Lesions to Caudomedial Nidopallium Impair Individual Vocal Recognition in the Zebra Finch.

Many social animals can recognize other individuals by their vocalizations. This requires a memory system capable of mapping incoming acoustic signals to one of many known individuals. Using the zebra finch, a social songbird that uses songs and distance calls to communicate individual identity (Elie and Theunissen, 2018), we tested the role of two cortical-like brain regions in a vocal recognition task. We found that the rostral region of the Cadomedial Nidopallium (NCM), a secondary auditory region of the avian pallium, was necessary for maintaining auditory memories for conspecific vocalizations in both male and female birds, whereas HVC (used as a proper name), a premotor areas that gates auditory input into the vocal motor and song learning pathways in male birds (Roberts and Mooney, 2013), was not. Both NCM and HVC have previously been implicated for processing the tutor song in the context of song learning (Sakata and Yazaki-Sugiyama, 2020). Our results suggest that NCM might not only store songs as templates for future vocal imitation but also songs and calls for perceptual discrimination of vocalizers in both male and female birds. NCM could therefore operate as a site for auditory memories for vocalizations used in various facets of communication. We also observed that new auditory memories could be acquired without intact HVC or NCM but that for these new memories NCM lesions caused deficits in either memory capacity or auditory discrimination. These results suggest that the high-capacity memory functions of the avian pallial auditory system depend on NCM.SIGNIFICANCE STATEMENT Many aspects of vocal communication require the formation of auditory memories. Voice recognition, for example, requires a memory for vocalizers to identify acoustical features. In both birds and primates, the locus and neural correlates of these high-level memories remain poorly described. Previous work suggests that this memory formation is mediated by high-level sensory areas, not traditional memory areas such as the hippocampus. Using lesion experiments, we show that one secondary auditory brain region in songbirds that had previously been implicated in storing song memories for vocal imitation is also implicated in storing vocal memories for individual recognition. The role of the neural circuits in this region in interpreting the meaning of communication calls should be investigated in the future.

Exploring CHAPS as a Potential Measurement for Auditory Processing and Cognitive Ability in Children with Hearing Loss.

OBJECTIVES: The primary goal was to investigate the suitability of CHAPS for assessing cognitive abilities and auditory processing in people with hearing loss (HL), specifically in the domains of auditory processing, verbal working memory, and auditory attention. METHOD: The study comprised 44 individuals between the ages of seven and 14, 22 with HL (N = 11 males) and 22 with normal hearing (N = 10 males). Individuals' auditory attention, working memory, and auditory processing skills were assessed in the study, and self-report questionnaires were used. The evaluation utilized the Sustained Auditory Attention Capacity Test (SAACT), Working Memory Scale (WMS), Filtered Words Test, Auditory Figured Ground Test (AFGT), and the Children's Auditory Performance Scale (CHAPS). Analyses were conducted, including group comparisons, correlation examinations, and receiver operating characteristic evaluations. RESULTS: There were significant differences in CHAPS total, attention, noise, quiet, and multiple inputs between groups. No significant differences were seen in CHAPS_ideal and CHAPS_auditory memory across groups. The study of SAACT and its subscores, WMS and its subscores, FWT, and AFGT revealed a significant difference between groups, caused by the poor performance of persons in the HL group compared to those in the NH group. The SAACT and its subscores correlated significantly with CHAPS_attention. The AUC calculation showed that The SAACT and CHAPS_attention distinguished persons with or without HL (p < 0.05). WMS_STM and WMS_total correlated with CHAPS auditory memory subscale; however, WMS_VWM did not. AUC values for WMS and its subscores showed significant discrimination in identifying children with or without HL (p < 0.05), whereas CHAPS_auditory memory did not (AUC = 0.665; p = 0.060). FWT and AFGT had a significant relationship with CHAPS_noise and CHAPS_multiple inputs subscales. The CHAPS_quiet and CHAPS_ideal subtests only correlated with AFGT. CHAPS_quite and CHAPS_ideal did not exhibit significant discriminative values (p < 0.05) for identifying children with or without HL, while CHAPS_noise, CHAPS_multiple inputs, FWT, and AFGT did. CONCLUSION: The CHAPS_attention subscale could be a trustworthy instrument for assessing auditory attention in children with HL. However, the CHAPS_auditory memory subscale may not be suitable for testing working memory. While performance-based auditory processing tests showed improved discrimination, the CHAPS_noise and CHAPS_multiple inputs subtests can still assess hearing-impaired auditory processing. The CHAPS_quiet and CHAPS_ideal subtests may not evaluate auditory processing.

