Spring Semester 2012
Auditory Neuroscience
HCS 7372.004
Meeting time:
Monday and Wednesday 10:00 – 11:15 am
Location: GR4.204
Instructor: Dr. Michael P. Kilgard
Office: JO
4.304
Office hours: Tuesday 10-11am
Office phone: (972) 883-2339
E-mail address: kilgard@utdallas.edu
Course Description
This course will review the basic principles of neural coding with special emphasis on auditory information processing.
Lectures will provide students with the appropriate background for each topic, and discussions will explore classic and modern primary papers. Workload will consist of readings, class presentations, class participation, and weekly written critiques.
This first aim of the course is to provide a complete and up-to-date understanding of the concepts involved in a well-studies aspect of brain function: sensory represenation. The focused nature of this course will be a useful supplement to a general education of brain function based on surveys of many fields. Because similar principles apply throughout the brain the detailed description of auditory coding provided by this course will serve as a conceptual starting point for thinking about other brain regions. An additional aim of this course is to relate the discussed concepts to clinically relevant issues. This course assumes only a general understanding of basic neuroscience principles and will be useful to students interested in neuroscience, audiology, communication disorders, cognitive science, developmental psychology, biology, computer science, or neural networks.
Material Discussed
Concepts:
Techniques/Approaches:
Course Requirements
All assigned readings must be completed before each class.
Critiques -- one-fourth of final grade.
Each week you will need to type a concise, thoughtful critique of one of the papers for discussion. Support your conclusions using concrete evidence and quotations, not merely your opinion. The following outline is suggested: (1) Summarize in 1-2 sentences the key take-home message(s) of the paper. (2) Place the paper in context within the literature we have covered in class. What central problems does it address? How does it differ from other work we studied? How does it advance the field? (3) Critique the methods and conclusions. Are there any flaws in technique or logic? Are the experiments or conclusions believable? (4) Discuss the paper in terms of key concepts we have covered in class. (5) Suggest improvements or additional work. What important related questions does the paper leave open? Critique assignments should be about a page long and should be on the primary research papers not the review articles.
Individual class participation – one-half of final grade (this will be highly quantitative).
In class presentation – one fourth of final grade.
Objectives
On completion of this course,
students should be able to:
Topics (and papers for discussion):
1. Introduction Sensory Cortex – 1/18
a. Chapter 30 of Kandell (Principles of Neural Science)
b. Chapter 1 of The Mammalian Auditory Pathway: Neurophysiology (printouts in lab)
2.
1/23
a. Chapter 2 of Auditory Cortex: Structural and Functional Bases of Auditory Perception
b. Chapter 27 and 28 of Kandell (suggested)
3.
Primary Auditory Cortex - 1/25
4.
1/30
b. Ehret G. The auditory cortex. J Comp Physiol. 1997 Dec;181(6):547-57
5. Auditory Cortex – 2/1
a. Sutter ML, et al Physiology and topography of neurons with multipeaked tuning curves in cat primary auditory cortex. J Neurophysiol. 1991 May;65(5):1207-26.
6.
2/6
a. Phillips DP Representation of acoustic events in the primary auditory cortex. J Exp Psychol Hum Percept Perform. 1993 Feb;19(1):203-16
7. 2/8 Spectral envelope coding in cat primary auditory cortex, 1: Eur J Neurosci. 1998;10(3):926-40.
8. Temporal Processing and Forward Masking – 2/13
a. Brosch M, et al Time course of forward masking tuning curves in cat primary auditory cortex. J Neurophysiol. 1997 Feb;77(2):923-43.
b. Distributed representation of spectral and temporal information in rat primary auditory cortex Hear Res 1999 Aug;134(1-2):16-28 Kilgard MP, Merzenich MM
9.
2/15
a. He J, et al Temporal integration and duration tuning in the dorsal zone of cat auditory cortex. J Neurosci. 1997 Apr 1;17(7):2615-25.
10. Non-Primary Auditory Fields - 2/20
a.
