Task- and Talker-Specific Gains in Auditory Training

Purpose: This investigation focused on generalization of outcomes for auditory training by examining the effects of task and/or talker overlap between training and at test. Method: Adults with hearing loss completed 12 hr of meaning-oriented auditory training and were placed in a group that trained...

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Bibliographic Details
Published in:Journal of speech, language, and hearing research language, and hearing research, 2016-08, Vol.59 (4), p.862-870
Main Authors: Barcroft, Joe, Spehar, Brent, Tye-Murray, Nancy, Sommers, Mitchell
Format: Article
Language:English
Subjects:
Adults
Aged
American Sign Language
Analysis of Variance
Auditory perception
Auditory Training
Care and treatment
Communication
Comparative Analysis
Computers
Control Groups
Discrimination Learning
Discrimination, Psychological
Evidence
Experimental Groups
Female
Generalization
Hearing Impairments
Hearing loss
Hearing Loss - psychology
Hearing Loss - rehabilitation
Humans
Male
Meta Analysis
Noise
Physiological aspects
Research Forum: New Directions for Auditory Training
Sentences
Sign Language
Speech Discrimination Tests
Speech Perception
Stimuli
Studies
Training
Training Methods
Treatment Outcome
Word Recognition
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Summary:Purpose: This investigation focused on generalization of outcomes for auditory training by examining the effects of task and/or talker overlap between training and at test. Method: Adults with hearing loss completed 12 hr of meaning-oriented auditory training and were placed in a group that trained on either multiple talkers or a single talker. A control group also completed 12 hr of training in American Sign Language. The experimental group's training included a 4-choice discrimination task but not an open-set sentence test. The assessment phase included the same 4-choice discrimination task and an open-set sentence test, the Iowa Sentences Test (Tyler, Preece, & Tye-Murray, 1986). Results: Improvement on 4-choice discrimination was observed in the experimental group as compared with the control group. Gains were (a) highest when the task and talker were the same between training and assessment; (b) second highest when the task was the same but the talker only partially so; and (c) third highest when task and talker were different. Conclusions: The findings support applications of transfer-appropriate processing to auditory training and favor tailoring programs toward the specific needs of the individuals being trained for tasks, talkers, and perhaps, for stimuli, in addition to other factors.
ISSN:1092-4388
1558-9102
DOI:10.1044/2016_JSLHR-H-15-0170