Perceptual learning of random acoustic patterns: Impact of temporal regularity and attention.

Perceptual learning is a powerful mechanism to enhance perceptual abilities and to form robust memory representations of previously unfamiliar sounds. Memory formation through repeated exposure takes place even for random and complex acoustic patterns devoid of semantic content. The current study sought to scrutinise how perceptual learning of random acoustic patterns is shaped by two potential modulators: temporal regularity of pattern repetition and listeners' attention. To this end, we adapted an established implicit learning paradigm and presented short acoustic sequences that could contain embedded repetitions of a certain sound segment (i.e., pattern) or not. During each experimental block, one repeating pattern recurred across multiple trials, whereas the other patterns were presented in only one trial. During the presentation of sound sequences that contained either temporally regular or jittered within-trial pattern repetitions, participants' attention was directed either towards or away from the auditory stimulation. Overall, we found a memory-related modulation of the event-related potential (ERP) and an increase in inter-trial phase coherence for patterns that recurred across multiple trials (compared to non-recurring patterns), accompanied by a performance increase in a (within-trial) repetition detection task when listeners attended the sounds. Remarkably, we show a memory-related ERP effect even for the first pattern occurrence per sequence when participants attended the sounds, but not when they were engaged in a visual distractor task. These findings suggest that learning of unfamiliar sound patterns is robust against temporal irregularity and inattention, but attention facilitates access to established memory representations upon first occurrence within a sequence.

Dual-stage cognitive assessment: a two-stage screening for cognitive impairment in primary care.

BACKGROUND: Aging population has led to an increased proportion of older adults and cognitively impaired. We designed a brief and flexible two-stage cognitive screening scale, the Dual-Stage Cognitive Assessment (DuCA), for cognitive screening in primary care settings. METHOD: In total, 1,772 community-dwelling participants were recruited, including those with normal cognition (NC, n = 1,008), mild cognitive impairment (MCI, n = 633), and Alzheimer's disease (AD, n = 131), and administered a neuropsychological test battery and the DuCA. To improve performance, the DuCA combines visual and auditory memory tests for an enhanced memory function test. RESULTS: The correlation coefficient between DuCA-part 1 and DuCA-total was 0.84 (P < 0.001). The correlation coefficients of DuCA-part 1 with Addenbrooke's Cognitive Examination III (ACE-III) and Montreal Cognitive Assessment Basic (MoCA-B) were 0.66 (P < 0.001) and 0.85 (P < 0.001), respectively. The correlation coefficients of DuCA-total with ACE-III and MoCA-B were 0.78 (P < 0.001) and 0.83 (P < 0.001), respectively. DuCA-Part 1 showed a similar discrimination ability for MCI from NC (area under curve [AUC] = 0.87, 95%CI 0.848-0.883) as ACE III (AUC = 0.86, 95%CI 0.838-0.874) and MoCA-B (AUC = 0.85, 95%CI 0.830-0.868). DuCA-total had a higher AUC (0.93, 95%CI: 0.917-0.942). At different education levels, the AUC was 0.83-0.84 for DuCA-part 1, and 0.89-0.94 for DuCA-total. DuCA-part 1 and DuCA-total's ability to discriminate AD from MCI was 0.84 and 0.93, respectively. CONCLUSION: DuCA-Part 1 would aid rapid screening and supplemented with the second part for a complete assessment. DuCA is suited for large-scale cognitive screening in primary care, saving time and eliminating the need for extensively training assessors.

Statins, Enzyme CoQ10 Supplement Use, and Cognitive Functioning.

