Listening Task Research Articles

A generative AI-driven interactive listening assessment task

IntroductionAssessments of interactional competence have traditionally been limited in large-scale language assessments. The listening portion suffers from construct underrepresentation, whereas the speaking portion suffers from limited task formats such as in-person interviews or role plays. Human-delivered tasks are challenging to administer at large scales, while automated assessments are typically very narrow in their assessment of the construct because they have carried over the limitations of traditional paper-based tasks to digital formats. However, computer-based assessments do allow for more interactive, automatically administered tasks, but come with increased complexity in task creation. Large language models present new opportunities for enhanced automated item generation (AIG) processes that can create complex content types and tasks at scale that support richer assessments.MethodsThis paper describes the use of such methods to generate content at scale for an interactive listening measure of interactional competence for the Duolingo English Test (DET), a large-scale, high-stakes test of English proficiency. The Interactive Listening task assesses test takers’ ability to participate in a full conversation, resulting in a more authentic assessment of interactive listening ability than prior automated assessments by positing comprehension and interaction as purposes of listening.Results and discussionThe results of a pilot of 713 tasks with hundreds of responses per task, along with the results of human review, demonstrate the feasibility of a human-in-the-loop, generative AI-driven approach for automatic creation of complex educational assessments at scale.

Using the online version of the Trier Social Stress Test to investigate the effect of acute stress on functional lateralization

How stress affects functional hemispheric asymmetries is relevant because stress represents a risk factor for the development of mental disorders and various mental disorders are associated with atypical lateralization. Using three lateralization tasks, we investigated whether functional hemispheric asymmetries in the form of hemispheric dominance for language (verbal dichotic listening task), emotion processing (emotional dichotic listening task), and visuo-spatial attention (line bisection task) were affected by acute stress in healthy adults. One hundred twenty right-handed men and women performed these lateralization tasks in randomized order after exposure to a mild online stressor (i.e., an online variant of the Trier Social Stress Test (TSST), TSST-OL) and a non-stressful online control task (friendly TSST-OL, fTSST-OL) in a within-subjects design. Importantly, the verbal and the emotional dichotic listening tasks were presented online whereas the line bisection task was completed in paper–pencil form. During these tasks, we found the expected hemispheric asymmetries, indicating that online versions of both the verbal and the emotional dichotic listening task can be used to measure functional hemispheric asymmetries in language and emotion processing remotely. Even though subjective and physiological markers confirmed the success of the online stress manipulation, replicating previous studies, we found no stress-induced effect on functional hemispheric asymmetries. Thus, in healthy participants, functional hemispheric asymmetries do not seem to change flexibly in response to acute stress.

Perception of temporal structure in speech is influenced by body movement and individual beat perception ability.

The subjective experience of time flow in speech deviates from the sound acoustics in substantial ways. The present study focuses on the perceptual tendency to regularize time intervals found in speech but not in other types of sounds with a similar temporal structure. We investigate to what extent individual beat perception ability is responsible for perceptual regularization and if the effect can be eliminated through the involvement of body movement during listening. Participants performed a musical beat perception task and compared spoken sentences to their drumbeat-based versions either after passive listening or after listening and moving along with the beat of the sentences. The results show that the interval regularization prevails in listeners with a low beat perception ability performing a passive listening task and is eliminated in an active listening task involving body movement. Body movement also helped to promote a veridical percept of temporal structure in speech at the group level. We suggest that body movement engages an internal timekeeping mechanism, promoting the fidelity of auditory encoding even in sounds of high temporal complexity and irregularity such as natural speech.