Schreiner CE, et al Representation
of amplitude modulation in the auditory cortex of the cat. II. Comparison
between cortical fields. Hear Res. 1988 Jan;32(1):49-63.
b.
Functional
Specialization in Rhesus Monkey Auditory Cortex, Science. 2001 Apr 13;292(5515):290-3.
11. Student Presentations 2/22
12. Sound Localization - 2/27
a. Jenkins WM, et al. Role of cat primary auditory cortex for sound-localization behavior. J Neurophysiol. 1984 Nov;52(5):819-47.
b. Sound localization during homotopic and heterotopic bilateral cooling deactivation of primary and nonprimary auditory cortical areas in the cat, Malhotra S, Lomber SG., J Neurophysiol. 2007 Jan;97(1):26-43.
13. 2/29
a.
A Panoramic Code for Sound Location by
Cortical Neurons Middlebrooks
14. Information Bearing Parameters - Bat - 3/5
a. O'Neill WE, et al. Encoding of target range and its representation in the auditory cortex of the mustached bat. J Neurosci. 1982 Jan;2(1):17-31.
b. Suga N Biosonar and Neural Computation in Bats, Scientific American, June, 1990
15. 3/7
a. Yan J, et al. Corticofugal modulation of time-domain processing of biosonar information in bats. Science. 1996 Aug 23;273(5278):1100-3.
b. Suga N Auditory Neuroethology and Speech Processing 1988 Chapter 23 of Auditory Function: Neurological Baes of Hearing
16. Neuroethology - 3/19
a.
Wang X, et al. Representation of a species-specific
vocalization in the primary auditory cortex of the common marmoset: temporal
and spectral characteristics. J Neurophysiol. 1995 Dec;74(6):2685-706.
b. Esser KH, et al. Syntax processing by auditory cortical neurons in the FM-FM area of the mustached bat Pteronotus parnellii. Proc Natl Acad Sci U S A. 1997 Dec 9;94(25):14019-24.
17. 3/21
b. Schreiner CE. Spatial distribution of responses to simple and complex sounds in the primary auditory cortex. Audiol Neurootol. 1998 Mar-Jun;3(2-3):104-22. (optional)
c. Phillips DP Sensory Representation, the auditory cortex, and speech perception, 1998 (optional)
18. Student Presentations 3/26
19. Student Presentations 3/28
20. Development and Lesion induced Plasticity – 4/2
b.
Rainer Klinke, Andrej Kral, Silvia Heid, Jochen Tillein, Rainer
Hartmann, Recruitment
of the Auditory Cortex in Congenitally Deaf Cats by Long-Term Cochlear Electrostimulation, Science, 1999: 285(1729 – 1733)
21.
4/4
22. Adult Plasticity - 4/9
a. Recanzone GH, et al Plasticity in the frequency representation of primary auditory cortex following discrimination training in adult owl monkeys. J Neurosci. 1993 Jan;13(1):87-103.
b. Robert C. Froemke*, Michael M. Merzenich & Christoph E. Schreiner A synaptic memory trace for cortical receptive field plasticity
23. 4/11
a. Polley DB, Steinberg EE, Merzenich MM. Perceptual learning directs auditory cortical map reorganization through top-down influences. J Neurosci. 2006 May 3;26(18):4970-82.
b. Kilgard MP, Merzenich MM Cortical map reorganization enabled by nucleus basalis activity, Science. 1998 Mar 13;279(5357):1714-8. (optional)
c. Kaas JH Plasticity of Sensory Representation in the Auditory and Other Systems of Adult mammals, Chaper 17. (optional)
24. Coding - 4/16
a. Buonomano DV, et al Temporal information transformed into a spatial code by a neural network with realistic properties. Science. 1995 Feb 17;267(5200):1028-30.
b. Primary cortical representation of sounds by the coordination of action-potential timing. Nature 1996 Jun 13;381(6583):610-3 deCharms RC, Merzenich MM
25. Clinical implications - 4/18
a. Wakita M Recovery of function
after neonatal ablation of the auditory cortex in rats. Behav
Brain Res. 1996 Aug;78(2):201-9.
