Auditory Learning Using a Portable Real-Time Vocoder: Preliminary Findings Purpose Although traditional study of auditory training has been in controlled laboratory settings, interest has been increasing in more interactive options. The authors examine whether such interactive training can result in short-term perceptual learning, and the range of perceptual skills it impacts. Method Experiments 1 (N = 37) ... Research Article
Research Article  |   June 01, 2015
Auditory Learning Using a Portable Real-Time Vocoder: Preliminary Findings
 
Author Affiliations & Notes
  • Elizabeth D. Casserly
    Speech Research Laboratory, Indiana University, Bloomington
  • David B. Pisoni
    Speech Research Laboratory, Indiana University, Bloomington
  • Disclosure: The authors have declared that no competing interests existed at the time of publication.
    Disclosure: The authors have declared that no competing interests existed at the time of publication.×
  • Correspondence to Elizabeth D. Casserly, who is now at Trinity College, Hartford, CT: elizabeth.casserly@trincoll.edu
  • Editor: Nancy Tye-Murray
    Editor: Nancy Tye-Murray×
  • Associate Editor: David Moore
    Associate Editor: David Moore×
Article Information
Hearing & Speech Perception / Acoustics / Hearing Disorders / Hearing Aids, Cochlear Implants & Assistive Technology / Attention, Memory & Executive Functions / Speech, Voice & Prosody / Hearing / Research Articles
Research Article   |   June 01, 2015
Auditory Learning Using a Portable Real-Time Vocoder: Preliminary Findings
Journal of Speech, Language, and Hearing Research, June 2015, Vol. 58, 1001-1016. doi:10.1044/2015_JSLHR-H-13-0216
History: Received August 12, 2013 , Revised February 14, 2014 , Accepted January 15, 2015
 
Journal of Speech, Language, and Hearing Research, June 2015, Vol. 58, 1001-1016. doi:10.1044/2015_JSLHR-H-13-0216
History: Received August 12, 2013; Revised February 14, 2014; Accepted January 15, 2015
Web of Science® Times Cited: 1

Purpose Although traditional study of auditory training has been in controlled laboratory settings, interest has been increasing in more interactive options. The authors examine whether such interactive training can result in short-term perceptual learning, and the range of perceptual skills it impacts.

Method Experiments 1 (N = 37) and 2 (N = 21) used pre- and posttest measures of speech and nonspeech recognition to find evidence of learning (within subject) and to compare the effects of 3 kinds of training (between subject) on the perceptual abilities of adults with normal hearing listening to simulations of cochlear implant processing. Subjects were given interactive, standard lab-based, or control training experience for 1 hr between the pre- and posttest tasks (unique sets across Experiments 1 & 2).

Results Subjects receiving interactive training showed significant learning on sentence recognition in quiet task (Experiment 1), outperforming controls but not lab-trained subjects following training. Training groups did not differ significantly on any other task, even those directly involved in the interactive training experience.

Conclusions Interactive training has the potential to produce learning in 1 domain (sentence recognition in quiet), but the particulars of the present training method (short duration, high complexity) may have limited benefits to this single criterion task.

Acknowledgments
This study was supported in part by the National Institute on Deafness and Other Communication Disorders, Grants R01-00111 and T32-DC00012 to David Pisoni at Indiana University. This research appeared as part of the doctoral dissertation of the first author. We thank Kate Sherwood for her dedication in data collection for Experiment 1, Geoffrey Bingham for advice during the transition between Experiments 1 and 2, and Charles Brandt for technical support.
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