Re: Innate responses to sound (S. Camille Peres )

Subject: Re: Innate responses to sound
From:    S. Camille Peres  <PeresSC@xxxxxxxx>
Date:    Fri, 23 May 2008 10:18:53 -0500

Bruno's description below strikes me as being about "what is important to learn?" It occurs to me that some of Saffran et al (and many others) work on baby's use of statistical reasoning for language development might play a role in the question "how is the important stuff learned?" Both of these questions could be related to "innate" responses to sound however the introduction of the language centers of the brain into your argument and/or inquiry may cause more trouble that it solves. Best of luck! Camille Here's a representative article: Science 13 December 1996: Vol. 274. no. 5294, pp. 1926 - 1928 DOI: 10.1126/science.274.5294.1926 Statistical Learning by 8-Month-Old Infants Jenny R. Saffran, Richard N. Aslin, Elissa L. Newport Learners rely on a combination of experience-independent and experience-dependent mechanisms to extract information from the environment. Language acquisition involves both types of mechanisms, but most theorists emphasize the relative importance of experience-independent mechanisms. The present study shows that a fundamental task of language acquisition, segmentation of words from fluent speech, can be accomplished by 8-month-old infants based solely on the statistical relationships between neighboring speech sounds. Moreover, this word segmentation was based on statistical learning from only 2 minutes of exposure, suggesting that infants have access to a powerful mechanism for the computation of statistical properties of the language input. On 5/23/08 9:56 AM, "Bruno L. Giordano" <bruno.giordano@xxxxxxxx> wrote: > My two cents: > > at least for the visual system, it is argued (Kellman, 1996) that > development starts with: > > - a focus on those sensory features that most reliably discriminate > between properties of the environment (accuracy of perception, i.e., a > Hit, is more important than a failure to detect, i.e., a Miss) > > and, with development, switches to > > - a generalized focus on all the available sensory information, > independent of its accuracy in signaling environment properties (a Miss > is worst than a False Alarm). > > I wonder whether the same can be said for auditory cognition/perception: > it would pose the problem of explaining how the newborn perceptual > system either already has a knowledge of information accuracy, or learns > about in a very short period. > > Bruno > > @xxxxxxxx{kellman96, > author = {P. J. Kellman}, > title = {The origins of object perception}, > booktitle = {Handbook of perception and cognition, Volume 8: > Perceptual and cognitive development}, > publisher = {Academic Press}, > year = {1996}, > editor = {R. Gelman and T. {Kit--Fong Au}}, > pages = {3--48}, > address = {San Diego, CA} > } > > ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ > Bruno L. Giordano, Ph.D. > Music Perception and Cognition Laboratory > CIRMMT > Schulich School of Music, McGill University > 555 Sherbrooke Street West > Montréal, QC H3A 1E3 > Canada > Office: +1 514 398 4535 ext. 00900 > > > > > > Martin Braun wrote: >> Dear Ross and others, >> >>> I am looking for papers (or books) on responses to sound that are likely >>> to be innate in humans. >> >> I assume that most of us would agree with the description that in humans >> the ability of "conscious", i.e. post-cognitive, control of breathing is >> innate. >> >> An analogue status of innateness has been observed for the human >> auditory abilities of absolute pitch (AP) and relative pitch (RP). >> >> Unfortunately, the innateness of both AP and RP has often been missed in >> the literature, because the focus has usually been on cognitive versions >> of AP and RP. These cognitive versions can only develop after some kind >> of contact with musical culture. >> >> We should bear in mind, though, that almost all children easily learn to >> generalize their mothers' speech intonation intervals, even when they >> are largely down-transposed by male adults or largely high-transposed by >> other children. >> >> Martin >> >> --------------------------------------------------------------------- >> Martin Braun >> Neuroscience of Music >> S-671 95 Klässbol >> Sweden >> web site: >> __________ NOD32 3124 (20080522) Information __________ >> >> This message was checked by NOD32 antivirus system. >> >> >> >> ------------------------------------------------ S. Camille Peres, Ph.D., peressc@xxxxxxxx Assistant Professor, Psychology Department University of Houston-Clear Lake, Box 307 2700 Bay Area Blvd, Houston, TX 77058 o. 281.283.3412 f. 281.283.3406

This message came from the mail archive
maintained by:
DAn Ellis <>
Electrical Engineering Dept., Columbia University