b. Ahissar 2000, Auditory processing parallels reading abilities in adults
26. 4/23
a. Nagaragan 1999, Cortical
auditory signal processing in poor readers
c. Merzenich M, et al Cortical plasticity underlying perceptual, motor, and cognitive skill development: implications for neurorehabilitation. Cold Spring Harb Symp Quant Biol. 1996;61:1-8 (optional)
d. Tallal P Development and Disorders of Speech and Language: Implications for neural and behavioral plasticity, 1995 (optional)
27. 4/25 Student Presentations
28. 4/30
29. 5/2
GROUP DISCUSSION
Any schedule changes will be posted at:
www.utdallas.edu/~kilgard/AuditorySP12.htm
Student
Conduct & Discipline The University of Texas System and The
University of Texas at Dallas have rules and regulations for the orderly and
efficient conduct of their business. It is the responsibility of each
student and each student organization to be knowledgeable about the rules and
regulations which govern student conduct and activities. General
information on student conduct and discipline is contained in the UTD publication,
A to Z Guide, which is provided to all registered students each academic
year.
The
University of Texas at Dallas administers student discipline within the
procedures of recognized and established due process. Procedures are
defined and described in the Rules and Regulations, Board of Regents, The University of Texas System, Part 1, Chapter VI, Section
3, and in Title V, Rules on Student Services and Activities of the
university’s Handbook of Operating Procedures. Copies of these
rules and regulations are available to students in the Office of the Dean of
Students, where staff members are available to assist students in interpreting
the rules and regulations (SU 1.602, 972/883-6391).
A
student at the university neither loses the rights nor escapes the responsibilities
of citizenship. He or she is expected to obey federal, state, and local
laws as well as the Regents’ Rules, university regulations, and administrative
rules. Students are subject to discipline for violating the standards of
conduct whether such conduct takes place on or off campus, or whether civil or
criminal penalties are also imposed for such conduct.
Academic
Integrity The faculty expects from
its students a high level of responsibility and academic honesty. Because
the value of an academic degree depends upon the absolute integrity of the work
done by the student for that degree, it is imperative that a student
demonstrate a high standard of individual honor in his or her scholastic work.
Scholastic
dishonesty includes, but is not limited to, statements, acts or omissions
related to applications for enrollment or the award of a degree, and/or the
submission as one’s own work or material that is not one’s own. As a
general rule, scholastic dishonesty involves one of the following acts:
cheating, plagiarism, collusion and/or falsifying academic records.
Students suspected of academic dishonesty are subject to disciplinary
proceedings.
Plagiarism,
especially from the web, from portions of papers for other classes, and from
any other source is unacceptable and will be dealt with under the university’s
policy on plagiarism (see general catalog for details). This course will
use the resources of turnitin.com, which searches the web for possible
plagiarism and is over 90% effective.
Email
Use
The University of Texas at Dallas recognizes the value and efficiency of
communication between faculty/staff and students through electronic mail. At
the same time, email raises some issues concerning security and the identity of
each individual in an email exchange. The university encourages all
official student email correspondence be sent only to a student’s U.T. Dallas
email address and that faculty and staff consider email from students official
only if it originates from a UTD student account. This allows the university to
maintain a high degree of confidence in the identity of all individual
corresponding and the security of the transmitted information. UTD
furnishes each student with a free email account that is to be used in all
communication with university personnel. The Department of Information
Resources at U.T. Dallas provides a method for students to have their U.T.
Dallas mail forwarded to other accounts.
Withdrawal
from Class The
administration of this institution has set deadlines for withdrawal of any
college-level courses. These dates and times are published in that semester's
course catalog. Administration procedures must be followed. It is the student's
responsibility to handle withdrawal requirements from any class. In other
words, I cannot drop or withdraw any student. You must do the proper paperwork
to ensure that you will not receive a final grade of "F" in a course
if you choose not to attend the class once you are enrolled.