OBJECTIVE: The current study assessed the effects of statin and CoQ10 supplement use on changes in cognitive functioning in the Wisconsin Registry for Alzheimer's Prevention study. METHODS: 1,573 subjects were administered medical histories, the Mini-Mental State Examination (MMSE), Rey Auditory Verbal Learning Test (RAVLT), Wechsler Memory Scale, Logical Memory subtest, and the Trail Making Test, Parts A (TMT-A) and B (TMT-B) 3-4 times over 5-10 years. RESULTS: Linear mixed models did not yield significant effects for statin or CoQ10 supplement use on changes in mental status, learning and memory, psychomotor speed, and cognitive flexibility. CONCLUSIONS: Statin and/or CoQ10 supplement use was not associated with neuropsychological test performance in the Wisconsin Registry for Alzheimer's Prevention study.

The digit triplet test as a self-test for hearing screening at the age of school-entry.

OBJECTIVE: The current study aimed to investigate the feasibility of the digit triplet test (DTT) as a self-test in normal-hearing children at school-entry age (5-6 years) compared to an administrator-controlled test. DESIGN AND STUDY SAMPLE: Thirty-seven first grade elementary school children took part in this study. Next to a pure-tone screening, the test battery consisted of a DTT speech-in-noise screening (self-test and administrator-controlled assessment), and cognitive tests related to auditory/working memory and attention skills. RESULTS: The reference-SRT ± 2SD, obtained with the administrator-controlled DTT, was -9.8 ± 1.6 dB SNR, and could be estimated with a precision of 0.7 dB. The test duration for one ear was about 4.5 min. Self-tests resulted in higher (poorer) SRTs. Only a small proportion of children performed stably across repeated self-test administrations. With about 6 min for one ear, the test duration was rather long. The influence of auditory/working memory and attentional abilities appeared to be limited. CONCLUSION: Our data suggest that a self-administered DTT is not suitable for a large proportion of children at school-entry.

Norepinephrine in the avian auditory cortex enhances developmental song learning.

Sensory learning during critical periods in development has lasting effects on behavior. Neuromodulators like dopamine and norepinephrine (NE) have been implicated in various forms of sensory learning, but little is known about their contribution to sensory learning during critical periods. Songbirds like the zebra finch communicate with each other using vocal signals (e.g., songs) that are learned during a critical period in development, and the first crucial step in song learning is memorizing the sound of an adult conspecific's (tutor's) song. Here, we analyzed the extent to which NE modulates the auditory learning of a tutor's song and the fidelity of song imitation. Specifically, we paired infusions of NE or vehicle into the caudomedial nidopallium (NCM) with brief epochs of song tutoring. We analyzed the effect of NE in juvenile zebra finches that had or had not previously been exposed to song. Regardless of previous exposure to song, juveniles that received NE infusions into NCM during song tutoring produced songs that were more acoustically similar to the tutor song and that incorporated more elements of the tutor song than juveniles with control infusions. These data support the notion that NE can regulate the formation of sensory memories that shape the development of vocal behaviors that are used throughout an organism's life.NEW & NOTEWORTHY Although norepinephrine (NE) has been implicated in various forms of sensory learning, little is known about its contribution to sensory learning during critical periods in development. We reveal that pairing infusions of NE into the avian secondary auditory cortex with brief epochs of song tutoring significantly enhances auditory learning during the critical period for vocal learning. These data highlight the lasting impact of NE on sensory systems, cognition, and behavior.

Impaired interaural correlation processing in people with schizophrenia.

