MMN and Differential Waveform

A mismatch negativity response (MMN) and a new differential waveform were derived in an effort to evaluate a neural refractory or recovery effect in adult listeners. The MMN was elicited using oddball test runs in which the standard and deviant stimuli differed in frequency. To derive the differential waveform, the same standard and deviant stimuli were presented alone. MMN responses were obtained by subtracting the averaged responses to standards from the deviants. The differential waveforms were obtained by subtracting the averaged responses to standards presented alone from deviants presented alone. Scalp topography for the MMN and differential waveforms were similar. A significant (p < .05) positive and negative correlation was found between the earlier and later components of the bimodal MMN and the N1 and P2 component of the differential waveform, respectively. Further, N1 and P2 of the differential waveform were significant (p < .05) predictor variables of early and late peak amplitudes of the MMN. These results suggest that refractory effects may overlay/modify the morphology of the MMN waveform

Astrobiological neurosystems: rise and fall of intelligent life forms in the universe

This book explains why scientists believe that life may be more common in the Universe than previously considered possible. It presents the tools and strategies astronomers and astrobiologists are using in their formal search for habitable exoplanets as well as more advanced forms of life in other parts of our galaxy. The author then summarizes what is currently known about how and where organic molecules critical to our form of carbon-based life are manufactured. The core of the book explains (and presents educated guesses) how nervous systems evolved on Earth, how they work, and how they might work on other worlds. Combining his knowledge of neuroscience, computers, and astrobiology the author jumps into the discussion whether biological nervous systems are just the first step in the rise of intelligence in the Universe. The book ends with a description from both the psychologist’s and the neuroscientist’s viewpoints, exactly what it is about the fields of astrobiology and astronomy that “boggles the minds” of many amateur astronomers and interested non-scientists. This book stands out from other popular science books on astrobiology by making the point that “astro-neurobiologists” need to begin thinking about how alien nervous systems might work

Effects of Discrimination Task Difficulty on N1 and P2 Components of Late Auditory Evoked Potential

The present study investigated the question of whether, in healthy young listeners, increases in discrimination task difficulty will alter the amplitude of either the N1 or P2 components of the late auditory evoked potential (LAEP). Using a stimulus oddball procedure, listeners discriminated changes in the frequency of ongoing tonal stimuli. On different test runs, task difficulty was manipulated by decreasing the size of the frequency differences and/or adding competing speech babble to the nontest ear. Both stimulus procedures produced significant decreases in P2 amplitude but had no effects on N1 amplitudes. This finding of selective effects on later rather than earlier occurring components of the LAEP provides objective evidence that some forms of auditory processing are mediated at more central levels of the system

Auditory pattern recognition and brief tone discrimination of children with reading disorders

Auditory pattern recognition skills in children with reading disorders were investigated using perceptual tests involving discrimination of frequency and duration tonal patterns. A behavioral test battery involving recognition of the pattern of presentation of tone triads was used in which individual components differed in either frequency or duration. A test involving measurement of difference limens for long and short duration tones was also administered. In comparison to controls, children with reading disorders exhibited significantly higher error rates in discrimination of duration and frequency patterns, as well as larger brief tone frequency difference limens. These results suggest that difficulties in the recognition and processing of auditory patterns may co-occur with decoding deficits in children with reading disorders. Learning outcomes: (1) As a result of this activity, the participant will be able to identify a relationship between reading and temporal processing. (2) As a result of this activity, the reader will be able to discuss the difference between sight–word decoding and phonological decoding. (3) As a result of this activity, the reader will be able to explain a relationship between reading skills and the identification of auditory patterns