Effects of hearing acuity on psychophysiological responses to effortful speech perception

In recent studies, psychophysiological measures have been used as markers of listening effort, but there is limited research on the effect of hearing loss on such measures. The aim of the current study was to investigate the effect of hearing acuity on physiological responses and subjective measures acquired during different levels of listening demand, and to investigate the relationship between these measures. A total of 125 participants (37 males and 88 females, age range 37–72 years, pure-tone average hearing thresholds at the best ear between -5.0 to 68.8 dB HL and asymmetry between ears between 0.0 and 87.5 dB) completed a listening task. A speech reception threshold (SRT) test was used with target sentences spoken by a female voice masked by male speech. Listening demand was manipulated using three levels of intelligibility: 20 % correct speech recognition, 50 %, and 80 % (IL20 %/IL50 %/IL80 %, respectively). During the task, peak pupil dilation (PPD), heart rate (HR), pre-ejection period (PEP), respiratory sinus arrhythmia (RSA), and skin conductance level (SCL) were measured. For each condition, subjective ratings of effort, performance, difficulty, and tendency to give up were also collected. Linear mixed effects models tested the effect of intelligibility level, hearing acuity, hearing asymmetry, and tinnitus complaints on the physiological reactivity (compared to baseline) and subjective measures. PPD and PEP reactivity showed a non-monotonic relationship with intelligibility level, but no such effects were found for HR, RSA, or SCL reactivity. Participants with worse hearing acuity had lower PPD at all intelligibility levels and showed lower PEP baseline levels. Additionally, PPD and SCL reactivity were lower for participants who reported suffering from tinnitus complaints. For IL80 %, but not IL50 % or IL20 %, participants with worse hearing acuity rated their listening effort to be relatively high compared to participants with better hearing. The reactivity of the different physiological measures were not or only weakly correlated with each other. Together, the results suggest that hearing acuity may be associated with altered sympathetic nervous system (re)activity. Research using psychophysiological measures as markers of listening effort to study the effect of hearing acuity on such measures are best served by the use of the PPD and PEP.

Attention-Driven Modulation of Auditory Cortex Activity during Selective Listening in a Multispeaker Setting.

Real-world listening settings often consist of multiple concurrent sound streams. To limit perceptual interference during selective listening, the auditory system segregates and filters the relevant sensory input. Previous work provided evidence that the auditory cortex is critically involved in this process and selectively gates attended input toward subsequent processing stages. We studied at which level of auditory cortex processing this filtering of attended information occurs using functional magnetic resonance imaging (fMRI) and a naturalistic selective listening task. Forty-five human listeners (of either sex) attended to one of two continuous speech streams, presented either concurrently or in isolation. Functional data were analyzed using an inter-subject analysis to assess stimulus-specific components of ongoing auditory cortex activity. Our results suggest that stimulus-related activity in the primary auditory cortex and the adjacent planum temporale are hardly affected by attention, whereas brain responses at higher stages of the auditory cortex processing hierarchy become progressively more selective for the attended input. Consistent with these findings, a complementary analysis of stimulus-driven functional connectivity further demonstrated that information on the to-be-ignored speech stream is shared between the primary auditory cortex and the planum temporale but largely fails to reach higher processing stages. Our findings suggest that the neural processing of ignored speech cannot be effectively suppressed at the level of early cortical processing of acoustic features but is gradually attenuated once the competing speech streams are fully segregated.

Is Recognition of Speech in Noise Related to Memory Disruption Caused by Irrelevant Sound?

Listeners with normal audiometric thresholds show substantial variability in their ability to understand speech in noise (SiN). These individual differences have been reported to be associated with a range of auditory and cognitive abilities. The present study addresses the association between SiN processing and the individual susceptibility of short-term memory to auditory distraction (i.e., the irrelevant sound effect [ISE]). In a sample of 67 young adult participants with normal audiometric thresholds, we measured speech recognition performance in a spatial listening task with two interfering talkers (speech-in-speech identification), audiometric thresholds, binaural sensitivity to the temporal fine structure (interaural phase differences [IPD]), serial memory with and without interfering talkers, and self-reported noise sensitivity. Speech-in-speech processing was not significantly associated with the ISE. The most important predictors of high speech-in-speech recognition performance were a large short-term memory span, low IPD thresholds, bilaterally symmetrical audiometric thresholds, and low individual noise sensitivity. Surprisingly, the susceptibility of short-term memory to irrelevant sound accounted for a substantially smaller amount of variance in speech-in-speech processing than the nondisrupted short-term memory capacity. The data confirm the role of binaural sensitivity to the temporal fine structure, although its association to SiN recognition was weaker than in some previous studies. The inverse association between self-reported noise sensitivity and SiN processing deserves further investigation.

