting that learning is independent of procedure.

Auditory frequency discrimination learning is affected by stimulus variability.

We explored the effects of training set variability on learning and generalization of pure-tone frequency discrimination (FD) in three groups of untrained, normally hearing adult listeners. Group 1 trained using a fixed standard tone at 1 kHz (fixed), Group 2 on slightly varying (roving) tones around 1 kHz, and Group 3 on widely varying standard frequencies (wide-roving). Initially, two thirds of all listeners had low FD thresholds (good listeners) and one third had intermediate to high thresholds (poor listeners). For good listeners, slight variations in the training set slowed learning but wide variations did not. Transfer to untrained frequencies (up to 4 kHz) and to the fixed condition was equivalent regardless of training condition, but Group 1 listeners did not fully transfer learning to the roving condition. For poor listeners, any variation in the training condition slowed learning and impaired transfer to other frequencies but did not affect transfer to untrained conditions. Thus, the effects of training set on progress and outcome depend on set variability and individual FD ability.