# PWR-076 — Auditory scene analysis: learner worksheet Release: Revision 7T · Full Tutorial Edition Estimated time: Estimated 28 min reading and worksheet pass Difficulty: Intermediate Equipment: Common household or practice equipment — A helper-built mono Scene A, eight seconds long: pink noise runs from 0.0–8.0 seconds at −18 dBFS; a 120-Hz sine runs from 0.0–8.0 at −24 dBFS; and an 880-Hz sine makes 100-ms bursts beginning at 2.0, 5.0 and 7.0 seconds at −12 dBFS. Give every generated track a 10-ms fade at its outer edges, mix the tracks, label the learner file only A and keep the three isolated tracks hidden until scoring.; A helper-built mono Scene B, eight seconds long: a 180-Hz sine runs from 0.0–8.0 seconds at −24 dBFS; 600-Hz, 150-ms bursts begin at 1.0, 3.0 and 6.0 seconds at −15 dBFS; and a 1,200-Hz sine starts at 4.0 seconds and ends at 8.0 seconds at −21 dBFS. Use 10-ms outer fades, mix, code the learner file B and retain isolated tracks as the key.; Two companion files made without changing the mix level: A-probe mutes only the 120-Hz track from 4.0–6.0 seconds; B-probe mutes only the 180-Hz track from 2.0–4.0 seconds. The learner receives a probe only after committing the original analysis.; The same headphones or speakers at a comfortable locked setting, plus a sheet with an eight-box one-second timeline and columns for source description, start, stop/change, cue, confidence, miss and false source. Space: Room-scale practice space Automated structural checklist: 10 of 10 structural checks present Evidence quality/context: G1; Focused research depth Automated method-quality band: Comprehensive Method-rating basis: Structure coverage, instruction/check specificity, alternative distinctness, source troubleshooting, comparison depth and whether purpose/check fields are authored rather than derived. Editorial review: Pending manual editorial sign off ## Before you begin - [ ] I read the tutorial authority and stop conditions. - [ ] I have the required equipment/space or a declared accessible alternative. ## Canonical source context The brain can learn a specific sound pattern without becoming a universal noise filter. Auditory scene analysis means organising mixed sound into streams. The learner hears a synthetic scene, lists sources and when they change, names the cue—pitch, timing, spatial position or timbre—then checks isolated stems. The task never uses covert recordings or surveillance. A stream-continuity probe temporarily removes one source segment; the learner predicts whether the remaining sound will split, merge or reveal a previously masked event. Target outcome: On coded eight-second mixtures A and B, the learner inventories the three generated sources, marks each supplied onset or offset to the nearest one-second grid line, names the pitch, timing or timbre cue used, and tests one written unmasking prediction against the companion file. ### Authority and setup conditions - Use synthetic or consented learner-owned audio only. - Lock level, device and hearing-device setting. - Set one replay rule and a maximum short block. - Do not use the method for covert listening, professional monitoring or safety alarms. ### Required or supplied materials - A helper-built mono Scene A, eight seconds long: pink noise runs from 0.0–8.0 seconds at −18 dBFS; a 120-Hz sine runs from 0.0–8.0 at −24 dBFS; and an 880-Hz sine makes 100-ms bursts beginning at 2.0, 5.0 and 7.0 seconds at −12 dBFS. Give every generated track a 10-ms fade at its outer edges, mix the tracks, label the learner file only A and keep the three isolated tracks hidden until scoring. - A helper-built mono Scene B, eight seconds long: a 180-Hz sine runs from 0.0–8.0 seconds at −24 dBFS; 600-Hz, 150-ms bursts begin at 1.0, 3.0 and 6.0 seconds at −15 dBFS; and a 1,200-Hz sine starts at 4.0 seconds and ends at 8.0 seconds at −21 dBFS. Use 10-ms outer fades, mix, code the learner file B and retain isolated tracks as the key. - Two companion files made without changing the mix level: A-probe mutes only the 120-Hz track from 4.0–6.0 seconds; B-probe mutes only the 180-Hz track from 2.0–4.0 seconds. The learner receives a probe only after committing the original analysis. - The same headphones or speakers at a comfortable locked setting, plus a sheet with an eight-box one-second timeline and columns for source description, start, stop/change, cue, confidence, miss and false source. ## 1. Learn the cue vocabulary Review pitch, timing, spatial position and timbre—the sound quality that distinguishes sources. Why: Cue labels make stream separation explicit. Success check: The learner can match each cue to an example. Accessible alternative: A visible, captioned or haptic version of “Review pitch, timing, spatial position and timbre—the sound quality that distinguishes sources.” can rehearse the response sequence, but it removes the declared auditory stimulus and is therefore a related activity, not an equivalent attempt at Auditory scene analysis. To preserve the target, keep the authored sound and adapt only non-target access such as response input, instructions, breaks or support; retain this success check: “The learner can match each cue to an example.” Alternative relationship: Related alternative changes trained or measured target Learner notes: ________________________________________________________________________________ Completed: [ ] ## 2. Lock the scene setup Record coded file A or B, device, headphones/speakers, level and the fixed rule of one inventory listen plus one timeline replay. Why: Scene composition and playback define the task. Success check: The exact scene version is named. Accessible alternative: A visible, captioned or haptic version of “Record coded file A or B, device, headphones/speakers, level and the fixed rule of one inventory listen plus one timeline replay.” can rehearse the response sequence, but it removes the declared auditory stimulus and is therefore a related activity, not an equivalent attempt at Auditory scene analysis. To preserve the target, keep the authored sound and adapt only non-target access such as response input, instructions, breaks or support; retain this success check: “The exact scene version is named.” Alternative relationship: Related alternative changes trained or measured target Learner notes: ________________________________________________________________________________ Completed: [ ] ## 3. First pass: