Editorial

The University's Assessment, Learning and Teaching strategy commits us to publishing a journal showcasing staff activities in relation to Assessment, Learning and Teaching. The Assessment, Learning and Teaching Journal is practice-based, reflective and pragmatic, and comprises papers of up to 1,500 words and book reviews of up to 200 words. The journal is refereed, all submissions being reviewed by two reviewers. It is normally published three times a year both in hard copy and electronically

The density of organized vortices in a turbulent mixing layer

It is argued on the basis of exact solutions for uniform vortices in straining fields that vortices of finite cross-section in a row will disintegrate if the spacing is too small. The results are applied to the organized vortex structures observed in turbulent mixing layers. An explanation is provided for the disappearance of these structures as they move downstream and it is deduced that the ratio of average spacing to width should be about 3·5, the width being defined by the maximum slope of the mean velocity. It is shown in an appendix that walls have negligible effect

The rise of a body through a rotating fluid in a container of finite length

The drag on an axisymmetric body rising through a rotating fluid of small viscosity rotating about a vertical axis is calculated on the assumption that there is a Taylor column ahead of and behind the body, in which the geostrophic flow is determined by compatibility conditions on the Ekman boundary-layers on the body and the end surfaces. It is assumed that inertia effects may be neglected. Estimates are given of the conditions for which the theory should be valid

Classical Sphaleron Rate on Fine Lattices

We measure the sphaleron rate for hot, classical Yang-Mills theory on the lattice, in order to study its dependence on lattice spacing. By using a topological definition of Chern-Simons number and going to extremely fine lattices (up to beta=32, or lattice spacing a = 1 / (8 g^2 T)) we demonstrate nontrivial scaling. The topological susceptibility, converted to physical units, falls with lattice spacing on fine lattices in a way which is consistent with linear dependence on $a$ (the Arnold-Son-Yaffe scaling relation) and strongly disfavors a nonzero continuum limit. We also explain some unusual behavior of the rate in small volumes, reported by Ambjorn and Krasnitz.Comment: 14 pages, includes 5 figure

Development of Auditory Selective Attention: Why Children Struggle to Hear in Noisy Environments

Children’s hearing deteriorates markedly in the presence of unpredictable noise. To explore why, 187 school-age children (4–11 years) and 15 adults performed a tone-in-noise detection task, in which the masking noise varied randomly between every presentation. Selective attention was evaluated by measuring the degree to which listeners were influenced by (i.e., gave weight to) each spectral region of the stimulus. Psychometric fits were also used to estimate levels of internal noise and bias. Levels of masking were found to decrease with age, becoming adult-like by 9–11 years. This change was explained by improvements in selective attention alone, with older listeners better able to ignore noise similar in frequency to the target. Consistent with this, age-related differences in masking were abolished when the noise was made more distant in frequency to the target. This work offers novel evidence that improvements in selective attention are critical for the normal development of auditory judgments

Reduction of internal noise in auditory perceptual learning

This paper examines what mechanisms underlie auditory perceptual learning. Fifteen normal hearing adults performed two-alternative, forced choice, pure tone frequency discrimination for four sessions. External variability was introduced by adding a zero-mean Gaussian random variable to the frequency of each tone. Measures of internal noise, encoding efficiency, bias, and inattentiveness were derived using four methods (model fit, classification boundary, psychometric function, and double-pass consistency). The four methods gave convergent estimates of internal noise, which was found to decrease from 4.52 to 2.93 Hz with practice. No group-mean changes in encoding efficiency, bias, or inattentiveness were observed. It is concluded that learned improvements in frequency discrimination primarily reflect a reduction in internal noise. Data from highly experienced listeners and neural networks performing the same task are also reported. These results also indicated that auditory learning represents internal noise reduction, potentially through the re-weighting of frequency-specific channels

The Role of Response Bias in Perceptual Learning

Sensory judgments improve with practice. Such perceptual learning is often thought to reflect an increase in perceptual sensitivity. However, it may also represent a decrease in response bias, with unpracticed observers acting in part on a priori hunches rather than sensory evidence. To examine whether this is the case, 55 observers practiced making a basic auditory judgment (yes/no amplitude-modulation detection or forced-choice frequency/amplitude discrimination) over multiple days. With all tasks, bias was present initially, but decreased with practice. Notably, this was the case even on supposedly “bias-free,” 2-alternative forced-choice, tasks. In those tasks, observers did not favor the same response throughout (stationary bias), but did favor whichever response had been correct on previous trials (nonstationary bias). Means of correcting for bias are described. When applied, these showed that at least 13% of perceptual learning on a forced-choice task was due to reduction in bias. In other situations, changes in bias were shown to obscure the true extent of learning, with changes in estimated sensitivity increasing once bias was corrected for. The possible causes of bias and the implications for our understanding of perceptual learning are discussed

Learning to detect a tone in unpredictable noise

Eight normal-hearing listeners practiced a tone-detection task in which a 1-kHz target was masked by a spectrally unpredictable multitone complex. Consistent learning was observed, with mean masking decreasing by 6.4 dB over five sessions (4500 trials). Reverse-correlation was used to estimate how listeners weighted each spectral region. Weight-vectors approximated the ideal more closely after practice, indicating that listeners were learning to attend selectively to the task relevant information. Once changes in weights were accounted for, no changes in internal noise (psychometric slope) were observed. It is concluded that this task elicits robust learning, which can be understood primarily as improved selective attention