Detection of transient changes in interaural correlation is based on the temporal precision of the central representations of acoustic signals. Whether schizophrenia impairs the temporal precision in the interaural correlation process is not clear. In both participants with schizophrenia and matched healthy-control participants, this study examined the detection of a break in interaural correlation (BIC, a change in interaural correlation from 1 to 0 and back to 1), including the longest interaural delay at which a BIC was just audible, representing the temporal extent of the primitive auditory memory (PAM). Moreover, BIC-induced electroencephalograms (EEGs) and the relationships between the early binaural psychoacoustic processing and higher cognitive functions, which were assessed by the Repeatable Battery for the Assessment of Neuropsychological Status (RBANS), were examined. The results showed that compared to healthy controls, participants with schizophrenia exhibited poorer BIC detection, PAM and RBANS score. Both the BIC-detection accuracy and the PAM extent were correlated with the RBANS score. Moreover, participants with schizophrenia showed weaker BIC-induced N1-P2 amplitude which was correlated with both theta-band power and inter-trial phase coherence. These results suggested that schizophrenia impairs the temporal precision of the central representations of acoustic signals, affecting both interaural correlation processing and higher-order cognitions.

Relation between auditory memory and global memory in young and older adults.

PURPOSE: Controversy exists as to whether auditory memory is modality-specific or not. To determine this, the study investigated the relation between the scores obtained on an auditory memory test with that obtained on a global memory test in adults. The study also aimed to compare the scores of young and older adults on the two memory tests. METHODS: Thirty young adults aged 18 to 30 years and 30 older adults aged 58 to 70 years, having normal hearing sensitivity, were studied. Auditory memory was evaluated using the 'Kannada auditory memory and sequencing test', while global memory was assessed using the memory domain of the 'Cognitive linguistic assessment protocol for Adults' and the 'Memory ability checklist'. RESULTS: No significant correlation was seen between the scores obtained on the auditory memory and the global memory tests in both young adults as well as older adults. Also, the scores on the memory ability checklist did not show any correlation with either global memory scores or auditory memory scores in both participant groups. Additionally, the scores of the three memory measures were found to be significantly different from each other. The older adults obtained significantly poorer scores on all three memory tools compared to young adults. CONCLUSION: The findings indicated that auditory memory is modality-specific and is independent of global memory. Additionally, all three measures were sensitive in detecting age-related decline in memory.

Contribution of sensory memory to speech motor learning.

Speech learning requires precise motor control, but it likewise requires transient storage of information to enable the adjustment of upcoming movements based on the success or failure of previous attempts. The contribution of somatic sensory memory for limb position has been documented in work on arm movement; however, in speech, the sensory support for speech production comes from both somatosensory and auditory inputs, and accordingly sensory memory for either or both of sounds and somatic inputs might contribute to learning. In the present study, adaptation to altered auditory feedback was used as an experimental model of speech motor learning. Participants also underwent tests of both auditory and somatic sensory memory. We found that although auditory memory for speech sounds is better than somatic memory for speechlike facial skin deformations, somatic sensory memory predicts adaptation, whereas auditory sensory memory does not. Thus even though speech relies substantially on auditory inputs and in the present manipulation adaptation requires the minimization of auditory error, it is somatic inputs that provide the memory support for learning.NEW & NOTEWORTHY In speech production, almost everyone achieves an exceptionally high level of proficiency. This is remarkable because speech involves some of the smallest and most carefully timed movements of which we are capable. The present paper demonstrates that sensory memory contributes to speech motor learning. Moreover, we report the surprising result that somatic sensory memory predicts speech motor learning, whereas auditory memory does not.

False memories in music listening: exploring the misinformation effect and individual difference factors in auditory memory.

The study of false memory has had a profound impact on our understanding of how and what we remember, as shown by the misinformation paradigm [Loftus, E. F. (2005). Planting misinformation in the human mind: A 30-year investigation of the malleability of memory. Learning & Memory, 12(4), 361-366. doi: 10.1101/lm.94705 ]. Though misinformation effects have been demonstrated extensively within visual tasks, they have not yet been explored in the realm of non-visual auditory stimuli. Thus, the present study aimed to investigate whether post-event information can create false memories of music listening episodes. In addition, we explored individual difference factors potentially associated with false memory susceptibility in music, including age, suggestibility, personality, and musical training. In two music recognition tasks, participants (N = 151) listened to an initial music track, which unbeknownst to them was missing an instrument. They were then presented with post-event information which either suggested the presence of the missing instrument or did not. The presence of misinformation resulted in significantly poorer performance on the music recognition tasks (d = .43), suggesting the existence of false musical memories. A random forest analysis indicated that none of the individual difference factors assessed were significantly associated with misinformation susceptibility. These findings support previous research on the fallibility of human memory and demonstrate, to some extent, the generality of the misinformation effect to a non-visual auditory domain.