list sources Listen once to coded mixture A or B and list each perceived source without checking the stems or timeline key. Why: A first pass captures spontaneous segregation. Success check: Sources and uncertain guesses are both recorded. Accessible alternative: A visible, captioned or haptic version of “Listen once to coded mixture A or B and list each perceived source without checking the stems or timeline key.” can rehearse the response sequence, but it removes the declared auditory stimulus and is therefore a related activity, not an equivalent attempt at Auditory scene analysis. To preserve the target, keep the authored sound and adapt only non-target access such as response input, instructions, breaks or support; retain this success check: “Sources and uncertain guesses are both recorded.” Alternative relationship: Related alternative changes trained or measured target Learner notes: ________________________________________________________________________________ Completed: [ ] ## 4. Second pass: map time Replay exactly once and shade the one-second boxes in which each source starts, stops or produces a burst; use a question mark when the boundary is uncertain. Why: Time course helps separate overlapping streams. Success check: Each listed source has a timeline mark. Accessible alternative: Complete “Replay exactly once and shade the one-second boxes in which each source starts, stops or produces a burst; use a question mark when the boundary is uncertain.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “Each listed source has a timeline mark.” Reduce source count as a declared level while keeping level comfortable. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 5. Name the separating cue For each source, state whether pitch, timing, position or timbre made it distinct. Why: A source label without the cue does not teach the method. Success check: Every confident source has at least one cue. Accessible alternative: A supported, seated, reduced-range or slower version of “For each source, state whether pitch, timing, position or timbre made it distinct.” is equivalent only when it keeps the same trained or measured target, declared configuration and success check: “Every confident source has at least one cue.” If any of those change, record it as a related alternative rather than an equivalent repetition. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 6. Check against stems After committing the scene analysis, uncover the source recipe and play the three isolated tracks. Mark a missing real track as a miss, an invented track as a false source and a boundary more than one grid box away as a timing error. Why: Stems provide specific feedback without erasing the mixture response. Success check: Original scene answers remain visible. Accessible alternative: Complete “After committing the scene analysis, uncover the source recipe and play the three isolated tracks. Mark a missing real track as a miss, an invented track as a false source and a boundary more than one grid box away as a timing error.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “Original scene answers remain visible.” Use visual timeline markers, tactile tokens or a scribe for source/time responses. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 7. Retest a novel arrangement At least 48 hours later, analyse the other coded scene using the same two-listen rule before viewing its recipe. Why: A novel scene tests the analysis method rather than memorised content. Success check: The retest arrangement is unfamiliar. Accessible alternative: A visible, captioned or haptic version of “At least 48 hours later, analyse the other coded scene using the same two-listen rule before viewing its recipe.” can rehearse the response sequence, but it removes the declared auditory stimulus and is therefore a related activity, not an equivalent attempt at Auditory scene analysis. To preserve the target, keep the authored sound and adapt only non-target access such as response input, instructions, breaks or support; retain this success check: “The retest arrangement is unfamiliar.” Alternative relationship: Related alternative changes trained or measured target Learner notes: ________________________________________________________________________________ Completed: [ ] ## 8. Use a continuity probe After scoring the original mixture, write which burst or onset should be easier to hear when the named low-frequency track is removed during the marked interval. Then play A-probe or B-probe once and record whether the predicted event became clearer, unchanged or less clear. Why: Removing one source tests the proposed grouping cue and reveals masking that an isolated-stem review cannot show. Success check: The prediction names the affected source and interval, and the companion result is recorded without changing the original scene score. Accessible alternative: A visible, captioned or haptic version of “After scoring the original mixture, write which burst or onset should be easier to hear when the named low-frequency track is removed during the marked interval. Then play A-probe or B-probe once and record whether the predicted event became clearer, unchanged or less clear.” can rehearse the response sequence, but it removes the declared auditory stimulus and is therefore a related activity, not an equivalent attempt at Auditory scene analysis. To preserve the target, keep the authored sound and adapt only non-target access such as response input, instructions, breaks or support; retain this success check: “The prediction names the affected source and interval, and the companion result is recorded without changing the original scene score.” Alternative relationship: Related alternative changes trained or measured target Learner notes: ________________________________________________________________________________ Completed: [ ] ## Reflection What changed? ________________________________________________________________________________ What remains difficult? ________________________________________________________________________________ What will I repeat, adapt, ask for help with, or stop? ________________________________________________________________________________ --- Completion of this worksheet demonstrates tutorial participation only. It does not establish capability, qualification, safety clearance, diagnosis, treatment or independent validation.