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）：使用助听器或其他助听设备的个人通常对他们所获得的有限好处不满意，并且在存在背景噪音的情况下聆听时会遇到特别困难。我们设想有一天，大多数（如果不是所有）接受助听器（或人工耳蜗）的患者也会参加经过充分验证的听觉训练 (AT) 计划，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。在我们的第一个资助周期中，我们的跨学科研究团队对成人助听器用户的 AT 功效进行了首次大规模、系统的评估。我们发现，基于第二语言学习原理的基于意义的 AT 可以显着改善听力和日常交流互动，并且这些改善在训练后至少可以维持 3 个月。这项工作最具创新性的方面之一是它检查了培训成果长期保持的程度。尽管培训后 12 个月仍保持了一些改进，但相对于培训后立即评估，观察到了下降。我们基于意义的 AT 项目的成功激发了当前的提案，其中我们建议研究我们是否可以在听力损失的成年人接受培训后长达 24 个月内保持 AT 的益处，并确定基于意义的 AT 是否也对使用助听器或人工耳蜗的学龄儿童有益。我们还建议确定 AT 带来的编码需求的减少是否提高了个体从添加视觉语音信息（即视觉增强）中受益的能力。在第一个具体目标中，100 名成年人将接受 12 小时的 AT，然后在 12 个月的测试之前接受额外的间隔或集中的 AT 课程。目前认知心理学和学习理论的研究结果表明，在防止我们在 12 个月时注意到的训练效果下降方面，间隔训练比集中训练更有效，并且两种类型的“加强”训练都将防止相对于我们第一个资助周期的 50 名参与者出现的训练效果下降。在第二个具体目标中，我们建议确定与同胞对照组相比，基于意义的 AT 在多大程度上提高了 40 名学龄儿童的听力技能。我们将把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，第三个具体目标将确定成人和儿童在 AT 后改善视力增强的程度，并将任何改善与知觉努力的变化联系起来。这个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，提供了一个独特的机会，可以应用认知心理学和第二语言学习的理论原理，为成人和儿童开发有效的 AT 程序，并研究听觉领域的训练如何增强个人对视觉语音信号的利用。 公共卫生相关性：大多数患有听力损失的儿童和成人在嘈杂的环境中听语音会遇到很大困难。在我们的第一个资助周期中，我们开发了一个基于意义的听觉训练计划（我听到你的意思），并证明它可以改善成人的语音识别能力。在这个更新拨款周期中，我们建议比较间隔与集中听觉训练“助推器”计划维持和增强训练收益的程度，以确定基于意义的听觉训练计划对学龄儿童的益处程度，并确定预测益处的参与者变量，并确定听觉训练在多大程度上改善儿童和成人的视觉增强并减少感知努力。