Creativity and Attention Control: An Individual Difference Approach

ABSTRACT Prior work suggests that attention is related to creativity, in large part because creative individuals are more likely to attend to and remember irrelevant auditory information. However, the specific role of attention in those studies is unclear because the results may reflect memory processes rather than attention. In two experiments, we used a dichotic listening task to experimentally manipulate attention control (focused, divided) without memory demands. Analyses tested whether individual differences in dichotic listening performance covaried with creative achievement and creative performance on lab-based tests. Results from both studies showed that misperceptions in the dichotic listening tasks were negatively related to creative performance, with mixed results for their relations to creative achievement. There was also a negative relationship between the ability to focus attention and divergent thinking. We speculate that misperceptions may index periods of attentional lapses, which are also likely to limit creativity. Additionally, focused attention may hinder divergent thinking. Taken together, the findings suggest that individual differences in attention control contribute to performance on lab-based creativity tests.

Practical utility of a head-mounted gaze-directed beamforming system.

Assistive auditory devices that enhance signal-to-noise ratio must follow the user's changing attention; errors could lead to the desired source being suppressed as noise. A method for measuring the practical benefit of attention-following speech enhancement is described and used to show a benefit for gaze-directed beamforming over natural binaural hearing. First, participants watched a recorded video conference call between two people with six additional interfering voices in different directions. The directions of the target voices corresponded to the spatial layout of their video streams. A simulated beamformer was yoked to the participant's gaze direction using an eye tracker. For the control condition, all eight voices were spatially distributed in a simulation of unaided binaural hearing. Participants completed questionnaires on the content of the conversation, scoring twice as high in the questionnaires for the beamforming condition. Sentence-by-sentence intelligibility was then measured using new participants who viewed the same audiovisual stimulus for each isolated sentence. Participants recognized twice as many words in the beamforming condition. The results demonstrate the potential practical benefit of gaze-directed beamforming for hearing aids and illustrate how detailed intelligibility data can be retrieved from an experiment that involves behavioral engagement in an ongoing listening task.

Testing central auditory processing abilities in older adults with and without dementia using the consonant-vowel dichotic listening task.

Hearing loss and dementia are linked, although the roles of peripheral and central auditory dysfunction are not well defined. Many behavioral measures of hearing are confounded by the overlapping cognitive functions required to perform the tests. To collect pilot data to identify how central auditory function, measured using a dichotic listening test that indexes both auditory and cognitive components under different attentional conditions, differs among people with mild cognitive impairment (MCI), dementia and controls, and how performance relates to neuropsychological results. Fifty-eight participants (17 MCI, 11 dementia and 30 controls) undertook hearing screening, the Bergen consonant-vowel dichotic listening paradigm, and a short battery of neuropsychological tests chosen to index attention and executive control. Dichotic listening was assessed under three attentional conditions (non-forced, forced right ear and forced left) amongst older adults with normal cognitive function, MCI and dementia. We report two main findings: (a) The expected right ear advantage under non-forced conditions, was seen in controls and patients with dementia but not in people with MCI, who showed equal numbers of correct responses from both ears (i.e., a lack of asymmetry); (b) Performance under forced attentional conditions was significantly associated with disease progression (i.e., control > MCI > dementia) and performance on the cognitive tasks. The reduction in asymmetry on dichotic listening tasks may be a marker of MCI and reflect underlying compensatory mechanisms. Use of this test could aid stratification of patients with memory disorders. Whether abnormalities could predict dementia onset needs longitudinal investigation in a larger sample.

Examining the Effectiveness of Reading Tasks Versus Listening Tasks in the Improvement of Vocabulary Learning in Iranian High School Learners Based on Vision Series: Dissecting the High School English Books [In English

Examining the Effectiveness of Reading Tasks Versus Listening Tasks in the Improvement of Vocabulary Learning in Iranian High School Learners Based on Vision Series: Dissecting the High School English Books [In English

Beta oscillation is an indicator for two patterns of sensorimotor synchronization.

