Long- and short-term implicit talker familiarity: Effects on children's word and sentence recognition

Abstract

While previous research has highlighted the positive effects of talker familiarity on children’s word recognition in quiet, its role in challenging listening conditions remains poorly understood for this age group. Additionally, the amount of familiarity required to yield benefits remains unclear. The current study explored implicitly acquired short and long-term talker familiarity effects in school-age children (8–12 years), utilizing speech or noise maskers. Experiment 1 assessed open-set sentence recognition in a two-talker-female masker, with the child's mother's voice serving as the target or masker speech. Experiment 2 measured closed-set word recognition in a noise masker, both before and after a 5-day exposure to a female talker. Results from Experiment 1 indicate that children benefit from familiarity when their mother is the target talker, but not when she is the masking speech. In Experiment 2, children exhibited familiarity effects after only a 5-day exposure period to a previously unfamiliar voice, demonstrating a significant impact of implicit short-term familiarity. Working memory and selective attention did not predict performance or benefit. Together, these findings underscore the importance of talker familiarity in children's speech recognition in challenging listening situations. The implications of these findings for understanding the mechanisms underlying familiarity effects will be discussed.