Transitional Probabilities Are Prioritized over Stimulus/Pattern Probabilities in Auditory Deviance Detection: Memory Basis for Predictive Sound Processing.

UNLABELLED: Representations encoding the probabilities of auditory events do not directly support predictive processing. In contrast, information about the probability with which a given sound follows another (transitional probability) allows predictions of upcoming sounds. We tested whether behavioral and cortical auditory deviance detection (the latter indexed by the mismatch negativity event-related potential) relies on probabilities of sound patterns or on transitional probabilities. We presented healthy adult volunteers with three types of rare tone-triplets among frequent standard triplets of high-low-high (H-L-H) or L-H-L pitch structure: proximity deviant (H-H-H/L-L-L), reversal deviant (L-H-L/H-L-H), and first-tone deviant (L-L-H/H-H-L). If deviance detection was based on pattern probability, reversal and first-tone deviants should be detected with similar latency because both differ from the standard at the first pattern position. If deviance detection was based on transitional probabilities, then reversal deviants should be the most difficult to detect because, unlike the other two deviants, they contain no low-probability pitch transitions. The data clearly showed that both behavioral and cortical auditory deviance detection uses transitional probabilities. Thus, the memory traces underlying cortical deviance detection may provide a link between stimulus probability-based change/novelty detectors operating at lower levels of the auditory system and higher auditory cognitive functions that involve predictive processing. SIGNIFICANCE STATEMENT: Our research presents the first definite evidence for the auditory system prioritizing transitional probabilities over probabilities of individual sensory events. Forming representations for transitional probabilities paves the way for predictions of upcoming sounds. Several recent theories suggest that predictive processing provides the general basis of human perception, including important auditory functions, such as auditory scene analysis. Our results demonstrate that the memory traces underlying cortical deviance detection form a link between stimulus probability-based change/novelty detectors operating at lower levels of the auditory system and higher auditory cognitive functions that involve predictive processing.

Photographic Memory: The Effects of Volitional Photo Taking on Memory for Visual and Auditory Aspects of an Experience.

How does volitional photo taking affect unaided memory for visual and auditory aspects of experiences? Across one field and three lab studies, we found that, even without revisiting any photos, participants who could freely take photographs during an experience recognized more of what they saw and less of what they heard, compared with those who could not take any photographs. Further, merely taking mental photos had similar effects on memory. These results provide support for the idea that photo taking induces a shift in attention toward visual aspects and away from auditory aspects of an experience. Additional findings were in line with this mechanism: Participants with a camera had better recognition of aspects of the scene that they photographed than of aspects they did not photograph. Furthermore, participants who used a camera during their experience recognized even nonphotographed aspects better than participants without a camera did. Meta-analyses including all reported studies support these findings.

Auditory memory function in expert chess players.

BACKGROUND: Chess is a game that involves many aspects of high level cognition such as memory, attention, focus and problem solving. Long term practice of chess can improve cognition performances and behavioral skills. Auditory memory, as a kind of memory, can be influenced by strengthening processes following long term chess playing like other behavioral skills because of common processing pathways in the brain. The purpose of this study was to evaluate the auditory memory function of expert chess players using the Persian version of dichotic auditory-verbal memory test. METHODS: The Persian version of dichotic auditory-verbal memory test was performed for 30 expert chess players aged 20-35 years and 30 non chess players who were matched by different conditions; the participants in both groups were randomly selected. The performance of the two groups was compared by independent samples t-test using SPSS version 21. RESULTS: The mean score of dichotic auditory-verbal memory test between the two groups, expert chess players and non-chess players, revealed a significant difference (p≤ 0.001). The difference between the ears scores for expert chess players (p= 0.023) and non-chess players (p= 0.013) was significant. Gender had no effect on the test results. CONCLUSION: Auditory memory function in expert chess players was significantly better compared to non-chess players. It seems that increased auditory memory function is related to strengthening cognitive performances due to playing chess for a long time.