Previous study indicates that there are two distinct behavioral patterns in the sensory-motor synchronization task with short stimulus onset asynchrony (SOA; 2-3 s) or long SOA (beyond 4 s). However, the underlying neural indicators and mechanisms have not been elucidated. The present study applied magnetoencephalography (MEG) technology to examine the functional role of several oscillations (beta, gamma, and mu) in sensorimotor synchronization with different SOAs to identify a reliable neural indicator. During MEG recording, participants underwent a listening task without motor response, a sound-motor synchronization task, and a motor-only continuation task. These tasks were used to explore whether and how the activity of oscillations changes across different behavioral patterns with different tempos. Results showed that during both the listening and the synchronization task, the beta oscillation changes with the tempo. Moreover, the event-related synchronization of beta oscillations was significantly correlated with motor timing during synchronization. In contrast, mu activity only changes with the tempo in the synchronization task, while the gamma activity remains unchanged. In summary, the current study indicates that beta oscillation could be an indicator of behavioral patterns between fast tempo and slow tempo in sensorimotor synchronization. Also, it is likely to be the potential mechanism of maintaining rhythmic continuous movements with short SOA, which is embedded within the 3 s time window.

Simultaneous relative cue reliance in speech-on-speech masking.

Modern hearing research has identified the ability of listeners to segregate simultaneous speech streams with a reliance on three major voice cues, fundamental frequency, level, and location. Few of these studies evaluated reliance for these cues presented simultaneously as occurs in nature, and fewer still considered the listeners' relative reliance on these cues owing to the cues' different units of measure. In the present study trial-by-trial analyses were used to isolate the listener's simultaneous reliance on the three voice cues, with the behavior of an ideal observer [Green and Swets (1966). (Wiley, New York), pp.151-178] serving as a comparison standard for evaluating relative reliance. Listeners heard on each trial a pair of randomly selected, simultaneous recordings of naturally spoken sentences. One of the recordings was always from the same talker, a distracter, and the other, with equal probability, was from one of two target talkers differing in the three voice cues. The listener's task was to identify the target talker. Among 33 clinically normal-hearing adults only one relied predominantly on voice level, the remaining were split between voice fundamental frequency and/or location. The results are discussed regarding their implications for the common practice in studies of using target-distracter level as a dependent measure of speech-on-speech masking.

Effects of Adding Monaural and Binaural Noise to a Dichotic Listening Task.

The Dichotic Digits Test (DDT) evaluates central auditory nervous system (CANS) dysfunction. The DDT is widely used in audiology clinics worldwide because it is clinically efficient and has good sensitivity and specificity for CANS lesions. However, the DDT shows a strong ceiling effect, which can mitigate its ability to detect subtle CANS dysfunction. This study examines the effects of adding monaural and binaural speech-spectrum noise to the DDT in an effort to make the test more taxing to the CANS and thereby reduce the observed ceiling effect. This was an experimental repeated measures study. The participants were 20 adults aged 18-50 years with normal, bilaterally symmetric peripheral hearing sensitivity. Each participant was administered one standard DDT test list (no noise added) and DDT test lists with binaural, monaural right, and monaural left noise added. For each of the noise-added conditions, lists were administered at two different signal-to-noise ratios (SNRs), for a grand total of seven DDT test lists per participant, presented in randomized order. Monaural and binaural noise effects on DDT scoring indices (Right and Left Ear Percent Correct Scores, Combined Total Percent Correct Scores, and Dichotic Difference Scores), as well as noise effects on the Right Ear Advantage (REA) for speech, were examined. Mixed model analyses of variance (ANOVAs) were used to examine fixed effects and interactions of Noise Condition and Ear. Adding noise to the standard DDT systematically reduced Right and Left Ear Percent Correct Scores and Combined Total Percent Correct Scores. Statistically significant differences on all indices were found between monaural and binaural noise-added conditions, suggesting a possible advantage for binaural listening in noise. These findings suggest that adding noise to tests of dichotic listening increases the difficulty of the task, and that further investigation of dichotic listening patterns in noise could potentially lead to more sensitive clinical evaluations of CANS integrity and function.

