Listening Task Research Articles

Decoding the Attended Speaker From EEG Using Adaptive Evaluation Intervals Captures Fluctuations in Attentional Listening.

Listeners differ in their ability to attend to a speech stream in the presence of a competing sound. Differences in speech intelligibility in noise cannot be fully explained by the hearing ability which suggests the involvement of additional cognitive factors. A better understanding of the temporal fluctuations in the ability to pay selective auditory attention to a desired speech stream may help in explaining these variabilities. In order to better understand the temporal dynamics of selective auditory attention, we developed an online auditory attention decoding (AAD) processing pipeline based on speech envelope tracking in the electroencephalogram (EEG). Participants had to attend to one audiobook story while a second one had to be ignored. Online AAD was applied to track the attention toward the target speech signal. Individual temporal attention profiles were computed by combining an established AAD method with an adaptive staircase procedure. The individual decoding performance over time was analyzed and linked to behavioral performance as well as subjective ratings of listening effort, motivation, and fatigue. The grand average attended speaker decoding profile derived in the online experiment indicated performance above chance level. Parameters describing the individual AAD performance in each testing block indicated significant differences in decoding performance over time to be closely related to the behavioral performance in the selective listening task. Further, an exploratory analysis indicated that subjects with poor decoding performance reported higher listening effort and fatigue compared to good performers. Taken together our results show that online EEG based AAD in a complex listening situation is feasible. Adaptive attended speaker decoding profiles over time could be used as an objective measure of behavioral performance and listening effort. The developed online processing pipeline could also serve as a basis for future EEG based near real-time auditory neurofeedback systems.

Teaching dialogic speech to foreign listeners at the stage of pre-university training

This article examines the process of forming the skills of dialogic speech of foreign listeners at the stage of pre-university training with the help of educational and speech situations. It is emphasized that the starting point when teaching spoken language should be a situation that is a standard form of communication. The case is in necessity to simulate educational and speech situations that would take into account the future frame of reference of students in the first year of higher education, in other words, within the educational and professional frame. The types of learning and speaking situations (duplicating, responding, prompting, pre-speaking, colloquial) highlighted on the basis of the stages of formation of speech skills are presented. All the names of educational and learning situations are conditionally submitted, according to the operations that foreign listeners need master in the process of solving them. The purpose of each type of learning and speech situation, that is, the skills that are formed in foreign listeners in the process of using this or that type of situation, as well as the conditions of their objectification: the degree of participation of the teacher and the task for foreign listeners. Examples of different types of learning and speaking situations are given, using the most common dialogic unities in speech, at different stages of the formation of speech skills. The conclusions about the expediency and effectiveness of the use of educational and speech situations, which help to overcome the juxtaposition of theoretical and practical stages of training, to provide a high degree of mastering of speech material, as well as to effectively use lessons during the teaching of dialogic speech of foreign listeners during the pre-university tutorial stage.

What Does Language Have to Do With It? The Impact of Age and Bilingual Experience on Inhibitory Control in an Auditory Dichotic Listening Task.

Purpose The purpose of the current study was to examine inhibition of irrelevant information in younger and older English monolingual and Spanish-English bilingual adults. Method Sixty-one participants divided into four groups: 15 younger English monolinguals, 16 younger Spanish-English bilinguals, 15 older English monolinguals, and 15 older Spanish-English bilinguals participated in this study. Younger participants were 18-25 years of age, and older participants were 47-62 years of age. Bilingual participants had learned Spanish from birth and began learning English by the age of 3 years old (SD = 3.1). All participants had hearing thresholds of < 25 dB HL from 250 to 4000 Hz, bilaterally (American National Standards Institute [ANSI], 2004) and were right-handed. Inhibition was measured using a forced-attention dichotic consonant vowel listening task with a prime stimulus and the Simon task, a nonverbal visual test. Results Younger participants were better able to inhibit the irrelevant auditory and visual stimuli and modulate their attention according to the instructions that they were given compared to the older participants. However, no significant differences in inhibition performance or attention modulation were evidenced between the monolingual and bilingual groups in any of the dichotic listening conditions or on the Simon task. Conclusions No significant differences in performance on an auditory or a visual test of inhibition of irrelevant information was evidenced between the monolingual and bilingual participants in this study. These findings suggest that younger and older adult, early balanced Spanish-English bilinguals may not exhibit an advantage in the inhibition of irrelevant information compared to younger and older adult English monolinguals.

Neural Basis of Long-term Musical Memory in Cognitively Impaired Older Persons.

The objective of this study was to determine whether exposure to long-known music would evoke more extensive activation of brain regions minimally affected by Alzheimer disease (AD) pathology and outside traditional memory networks using a functional magnetic resonance imaging paradigm involving listening to long-known and recently-learned music in older adults with cognitive impairment to provide insight into mechanisms of long-term musical memory preservation in cognitively impaired older persons. Seventeen subjects with a diagnosis of mild AD or mild cognitive impairment were recruited for this study. Subjects were scanned using functional magnetic resonance imaging while they performed a music listening task, which included short clips of personally selected music from the patient's past and newly-composed music heard for the first time 60 minutes before scanning. From this task, we obtained group-level maps comparing brain areas associated with long-known and recently-heard music in all subjects. Exposure to long-known music preferentially activated brain regions including the medial prefrontal cortex, precuneus, anterior insula, basal ganglia, hippocampus, amygdala, and cerebellum relative to recently-heard music. These areas are involved in autobiographical memory and associated emotional responses. In addition, they are minimally affected by early stage AD pathology, thus providing a neural basis for long-known musical memory survival. Long-known music activates a bilateral network of prefrontal, emotional, motor, auditory, and subcortical regions (cerebellum, putamen, limbic structures). This extensive activation, relative to recently-heard music, may offer structural and functional clues as to why long-term musical memory appears to be relatively preserved among cognitively impaired older persons.

