A
Alan J. Power
Researcher at University of Cambridge
Publications - 17
Citations - 1594
Alan J. Power is an academic researcher from University of Cambridge. The author has contributed to research in topics: Auditory system & Dyslexia. The author has an hindex of 11, co-authored 17 publications receiving 1288 citations. Previous affiliations of Alan J. Power include Trinity College, Dublin & University College Dublin.
Papers
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Journal ArticleDOI
Attentional Selection in a Cocktail Party Environment Can Be Decoded from Single-Trial EEG
James O’Sullivan,Alan J. Power,Nima Mesgarani,Siddharth Rajaram,John J. Foxe,Barbara G. Shinn-Cunningham,Malcolm Slaney,Shihab A. Shamma,Edmund C. Lalor +8 more
TL;DR: It is shown that single-trial unaveraged EEG data can be decoded to determine attentional selection in a naturalistic multispeaker environment and a significant correlation between the EEG-based measure of attention and performance on a high-level attention task is shown.
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Resolving Precise Temporal Processing Properties of the Auditory System Using Continuous Stimuli
TL;DR: A method for eliciting a novel ERP, known as the AESPA (auditory-evoked spread spectrum analysis), which uses rapid amplitude modulation of audio carrier signals to estimate the impulse response of the auditory system.
Journal ArticleDOI
At what time is the cocktail party? A late locus of selective attention to natural speech.
Alan J. Power,John J. Foxe,John J. Foxe,John J. Foxe,Emma Jane Forde,Richard B. Reilly,Edmund C. Lalor +6 more
TL;DR: Attentional effects on exogenous stimulus processing in the 200–220 ms range in the left hemisphere are shown and discussed within the context of research on auditory scene analysis and in terms of a flexible locus of attention that can be deployed at a particular processing stage depending on the task.
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A Rhythmic Musical Intervention for Poor Readers: A Comparison of Efficacy With a Letter-Based Intervention
TL;DR: The authors compared the effects of a musical intervention for poor readers with a software intervention of known efficacy based on rhyme training and phoneme-grapheme learning, and found that the two interventions had similar benefits for literacy, with large effect sizes.
Journal ArticleDOI
Neural encoding of the speech envelope by children with developmental dyslexia.
TL;DR: Encoding accuracy is significantly above chance for all groups but poorer in dyslexic children than younger RL-matched children and individual differences in encoding accuracy are related to prosodic awareness.