Designing Web-based English Listening Tasks for University Students

Some problems faced by the student in listening activities are limited vocabulary, unfamiliar phrases or words, inability to understand the message due to lack of exposure to listening. This study emphasizes the design of English listening tasks using websites to improve students' listening skill. Two main objectives were determined: (1) to present the process and need analysis of the development of web-based listening tasks; (2) to present the appropriateness of the web-based task and students’ improving in listening skill. This study is designed-based research using a mix method. ADDIE model was used as the process of design. The data were qualitative and quantitative which was collected by using questionnaire, observation and test. The result shows students' enhancement of around +11 from the pre test (score 71.75) and the post test (score 83.52). The web-based listening task was considered good by 63% of students. Expert judgments also confirmed score 4.4 for the content or listening tasks that covered the alignment of the content with learning outcomes, materials, originality, and students’ need; and score 4,1 for the media in the terms of instruction, multisensory experience, the visual, the communicative aspects.In conclusion, web-based listening tasks are the answer to improve students’ listening skills and boost their motivation to learn English.

Diversification in time and space and how it is perceived: Applying a folk linguistic listening task with Tver’ Karelians

AbstractIn this article we apply a folk linguistic listening task to examine how the Tver’ Karelians in Russia recognise a sample of their own dialect and a sample of Border Karelian (spoken in Finland), both recorded about 60 years ago. Tver’ Karelian and Border Karelian have a shared origin in Proto-Karelian but have been diverging from each other since the seventeenth century; the former has had strong influence from Russian and the latter from Finnish. The study investigates the Tver’ Karelians’ awareness of and observations about the Karelian language and shows that they easily recognise their own dialect, whereas the Border Karelian sample is harder to recognise and describe. However, the respondents observed and described lexical and phonetic features of this sample, and two thirds of them located the sample in the republic of Karelia or in Finland, mostly based on the ‘accent’ of the speaker.

Test-Retest Reliability and the Role of Task Instructions when Measuring Listening Effort Using a Verbal Response Time Paradigm.

Listening amidst competing noise taxes one's limited cognitive resources, leading to increased listening effort. As such, there is interest in incorporating a reliable test of listening effort into the clinical test battery. One clinically promising method for measuring listening effort is verbal response time (VRT) because it can be obtained using already-established clinical tasks. In order for widespread implementation of the VRT paradigm, a better understanding of the psychometric properties is needed. The purpose of this work was to improve the understanding of the reliability and sensitivity of the VRT listening task. Using within-subject study designs, we completed a pilot study to evaluate the test-retest reliability (Study 1) and the effects of task instructions and listening condition (Study 2). Preliminary results show that the VRT paradigm enjoys good to excellent test-retest reliability and that neither task instructions nor listening condition meaningfully influence VRT once measurement error is accounted for. Future studies should account for measurement error when considering statistically significant versus meaningful effects of experimental parameters when using listening effort tasks.

Echolocating bats dynamically regulate hearing sensitivity: Behavioral and physiological evidence

James Simmons's previous study on automatic gain control in the big brown bat has suggested the contractions of middle-ear muscle and forward masking impairing hearing sensitivity during vocalization. The influence of vocal production can be extremely severe for bat species that produce constant-frequency (CF) sonar signals. However, perceptual hearing sensitivity and the underlying mechanisms in CF bats remain virtually unexplored. In this work, combing a 2-AFC psychophysical setup and an electrophysiological setup, we measured the hearing sensitivity of a CF bat, Hipposideros pratti, either in a passive listening (PL) task to detect pure tones, an active listening (AL) task to detect pure tones triggered by its vocalization, or a phantom Echo task. Behavioral data show that H. pratti had the best hearing sensitivity of approximately 0 dB SPL in the PL task, but nearly 40 dB worse in the Echo task. In the AL task, all bats gradually increased call frequency by 0.8 to 1.1 kHz to overcome self-generated auditory masking. Preliminary neurophysiological data indicate that the neural responses in the midbrain inferior colliculus can be highly plastic. Together, our data suggest that echolocating bats dynamically control the hearing sensitivity during vocalization in a complex manner.

