title: Initial uncertainty impacts statistical learning in sound sequence processing.
abstract: This paper features two studies confirming a lasting impact of first learning on how subsequent experience is weighted in early relevance-filtering processes. In both studies participants were exposed to sequences of sound that contained a regular pattern on two different timescales. Regular patterning in sound is readily detected by the auditory system and used to form "prediction models" that define the most likely properties of sound to be encountered in a given context. The presence and strength of these prediction models is inferred from changes in automatically elicited components of auditory evoked potentials. Both studies employed sound sequences that contained both a local and longer-term pattern. The local pattern was defined by a regular repeating pure tone occasionally interrupted by a rare deviating tone (p=0.125) that was physically different (a 30msvs. 60ms duration difference in one condition and a 1000Hz vs. 1500Hz frequency difference in the other). The longer-term pattern was defined by the rate at which the two tones alternated probabilities (i.e., the tone that was first rare became common and the tone that was first common became rare). There was no task related to the tones and participants were asked to ignore them while focussing attention on a movie with subtitles. Auditory-evoked potentials revealed long lasting modulatory influences based on whether the tone was initially encountered as rare and unpredictable or common and predictable. The results are interpreted as evidence that probability (or indeed predictability) assigns a differential information-value to the two tones that in turn affects the extent to which prediction models are updated and imposed. These effects are exposed for both common and rare occurrences of the tones. The studies contribute to a body of work that reveals that probabilistic information is not faithfully represented in these early evoked potentials and instead exposes that predictability (or conversely uncertainty) may trigger value-based learning modulations even in task-irrelevant incidental learning.
authors.affiliation: School of Psychology, University of Newcastle, Newcastle, Australia. Electronic address: Juanita.Todd@newcastle.edu.au.
authors.forename: Juanita
authors.initials: J
authors.lastname: Todd
authors.affiliation: School of Psychology, University of Newcastle, Newcastle, Australia.
authors.forename: Alexander
authors.initials: A
authors.lastname: Provost
authors.affiliation: School of Psychology, University of Newcastle, Newcastle, Australia.
authors.forename: Lisa
authors.initials: L
authors.lastname: Whitson
authors.affiliation: School of Psychology, University of Newcastle, Newcastle, Australia.
authors.forename: Daniel
authors.initials: D
authors.lastname: Mullens
mesh_terms: D000161:Acoustic Stimulation / Q000379:methods*; D000293:Adolescent; D000328:Adult; D001307:Auditory Perception / Q000502:physiology*; D005072:Evoked Potentials, Auditory / Q000502:physiology*; D005260:Female; D006801:Humans; D007858:Learning / Q000502:physiology*; D008297:Male; D008875:Middle Aged; D011597:Psychomotor Performance / Q000502:physiology; D035501:Uncertainty; D055815:Young Adult
keywords: Auditory evoked potentials; Mismatch negativity; Predictive coding; Primacy bias; Sequential learning