Selective short-term memory impairment for verbalizable visual objects in children with Developmental Language Disorder.

BACKGROUND: Developmental language disorder (DLD) affects the ability to acquire and make use of native language. Possible underlying cognitive mechanisms are related to memory functions. AIMS: The aim was examination of the relationship between visual short-term memory of objects as well as audiovisual short-term memory, and particular nonverbal and language abilities. METHODS AND PROCEDURES: The study included 7-9-year-old children with DLD and matched control group. Participants completed the Language Development Test, the Stanford-Binet IQ scale (SB5), and two short-term memory tasks: immediate recall of the visually presented pictograms and immediate recall of audiovisually presented sequences of syllables. OUTCOMES AND RESULTS: The results revealed diminished levels of short-term visual memory for objects as well as audiovisual memory in children with DLD. However, there were no group differences in the control task of WM. CONCLUSIONS AND IMPLICATIONS: Results supported the idea of diminished abilities in children with DLD to perform mental operations on verbalizable visual objects. Importantly non-verbal working memory ability, which cannot easily be supported by verbal representations, is at typical levels. This suggests that verbalization ability should be taken into account in the assessment of seemingly non-verbal cognitive functions among children with DLD.

Auditory memory of complex sounds in sparsely distributed, highly correlated neurons in the auditory cortex.

Listening in complex sound environments requires rapid segregation of different sound sources e.g., speakers from each other, speakers from other sounds, or different instruments in an orchestra, and also adjust auditory processing on the prevailing sound conditions. Thus, fast encoding of inputs and identifying and adapting to reoccurring sounds are necessary for efficient and agile sound perception. This adaptation process represents an early phase of developing implicit learning of sound statistics and thus represents a form of auditory memory. The auditory cortex (ACtx) is known to play a key role in this encoding process but the underlying circuits and if hierarchical processing exists are not known. To identify ACtx regions and cells involved in this process, we simultaneously imaged population of neurons in different ACtx subfields using in vivo 2-photon imaging in awake mice. We used an experimental stimulus paradigm adapted from human studies that triggers rapid and robust implicit learning to passively present complex sounds and imaged A1 Layer 4 (L4), A1 L2/3, and A2 L2/3. In this paradigm, a frozen spectro-temporally complex 'Target' sound would be randomly re-occurring within a stream of random other complex sounds. We find distinct groups of cells that are specifically responsive to complex acoustic sequences across all subregions indicating that even the initial thalamocortical input layers (A1 L4) respond to complex sounds. Cells in all imaged regions showed decreased response amplitude for reoccurring Target sounds indicating that a memory signature is present even in the thalamocortical input layers. On the population level we find increased synchronized activity across cells to the Target sound and that this synchronized activity was more consistent across cells regardless of the duration of frozen token within Target sounds in A2, compared to A1. These findings suggest that ACtx and its input layers play a role in auditory memory for complex sounds and suggest a hierarchical structure of processes for auditory memory.

Competing influence of visual speech on auditory neural adaptation.

Visual information from a speaker's face enhances auditory neural processing and speech recognition. To determine whether auditory memory can be influenced by visual speech, the degree of auditory neural adaptation of an auditory syllable preceded by an auditory, visual, or audiovisual syllable was examined using EEG. Consistent with previous findings and additional adaptation of auditory neurons tuned to acoustic features, stronger adaptation of N1, P2 and N2 auditory evoked responses was observed when the auditory syllable was preceded by an auditory compared to a visual syllable. However, although stronger than when preceded by a visual syllable, lower adaptation was observed when the auditory syllable was preceded by an audiovisual compared to an auditory syllable. In addition, longer N1 and P2 latencies were then observed. These results further demonstrate that visual speech acts on auditory memory but suggest competing visual influences in the case of audiovisual stimulation.

Actions do not clearly impact auditory memory.

