Teaching Children With Hearing Loss to Recognize Speech: Gains Made With Computer-Based Auditory and/or Speechreading Training.
Teaching Children With Hearing Loss to Recognize Speech: Gains Made With Computer-Based Auditory and/or Speechreading Training.
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DOI：
10.1097/aud.0000000000001091
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发表时间：
2022
期刊：
影响因子：
3.7
通讯作者：
Grantham H
中科院分区：
文献类型：
--
作者：
Tye-Murray N;Spehar B;Sommers M;Mauzé E;Barcroft J;Grantham H
适当迁移加工（TAP）是指在相同条件下进行训练和测试时，训练收益最大化的一般发现。本研究测试了TAP在听力损失儿童言语感知训练中的应用程度。具体来说，我们评估了基于计算机的语音感知训练游戏的好处，通过比较三个训练组：听觉训练（AT），视听训练（AVT），这两个（AT/AVT）的组合，以提高儿童的语音识别。我们还确定了是否谈话者特定的培训，可能会发生当孩子们训练与明年的课堂老师的讲话，导致更好地识别该谈话者的讲话，如果是这样，在何种程度上培训的好处推广到未经培训的谈话者。与TAP理论相一致，我们预测，儿童将提高他们的能力，以识别语音的训练说话者比三个未经训练的说话者，并根据他们的训练组，将提高更多的只有听力（听）或视听（speechreading）语音感知评估，这与他们接受的训练类型相匹配。我们还假设，这种好处将推广到未经训练的谈话者和测试模式，他们没有训练，虽然在较小的程度上。采用随机对照试验设计，对99名小学听力损失儿童进行A-A-B重复实验，以儿童为对照组，对三种不同类型的训练进行比较。我们还评估了谈话者特定的学习和学习转移，包括言语感知测试与刺激说话的人与孩子训练和刺激说话的三个谈话者与孩子没有训练，包括言语感知测试，提出了听觉（听）和视听（speechreading）刺激。孩子们接受了16个小时的游戏化训练。这些游戏提供了单词识别和连接语音理解训练活动。总体而言，孩子们在听力和语音阅读方面都有了显着的提高。与TAP理论相一致，孩子们在训练过的谈话者身上的进步比在未经训练的谈话者身上的进步要大。同样与TAP理论一致的是，接受AT的儿童在听力上的提高比言语阅读更高。然而，接受AVT的儿童在这两种类型的评估上都有同样的改善，这与我们从TAP角度得出的预测不一致。年龄、语言水平和语音意识要么不能预测训练的好处，要么只能忽略不计。研究结果为为听力损失儿童提供结构化言语感知训练的做法提供了支持，并建议未来的听力康复计划可能包括教师特定的言语感知训练，为即将到来的学年做好准备，特别是因为训练将推广到其他谈话者。结果还表明，言语知觉训练的益处与年龄、语言水平或语音意识程度没有显著相关。研究结果在很大程度上与TAP理论相一致，这表明训练任务与期望结果越一致，收益就越有可能增加。
Transfer appropriate processing (TAP) refers to a general finding that training gains are maximized when training and testing are conducted under the same conditions. The current study tested the extent to which TAP applies to speech perception training in children with hearing loss. Specifically, we assessed the benefits of computer-based speech perception training games for enhancing children’s speech recognition by comparing three training groups: auditory training (AT), audiovisual training (AVT), and a combination of these two (AT/AVT). We also determined whether talker-specific training, as might occur when children train with the speech of a next year’s classroom teacher, leads to better recognition of that talker’s speech and if so, the extent to which training benefits generalize to untrained talkers. Consistent with TAP theory, we predicted that children would improve their ability to recognize the speech of the trained talker more than that of three untrained talkers and, depending upon their training group, would improve more on an auditory-only (listening) or audiovisual (speechreading) speech perception assessment, that matched the type of training they received. We also hypothesized that benefit would generalize to untrained talkers and to test modalities in which they did not train, albeit to a lesser extent. Ninety-nine elementary-school aged children with hearing loss were enrolled into a randomized control trial with a repeated measures A-A-B experimental mixed design in which children served as their own control for the assessment of overall benefit of a particular training type and three different groups of children yielded data for comparing the three types of training. We also assessed talker-specific learning and transfer of learning by including speech perception tests with stimuli spoken by the talker with whom a child trained and stimuli spoken by three talkers with whom the child did not train and by including speech perception tests that presented both auditory (listening) and audiovisual (speechreading) stimuli. Children received 16 hours of gamified training. The games provided word identification and connected-speech comprehension training activities Overall, children showed significant improvement in both their listening and speechreading performance. Consistent with TAP theory, children improved more on their trained talker than on the untrained talkers. Also consistent with TAP theory, the children who received AT improved more on the listening than the speechreading. However, children who received AVT improved on both types of assessment equally, which is not consistent with our predictions derived from a TAP perspective. Age, language level, and phonological awareness were either not predictive of training benefits or only negligibly so. The findings provide support for the practice of providing children who have hearing loss with structured speech perception training and suggest that future aural rehabilitation programs might include teacher-specific speech perception training to prepare children for an upcoming school year, especially since training will generalize to other talkers. The results also suggest that benefits of speech perception training, were not significantly related to age, language level, or degree of phonological awareness. The findings are largely consistent with TAP theory, suggesting that the more aligned a training task is with the desired outcome, the more likely benefit will accrue.