PP1311 - Effect of Interaction of Learning Schedule and Cognitive Performance on Auditory Training

Effect of cognitive abilities and training schedule on auditory learning are well known. However, the effects of interaction of cognitive performance and training schedule on auditory learning is currently unknown. In order to fill in this gap, the current study is aimed at collecting data from 30 adult subjects (15 high vs. 15 low cognitive performance) who train in the evening and 30 adult subjects (15 high vs. 15 low cognitive performance) who train in the morning. Preliminary results suggest that auditory training in the morning may overcome the deleterious effects of poor cognitive performance on auditory training.

Summary:

The extent of improvement with auditory training can be influenced by a myriad of non-auditory factors. Cognitive performance and training schedule are such two non-auditory factors that may affect the outcomes of auditory training. Individuals with better cognitive abilities are known to demonstrate better outcomes with auditory training. Similarly, studies reveal differences between those who are trained during the evening vs. those who are trained during the daytime (Earle & Myers, 2014). In the current study, we investigated the effect of interaction of cognitive performance (high vs. low) and training schedule (8-10 am vs. 6-9 pm) on the outcomes of auditory training.

Training, in the current study, entails pseudoword-picture association task using Hindi voiceless dental (e.g., /t̪a/) and retroflex (e.g., /ʈa/) sounds over 5 sessions within 6 consecutive days. Right after each training session, subjects are tested using an alternate-forced-choice picture identification task to the stimuli that they learned in the session. Along with the learning curves, the outcome measures consisted of AX discrimination aimed at evaluating the contrast between the dental and retroflex sounds. Cognitive performance was evaluated using the Picture Vocabulary, Flanker, Sorting Working Memory, Dimensional Change Card Sort, Pattern Comparison Processing, and Picture Sequence Memory tests of the NIH Cognition Toolbox (Weintraub et al., 2013).

The current study is aimed at collecting data from 30 adult subjects (15 high vs. 15 low cognitive performance) who learn in the evening and 30 adult subjects (15 high vs. 15 low cognitive performance) who learn in the morning. All subjects will be native speakers of American English and exhibit normal hearing sensitivity. All groups of subjects will match on their socioeconomic status, musical experience, and language experience.

Preliminary data so far from 9 individuals (7 with good cognitive performance; mean age: 18.6 y; 8 females) trained in the evening schedule and 5 individuals (all with poor cognitive performance; mean age: 18.8 y; 4 females)  trained in the morning schedule revealed no significant difference in the learning curves of the morning vs. evening training groups. Similarly, AX discrimination showed similar post-training minus pre-training performance for the two groups.

Although cognitive performance is known to positively influence the auditory training, preliminary results from the current study reveal that training during the morning schedule, despite the poor cognitive performance of the subjects, demonstrate comparable outcomes to their evening-trained counterparts with good cognitive performance. In other words, preliminary results suggest that training in the morning may overcome the deleterious effects of poor cognitive performance on auditory training. However, more concrete conclusions can only be drawn when the study is completed (i.e. by Jan 2023). The current study will have direct clinical implications in the field of audiology, especially for making recommendations regarding the schedule for auditory training.