Driving factors of auditory category learning success

TL;DR

This meta-analysis identifies variability, intensity, and engagement as key factors influencing auditory category learning success, supported by neuroimaging evidence of associated brain activity changes, guiding improved training protocols.

Contribution

It provides a comprehensive meta-analysis linking learning factors with neural changes, offering new insights for designing effective auditory training methods.

Findings

Variability and intensity are strong predictors of learning success.

Neuroimaging shows increased activity in speech and motor regions with better learning.

Decreased activity in certain brain areas correlates with improved auditory categorization.

Abstract

Our brain learns to update its mental model of the environment by abstracting sensory experiences for adaptation and survival. Learning to categorize sounds is one essential abstracting process for high-level human cognition, such as speech perception, but it is also challenging due to the variable nature of auditory signals and their dynamic contexts. To overcome these learning challenges and enhance learner performance, it is essential to identify the impact of learning-related factors in developing better training protocols. Here, we conducted an extensive meta-analysis of auditory category learning studies, including a total of 111 experiments and 4,521 participants, and examined to what extent three hidden factors (i.e., variability, intensity, and engagement) derived from 12 experimental variables contributed to learning success (i.e., effect sizes). Variables related to intensity and training variability outweigh others in predicting learning effect size. Activation likelihood estimation (ALE) meta-analysis of the neuroimaging studies revealed training-induced systematic changes in the frontotemporal-parietal networks. Increased brain activities in speech and motor-related auditory-frontotemporal regions and decreased activities in cuneus and precuneus areas are associated with increased learning effect sizes. These findings not only enhance our understanding of the driving forces behind speech and auditory category learning success, along with its neural changes, but also guide researchers and practitioners in designing more effective training protocols that consider the three key aspects of learning to facilitate learner success.