When memorizing a list of words, those that are read aloud are remembered better than those read silently, a phenomenon known as the production effect. There have been several attempts to understand the production effect, however, actions alone have not been examined as possible contributors. Stimuli that coincide with our own actions are processed differently compared to stimuli presented passively to us. These sensory response modulations may have an impact on how action-revolving inputs are stored in memory. In this study, we investigated whether actions could impact auditory memory. Participants listened to sounds presented either during or in between their actions. We measured electrophysiological responses to the sounds and tested participants' memory of them. Results showed attenuation of sensory responses for action-coinciding sounds. However, we did not find a significant effect on memory performance. The absence of significant behavioral findings suggests that the production effect may be not dependent on the effects of actions per se. We conclude that action alone is not sufficient to improve memory performance, and thus elicit a production effect.

[Experience of using Reamberin for the correction of cognitive impairment and antioxidant status in the late period of traumatic brain injury]. / Opyt primeneniya preparata Reamberin dlya korrektsii kognitivnykh narushenii i antioksidantnogo statusa v otdalennom periode cherepno-mozgovoi travmy.

OBJECTIVE: To study the efficacy of Reamberin in cognitive impairment in patients associated with traumatic brain injury, taking into account its effect on the parameters of neuropsychological and antioxidant status. MATERIAL AND METHODS: We examined 45 patients aged 35 to 60 years with cognitive impairment in the late period of traumatic brain injury. The patients were divided into two groups depending on the prescribed treatment. The first main group included 25 patients with cognitive impairment who received complex therapy: Reamberin against the background of standard treatment. The second control group consisted of 20 patients with cognitive impairment who received only standard therapy. In accordance with the purpose of the study, the parameters of the neuropsychological and antioxidant status were determined. RESULTS: The analysis of cognitive disorders according to the Montreal Cognitive Assessment made it possible to establish cognitive impairments in 100% of the patients included in the study in the late period of traumatic brain injury. The introduction of Reamberin to patients contributed to an improvement in work efficiency and a decrease in the amount of time required to prepare for work in relation to control (p<0.05), an increase in the volume of auditory short-term memory in dynamics from the moment of admission to the 11th day by 1.9 times (p<0.05). The evaluation of the parameters of the antioxidant status in the late period of traumatic brain injury made it possible to establish that in patients of the main group who received Reamberin as part of standard therapy, by the end of the observation (day 11), the concentration of lipid peroxidation products was lower than in the control by 13-43%, the level of ceruloplasmin and catalase activity are higher by 14 and 15%, respectively (p<0.05), which confirms the antioxidant activity of Reamberin. CONCLUSION: It was concluded that the inclusion of Reamberin in the treatment regimen for patients with cognitive impairment in the late period of traumatic brain injury should be considered clinically justified and promising.

Familiarization with meaningless sound patterns facilitates learning to detect those patterns among distracters.

Initially "meaningless" and randomly generated sounds can be learned over exposure. This is demonstrated by studies where repetitions of randomly determined sound patterns are detected better if they are the same sounds presented on previous trials than if they are novel. This experiment posed two novel questions about this learning. First, does familiarization with a sound outside of the repetition detection context facilitate later performance? Second, does familiarization enhance performance when repeats are interleaved with distracters? Listeners were first trained to categorize a unique pattern of synchronous complex tone trains (210 ms in duration) from other tone trains with similar qualities (familiarization phase). They were then tasked to detect repeated pattern presentations interleaved with similar distracters in 4.2 s long excerpts (repetition detection phase). The familiarized pattern (Familiar Fixed - FF), an unfamiliar pattern that remained fixed throughout (Unfamiliar Fixed - UF), or patterns that were uniquely determined on each trial (Unfamiliar Unfixed - UU) could be presented as repeats. FF patterns were learned at a faster rate and achieved higher repetition detection sensitivity than UF and UU patterns. Similarly, FF patterns also showed steeper learning slopes in their response times (RTs) than UF patterns. The data show that familiarity with a "meaningless" sound pattern on its own (i.e., without repetition) can facilitate repetition detection even in the presence of distracters. Familiarity effects become most apparent in the potential for learning.