AUDITORY TRAINING AND TALKER VARIABILITY

听觉训练和说话者的可变性

• 批准号: 8296839
• 负责人: Nancy Ann Tye-Murray
• 金额: $ 32.3万
• 依托单位: WASHINGTON UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-04-29 至 2016-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8296839
• 关键词: Address; Adult; Affect; Age; Auditory; Child; Clinical; Cochlear Implants; Cognitive; Cognitive Science; Communication; Control Groups; Data; Devices; Education; Educational process of instructing; Environment; Goals; Grant; Hearing; Hearing Aids; Hearing Impaired Persons; Hour; Individual; Interdisciplinary Study; Language; Language Development; Learning; Link; Lipreading; Measures; Noise; Participant; Patients; Persons; Procedures; Process; Regimen; Rehabilitation therapy; Relative (related person); Reporting; Research; Research Personnel; Research Project Grants; Research Training; School-Age Population; Short-Term Memory; Signal Transduction; Speech; Speech Discrimination Tests; Speech Perception; Testing; Time; Training; Training Programs; Translational Research; Universities; Visual; Work; base; design; efficacy evaluation; experience; follow-up; hearing impairment; improved; innovation; prevent; programs; skills; speech recognition; success; theories; time interval

DESCRIPTION (provided by applicant): Individuals who receive hearing aids or other assistive listening devices are often dissatisfied with the limited benefits they receive, and experience particular difficulty when listening in the presence of background noise. We envision that someday the majority, if not all patients who receive a hearing aid (or cochlear implant), wil also participate in a well-validated program of auditory training (AT), one that teaches them to extract meaning from the speech signal and to listen more successfully in noise. In our first grant cycle, our interdisciplinary research team conducted one of the first large-scale, systematic evaluations of the efficacy of AT for adult hearing aid users. We found that meaning-based AT, which is based upon principles of second language learning, leads to substantial improvements in listening and in everyday communication interactions, and that these improvements are maintained for at least 3 mos following training. One of the most innovative aspects of this work was that it examined the extent to which training gains were maintained over the long term. Although some improvements were maintained 12 mos post training, declines were observed relative to immediate post-training assessments. The success of our meaning-based AT program has motivated the current proposal in which we propose to study whether we can maintain AT benefits for up to 24 mos post- training in adults who have hearing loss and to determine whether meaning-based AT is also beneficial for school-aged children who use either hearing aids or cochlear implants. We also propose to establish whether the reduced encoding demands resulting from AT improve individuals' ability to benefit from the addition of visual speech information (i.e., visual enhancement). In the first specific aim, 100 adults will receive 12 hrs of AT and then receive either additional spaced or massed sessions of AT prior to their 12-mo test session. Current findings in cognitive psychology and learning theory suggest that spaced training will be more effective than massed training in preventing the declines in training benefit that we have noted at 12 mos, and that both types of "booster" training will prevent the declines seen relative to the 50 participants from our first grant cycle.In the second specific aim, we propose to determine the extent to which meaning-based AT improves the listening skills of 40 school-aged children as compared to a compatriot control group. We will relate benefits to predictor variables that include working memory, language skills, and degree of hearing loss. Finally, the third specific aim will determine the extent to which both adults and children improve their visual enhancement following AT, and will relate any improvements to changes in perceptual effort. Bringing together experts from the fields of aural rehabilitation, second language acquisition, and cognitive psychology, this translational research project represents a unique opportunity to apply theoretical principles of cognitive psychology and second language learning to develop effective AT procedures for both adults and children and to research how training in the auditory realm may enhance individuals' utilization of a visual speech signal. PUBLIC HEALTH RELEVANCE: Most children and adults who have hearing loss experience great difficulty in listening to speech in noisy environments. In our first grant cycle, we developed a meaning-based auditory training program (I Hear What You Mean) and demonstrated that it led to improved speech recognition in adults. In this renewal grant cycle, we propose to compare the extent to which a spaced versus massed auditory training "booster" program maintains and enhances training gains, to determine the extent to which a meaning-based auditory training program benefits school-aged children and to identify participant variables that predict benefit, and to determine the extent to which auditory training improves the visual enhancement of both children and adults and reduces perceptual effort.

描述（由申请人提供）：接收助听器或其他辅助聆听设备的个人通常对他们获得的有限福利不满意，并且在背景噪音的存在下聆听时遇到了特别的困难。我们设想，有一天，大多数人，如果不是所有接受助听器（或人工耳蜗）的患者，威尔还参加了一项经过验证的听觉培训计划（AT），该计划教会他们从语音信号中提取含义并在噪音中更成功地聆听。在我们的第一个赠款周期中，我们的跨学科研究团队对成人助听器用户的AT功效进行了最早的系统评估之一。我们发现，基于含义的AT，基于第二语言学习的原则，可实现聆听和日常沟通互动的重大改进，并且在培训后至少要维持3个MOS的这些改进。这项工作最具创新性的方面之一是，它检查了长期维持训练收益的程度。尽管在12个MOS训练后进行了一些改进，但相对于即时培训后评估，观察到下降。基于意义的AT计划的成功促使当前的提案，我们建议我们研究是否可以维持有听力损失的成年人的最多24个MOS培训，并确定基于意义的AT是否对使用助听器或人工耳蜗植入物的学龄儿童是否也有益。我们还建议确定从AT添加视觉语音信息（即视觉增强）中受益于个人受益的能力的减少的编码需求是否提高了。在第一个特定目标中，有100名成年人将在12-MO测试会议之前接受12个小时的AT，然后接受额外的间隔或大规模课程。认知心理学和学习理论的当前发现表明，间隔培训将比大规模培训更有效，以防止我们在12 MOS处指出的培训益处的下降，并且两种类型的“助推器”培训都将阻止与我们的第一个特定目标相比，我们的第一个特定目标从我们的第一个特定目标中相对于50个含义的范围来提高40名学校的含义，从而相对于40名学校的含义相比，相比之下，相比，相比之下。我们将将好处与预测变量联系起来，包括工作记忆，语言技能和听力损失程度。最后，第三个特定的目标将决定成年人和儿童在关注下的视觉增强的程度，并将任何改善与感知努力的变化有关。该转化研究项目汇集了来自听觉康复，第二语言习得和认知心理学领域的专家，这是一个独特的机会，可以应用认知心理学的理论原理和第二语言学习，以开发成人和儿童的有效程序，并在听觉领域的培训如何增强个人视觉演讲信号的培训。 公共卫生相关性：大多数有听力损失的儿童和成人在嘈杂的环境中听力很难。在我们的第一个赠款周期中，我们制定了一项基于意义的听觉培训计划（我听到您的意思），并证明这导致了成人的语音认可得到改善。在这个更新的赠款周期中，我们建议比较间隔与大规模听觉培训“助推器”计划在多大程度上维持和增强培训的收益，以确定基于意义的听觉培训计划使学龄儿童有益于学龄儿童，并确定预测受益的参与者变量，并确定哪些听觉培训的程度可以改善儿童和成人和成人和成人的视觉效果和努力的努力。