Listening Effort: How the Cognitive Consequences of Acoustic Challenge Are Reflected in Brain and Behavior.
Listening Effort: How the Cognitive Consequences of Acoustic Challenge Are Reflected in Brain and Behavior.
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DOI：
10.1097/aud.0000000000000494
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发表时间：
2018
期刊：
影响因子：
3.7
通讯作者：
Peelle JE
中科院分区：
文献类型：
--
作者：
Peelle JE
日常对话经常包括对声学语音信号的清晰度的挑战，包括听力障碍、背景噪声和外国口音。虽然一个明显的问题是增加了单词识别错误的风险，但从降级的声学信号中提取含义也是认知上的要求，这有助于增加听力努力。认知需求和听力努力的概念是理解听众在理解中面临的挑战的关键，这是不能完全预测的听力测量。在这篇文章中，作者回顾了会聚的行为，瞳孔测量和神经影像学证据，即理解声学退化的语音需要额外的认知支持，这种认知负荷可能会干扰其他操作，如语言处理和对所听到的内容的记忆。从行为上讲，声学挑战与言语理解错误增加、并发次要任务表现较差、处理语言复杂句子更困难以及口头材料记忆减少有关。瞳孔扩张的测量支持与处理降级的声学信号相关的挑战，间接反映了神经活动的增加。最后，功能性脑成像显示，理解退化语音所需的神经资源超出了传统的大脑外侧裂周围语言网络，最常见的包括前额叶皮层、前运动皮层和扣带-鳃盖网络。远不是一个纯粹的听觉问题，声学退化提出了一个系统级的挑战，需要分配执行认知资源的听众。重要的一点是，许多可分离的过程可以参与理解退化的语音，包括言语工作记忆和基于注意力的性能监测。所需的具体资源可能因任务的声学、语言和认知需求以及听者能力的个体差异而有所不同。更好地理解认知对处理退化语音的贡献对于理解理解能力的个体差异、辅助设备功效的变化以及指导康复方法以减少听力努力和促进沟通至关重要。
Everyday conversation frequently includes challenges to the clarity of the acoustic speech signal, including hearing impairment, background noise, and foreign accents. Although an obvious problem is the increased risk of making word identification errors, extracting meaning from a degraded acoustic signal is also cognitively demanding, which contributes to increased listening effort. The concepts of cognitive demand and listening effort are critical in understanding the challenges listeners face in comprehension, which are not fully predicted by audiometric measures. In this article, the authors review converging behavioral, pupillometric, and neuroimaging evidence that understanding acoustically degraded speech requires additional cognitive support and that this cognitive load can interfere with other operations such as language processing and memory for what has been heard. Behaviorally, acoustic challenge is associated with increased errors in speech understanding, poorer performance on concurrent secondary tasks, more difficulty processing linguistically complex sentences, and reduced memory for verbal material. Measures of pupil dilation support the challenge associated with processing a degraded acoustic signal, indirectly reflecting an increase in neural activity. Finally, functional brain imaging reveals that the neural resources required to understand degraded speech extend beyond traditional perisylvian language networks, most commonly including regions of prefrontal cortex, premotor cortex, and the cingulo-opercular network. Far from being exclusively an auditory problem, acoustic degradation presents listeners with a systems-level challenge that requires the allocation of executive cognitive resources. An important point is that a number of dissociable processes can be engaged to understand degraded speech, including verbal working memory and attention-based performance monitoring. The specific resources required likely differ as a function of the acoustic, linguistic, and cognitive demands of the task, as well as individual differences in listeners’ abilities. A greater appreciation of cognitive contributions to processing degraded speech is critical in understanding individual differences in comprehension ability, variability in the efficacy of assistive devices, and guiding rehabilitation approaches to reducing listening effort and facilitating communication.