The Impact of Mild Hearing Loss on Auditory Perception in Complex Environments

拟议研究的总体目标是改善复杂环境中的通信访问 听力损失儿童的听力环境（CMMHL）。这些孩子经历 在噪音和混响中，比听力正常的儿童（CNH）更难进行言语感知， 以及言语/语言发育和教育进展的潜在延迟。MMHL可能会减少 听觉体验的数量和质量。声环境的综合作用，提高听力 阈值，以及放大的缺乏或有限的使用可能会产生不一致的可听度， 技能发展。其结果将是对基本听觉技能的累积负面影响， 对于在声学复杂环境中理解语音是重要的。如果这些技能不成熟， CMMHL将需要投入更多的认知努力来理解语音，留下更少的资源用于 其他复杂的过程。视觉信息的使用也可能影响言语理解。研究 检查听觉技能（分组，选择/分散注意力，说话者定位）和视听语音 认知受到CMMHL的限制。必须记录CMMHL与CNH在这些方面的比较， skills.目标1中的研究将检查听觉技能对仅在听觉系统中的言语感知的影响， 视听条件。这些信息（1）将增加我们对听觉和听觉的使用的理解。 在复杂环境中倾听的多模态技能和（2）识别可能处于更大风险的CMMHL 困难。为了理解听觉技能和真实世界的听力之间的相互作用， 在复杂的听力任务中，检查在现实环境中的表现。仅实验室研究 提供这些环境的近似值，并且在实际教室中的测试缺乏实验控制 由于其活跃的性质。目标2下的研究纳入了典型的主动学习任务， 在一个新颖的实验室环境中的课堂活动，提供了合理的课堂模拟 环境.这些研究的结果（1）将确定有效的策略，以应对多感官 输入和（2）将导致CMMHL服务方式的重大变化。

The overall goal of the proposed research is to improve communication access in complex listening environments for children with minimal/mild hearing loss (CMMHL). These children experience greater speech-perception difficulties in noise and reverberation than children with normal hearing (CNH), as well as potential delays in speech/language development and educational progress. MMHL may reduce the quantity and quality of auditory experiences. Thie combined effects of acoustic environment, elevated hearing thresholds, and the lack or limited use of amplification are likely to produce inconsistent audibility during auditory-skill development. The result will be a cumulative negative effect on fundamental auditory skills that are important for understanding speech in acoustically complex environments. If these skills are immature, CMMHL will need to devote greater cognitive effort to understanding speechi, leaving fewer resources for other complex processes. The use of visual information also may impact speech understanding. Research examining auditory skills (grouping, selective/divided attention, talker localization) and audiovisual speech perception are limited with CMMHL. It is essential to document how CMMHL compare to CNH on these skills. Studies in Aim 1 will examine the impact of auditory skills for speech perception in auditory-only and audiovisual conditions. This information (1) will increase our understanding of the use of auditory and multimodal skills for listening in complex environments and (2) identify CMMHL who may be at greater risk for difficulties. To appreciate the interaction between auditory skills and real-worid listening, it is important to examine performance in realistic environments during complex listening tasks. Laboratory studies only provide an approximation of these environments and testing in actual classrooms lacks experimental control due to their active nature. The studies under Aim 2 incorporate active learning tasks representative of typical classroom activities within a novel laboratory environment that provides simulation of plausible classroom environments. The results of these studies (1) will identify effective strategies for coping with multi-sensory input and (2) will lead to significant changes in ttie ways CMMHL are served.