Sensory-Processing Sensitivity Predicts Fatigue From Listening, But Not Perceived Effort, in Young and Older Adults.

Listening-related fatigue is a potential negative consequence of challenges experienced during everyday listening and may disproportionately affect older adults. Contrary to expectation, we recently found that increased reports of listening-related fatigue were associated with better performance on a dichotic listening task. However, this link was found only in individuals who reported heightened sensitivity to a variety of physical, social, and emotional stimuli (i.e., increased "sensory-processing sensitivity" [SPS]). This study examined whether perceived effort may underlie the link between performance and fatigue. Two hundred six young adults, aged 18-30 years (Experiment 1), and 122 older adults, aged 60-80 years (Experiment 2), performed a dichotic listening task and were administered a series of questionnaires including the NASA Task Load Index of perceived effort, the Vanderbilt Fatigue Scale (measuring daily life listening-related fatigue), and the Highly Sensitive Person Scale (measuring SPS). Both experiments were completed online. SPS predicted listening-related fatigue, but perceived effort during the listening task was not associated with SPS or listening-related fatigue in either age group. We were also unable to replicate the interaction between dichotic listening performance and SPS in either group. Exploratory analyses revealed contrasting effects of age; older adults found the dichotic listening task more effortful but indicated lower overall fatigue. These findings suggest that SPS is a better predictor of listening-related fatigue than performance or effort ratings on a dichotic listening task. SPS may be an important factor in determining an individual's likelihood of experiencing listening-related fatigue irrespective of hearing or cognitive ability. https://doi.org/10.23641/asha.21893013.

Purposeful listening in challenging conditions: A study of prediction during consecutive interpreting in noise.

Prediction is often used during language comprehension. However, studies of prediction have tended to focus on L1 listeners in quiet conditions. Thus, it is unclear how listeners predict outside the laboratory and in specific communicative settings. Here, we report two eye-tracking studies which used a visual-world paradigm to investigate whether prediction during a consecutive interpreting task differs from prediction during a listening task in L2 listeners, and whether L2 listeners are able to predict in the noisy conditions that might be associated with this communicative setting. In a first study, thirty-six Dutch-English bilinguals either just listened to, or else listened to and then consecutively interpreted, predictable sentences presented on speech-shaped sound. In a second study, another thirty-six Dutch-English bilinguals carried out the same tasks in clear speech. Our results suggest that L2 listeners predict the meaning of upcoming words in noisy conditions. However, we did not find that predictive eye movements depended on task, nor that L2 listeners predicted upcoming word form. We also did not find a difference in predictive patterns when we compared our two studies. Thus, L2 listeners predict in noisy circumstances, supporting theories which posit that prediction regularly takes place in comprehension, but we did not find evidence that a subsequent production task or noise affects semantic prediction.

Using Text-to-Speech Technology for Integrative Listening Tasks

Exposure to sufficient and appropriate listening materials in a foreign language is significant for language learners in processing verbal information. Based on this concept, the present study investigates the application of a digital listening tool called text-to-speech (TTS) to integrative listening tasks and dictogloss and influence the listening ability of language learners in specified elements and their perspectives. For this study, a total of 29 university students participated in six TTS-based listening tasks (three dictogloss, two fill-in-the-blanks, and mixed tasks) in the first semester (spring) of 2022. Data were derived from pre- and posttests as academic achievement tests, a questionnaire, and a semistructured interview conducted at the end of the semester. The study employed mixed-method analysis to examine the in-depth integrative understanding of the learning effect of using TTS in dictogloss for listening skills. For quantitative analysis, each test score was compared using paired sample t-test; for qualitative analysis, the study employed content analysis for open-ended questions and semistructured interviews. The findings of the study were obtained as follows. First, the study noted significant differences in specific listening elements such as listening comprehension of details and vocabulary. Second, the participants perceived that TTS-based dictogloss was effective for understanding different accents and writing skills and motivating their self-learning ability. Along with these findings, the study suggested several pedagogical implications.