Poster D92, Monday, March 26, 8:00-10:00 am, Exhibit Hall C
Auditory-motor Learning Drives Motor Activation in Subsequent Auditory Processing
John Myers1, Jeffrey Mock1, Edward Golob1; 1University of Texas at San Antonio
When we learn to coordinate our speech or play musical instruments, the motor system is thought to modulate auditory processing to predict the sensory consequences of our actions. Previous studies have demonstrated that self-generated sounds evoke lower amplitude event-related potentials (ERPs) than identical sounds when passively listening. Less is known about the role motor regions play in auditory processing after auditory-motor learning. We recorded auditory ERPs from subjects (n = 18) in two passive listening conditions, pre- vs. post auditory-motor learning. To elicit auditory motor learning, visual cues (green ‘L’ or ‘R’) instructed subjects to use their left or right hand to generate pure tone feedback (600/700 Hz, 840 trials). Subjects were passively presented with identical stimuli (pre- vs. post auditory-motor learning; 120 trials each). We hypothesized that auditory-motor learning would drive the recruitment of precentral motor regions into auditory processing after learning. Results indicated a reduced frontocentral N100/P200 complex after auditory-motor learning (p = 0.018, ηp2 = 0.288), mirroring the lower amplitude evoked responses to previously self-generated sounds. After auditory-motor learning, ICA components localized to precentral motor regions showed higher amplitude late-positive activation in 67% of subjects (150-400 ms; p = 0.026, ηp2 = 0.377). We conclude that auditory-motor learning consists of precentral motor recruitment into subsequent auditory processing.
Topic Area: PERCEPTION & ACTION: Motor control