Student
Grievance Procedures Procedures for student grievances
are found in Title V, Rules on Student Services and Activities, of the
university’s Handbook of Operating Procedures. In attempting to
resolve any student grievance regarding grades, evaluations, or other
fulfillments of academic responsibility, it is the obligation of the student
first to make a serious effort to resolve the matter with the instructor,
supervisor, administrator, or committee with whom the grievance originates
(hereafter called “the respondent”). Individual faculty members retain
primary responsibility for assigning grades and evaluations. If the
matter cannot be resolved at that level, the grievance must be submitted in
writing to the respondent with a copy of the respondent’s School Dean. If
the matter is not resolved by the written response provided by the respondent,
the student may submit a written appeal to the School Dean. If the
grievance is not resolved by the School Dean’s decision, the student may make a
written appeal to the Dean of Graduate or Undergraduate Education, and the deal
will appoint and convene an Academic Appeals Panel. The decision of the
Academic Appeals Panel is final. The results of the academic appeals
process will be distributed to all involved parties. Copies of these
rules and regulations are available to students in the Office of the Dean of
Students, where staff members are available to assist students in interpreting
the rules and regulations.
Incomplete
Grade Policy As per university
policy, incomplete grades will be granted only for work unavoidably missed at
the semester’s end and only if 70% of the course work has been completed.
An incomplete grade must be resolved within eight (8) weeks from the first day
of the subsequent long semester. If the required work to complete the
course and to remove the incomplete grade is not submitted by the specified
deadline, the incomplete grade is changed automatically to a grade of F.
Disability
Services The goal of Disability Services
is to provide students with disabilities educational opportunities equal to
those of their non-disabled peers. Disability Services is located in room
1.610 in the Student Union. Office hours are Monday and Thursday, 8:30
a.m. to 6:30 p.m.; Tuesday and Wednesday, 8:30 a.m. to 7:30 p.m.; and Friday,
8:30 a.m. to 5:30 p.m. The contact information for the Office of
Disability Services is: The University of Texas at Dallas, SU
22 PO Box 830688 Richardson, Texas 75083-0688 (972) 883-2098 (voice
or TTY)
Essentially,
the law requires that colleges and universities make those reasonable
adjustments necessary to eliminate discrimination on the basis of
disability. For example, it may be necessary to remove classroom
prohibitions against tape recorders or animals (in the case of dog guides) for
students who are blind. Occasionally an assignment requirement may be
substituted (for example, a research paper versus an oral presentation for a
student who is hearing impaired). Classes enrolled students with mobility
impairments may have to be rescheduled in accessible facilities. The
college or university may need to provide special services such as
registration, note-taking, or mobility assistance.
It
is the student’s responsibility to notify his or her professors of the need for
such an accommodation. Disability Services provides students with letters
to present to faculty members to verify that the student has a disability and
needs accommodations. Individuals requiring special accommodation should
contact the professor after class or during office hours.
Religious
Holy Days The University of Texas
at Dallas will excuse a student from class or other required activities for the
travel to and observance of a religious holy day for a religion whose places of
worship are exempt from property tax under Section 11.20, Tax Code, Texas Code
Annotated.
The
student is encouraged to notify the instructor or activity sponsor as soon as
possible regarding the absence, preferably in advance of the assignment.
The student, so excused, will be allowed to take the exam or complete the
assignment within a reasonable time after the absence: a period equal to the
length of the absence, up to a maximum of one week. A student who notifies the
instructor and completes any missed exam or assignment may not be penalized for
the absence. A student who fails to complete the exam or assignment within the
prescribed period may receive a failing grade for that exam or assignment.
If
a student or an instructor disagrees about the nature of the absence [i.e., for
the purpose of observing a religious holy day] or if there is similar
disagreement about whether the student has been given a reasonable time to
complete any missed assignments or examinations, either the student or the instructor
may request a ruling from the chief executive officer of the institution, or
his or her designee. The chief executive officer or designee must take into
account the legislative intent of TEC 51.911(b), and the student and instructor
will abide by the decision of the chief executive officer or designee.
These descriptions and timelines are
subject to change at the discretion of the Professor.