), the participant is presented with two meaningless syllables simultaneously to both ears and instructed to report whichever syllable he or she heard best. In the non-forced (NF) variant of the dichotic listening (DL) task (e.g. The present study, using an active control group, focused on the neurocognitive effects of training of auditory attention via dichotic listening. However, many cognitive training studies have also been criticized for methodological shortcomings, such as for not employing a control group, or only measuring the control group’s performance twice at different time points with no active placebo intervention in between. ) or inhibition of task-irrelevant information through computerized training, along with transfer to untrained tasks. Several studies have reported improvements in working memory (e.g. Of particular interest is whether cognitive training can generalize to untrained tasks that share cognitive mechanisms with the training tasks (for discussion on transfer, see e.g. Training of high-level cognitive capacities such as working memory and top-down attentional control has elicited substantial research interest during the last decade. These results show that top-down cognitive training can modulate the left-right allocation of auditory spatial attention, accompanied by a change in an evoked brain potential related to cognitive control. Additionally, enhanced anterior N2 amplitudes were found after training, with relatively larger changes in the FL training group in the forced-left condition, suggesting improved top-down control on the trained task. ERP measures showed diminished N1 and enhanced P2 responses to dichotic stimuli after training in both groups, interpreted as improvement in early perceptual processing of the stimuli. We partially replicated our previous behavioural training effects, as the FL training group tended to show more allocation of auditory spatial attention to the left ear in a standard dichotic listening task. The study aimed to replicate our previous behavioural results, and to explore the neurophysiological correlates of training through event-related brain potentials (ERPs). Another group (n = 13) was trained using the non-forced instruction, asked to report whichever syllable they heard the best (NF training group). In the present study, 13 participants underwent a 4-week dichotic listening training programme with instructions to report syllables presented to the left ear (FL training group). Recently we demonstrated that training of auditory attention with forced attention dichotic listening not only facilitated that performance but also generalized to an untrained attentional task. Facilitation of general cognitive capacities such as executive functions through training has stirred considerable research interest during the last decade.
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