THE EFFECTS OF L1–L2 PHONOLOGICAL MAPPINGS ON L2 PHONOLOGICAL SENSITIVITY

AbstractThis study examines the effects of asymmetrical mappings of L2 sounds to L1 sounds on real-time processing of L2 phonology. L1-Korean participants completed a self-paced listening (SPL) task paired with a picture verification (PV) task, in which an English sentence was presented word by word along with a picture that matched or mismatched the sentence. In the critical region, an L2 vowel was deliberately replaced with the wrong vowel for two types of English vowel pairs: Type 1: English vowel pairs showing a one-to-one mapping to Korean counterparts (e.g., English: /i/ and /æ/ to Korean /i/ and /æ/, respectively); and Type 2: English vowel pairs showing a two-to-one mapping to a Korean counterpart (e.g., English /i/ and /ɪ/ to Korean /i/). We analyzed response times (RTs) and PV accuracy. Longer RTs were observed for Type 1 errors than Type 2 errors, indicating lower sensitivity to L2 vowels with two-to-one mapping to an L1 vowel. Also, PV accuracy was lower for the sentences containing Type 2 errors. These results suggest that asymmetrical L2-L1 sound mapping can affect learners’ processing of L2 phonological knowledge, which in turn can negatively affect their comprehension.

Multicenter Study Investigating Foreign Language Acquisition at School in Children, Adolescents, and Young Adults With Uni- or Bilateral Cochlear Implants in the Swiss German Population.

Evaluation of foreign language acquisition at school in cochlear implant patients. Multicenter cohort study. CI centers. One hundred twenty-five CI users (10-18 yr) in the German-speaking part of Switzerland were enrolled. Demographic data were obtained by means of written questionnaires. German-speaking children with mainstream foreign language tuition (English and/or French) were enrolled for further testing. The control group of normal-hearing individuals was matched on age, class, and number of foreign language lessons attended. Overall, 100 questionnaires were returned. The 12 CI users without foreign language learning attended special schools. CI users who attended foreign language classes had better German speech comprehension compared with those without foreign language tuition (89 versus 51%; p < 0.05). Thirty-one CI users of different grades were further tested. All (10/10) CI 6th graders attained the school objectives for both English reading and listening skills. French performance at 6th grade for reading was 3/7 and for listening only 1/7. There were 13 matched normal-hearing pairs for English and 10 for French. The total scores were on average 7% higher, with a statistical significance for English reading (p < 0.05). Almost 90% of CI children in Switzerland learn foreign language(s) at school. All the tested patients reached the current school objectives for English reading. The success rate for French was lower, especially regarding listening tasks. The 13 matched pairs with normal-hearing did not score substantially better.

Relationships between vocal pitch perception and production: a developmental perspective

The purpose of this study was to examine the relationships between vocal pitch discrimination abilities and vocal responses to auditory pitch-shifts. Twenty children (6.6–11.7 years) and twenty adults (18–28 years) completed a listening task to determine auditory discrimination abilities to vocal fundamental frequency (fo) as well as two vocalization tasks in which their perceived fo was modulated in real-time. These pitch-shifts were either unexpected, providing information on auditory feedback control, or sustained, providing information on sensorimotor adaptation. Children were subdivided into two groups based on their auditory pitch discrimination abilities; children within two standard deviations of the adult group were classified as having adult-like discrimination abilities (N = 11), whereas children outside of this range were classified as having less sensitive discrimination abilities than adults (N = 9). Children with less sensitive auditory pitch discrimination abilities had significantly larger vocal response magnitudes to unexpected pitch-shifts and significantly smaller vocal response magnitudes to sustained pitch-shifts. Children with less sensitive auditory pitch discrimination abilities may rely more on auditory feedback and thus may be less adept at updating their stored motor programs.

Effects of interpersonal familiarity on the auditory distance perception of level-equalized reverberant speech

Familiarity with sound sources is known to have a modulatory effect on auditory distance perception. However, the level of familiarity that can affect distance perception is not clearly understood. A subjective experiment that aims to investigate the effects of interpersonal familiarity on auditory distance perception with level-equalized stimuli is reported. The experiment involves a binaural listening task where different source distances between 0.5 and 16 m were emulated by convolving dry speech signals with measured binaural room impulse responses. The experimental paradigm involved level-equalized stimuli comprising speech signals recorded from different-gender couples who have self-reported to have known each other for more than a year with daily interaction. Each subject judged the distances of a total of 15 different speech stimuli from their partner as well as spectrally most similar and most dissimilar strangers, for six different emulated distances. The main finding is that a similar but unfamiliar speaker is localized to be further away than a familiar speaker. Another finding is that the semantic properties of speech can potentially have a modulating effect on auditory distance judgements.

Binaural processing and phonological awareness in Australian Indigenous children from the Northern Territory: A community based study

ObjectiveResearch has found that otitis media (OM) is highly prevalent in Australian Indigenous children, and repeated bouts of OM is often associated with minimal-to-moderate hearing loss. However, what is not yet clear is the extent to which OM with hearing loss impacts auditory signal processing specifically, but also binaural listening, listening in noise, and the potential impact on phonological awareness (PA) – an important, emergent literacy skill. The goal of this study was to determine whether auditory abilities, especially binaural processing, were associated with PA in children from populations with a high incidence of OM, living in a remote Australian Indigenous community in the Northern Territory (NT). MethodsForty-seven 5-12-year-olds from a bilingual school participated in the study. All were tested to determine hearing sensitivity (pure tone audiometry and tympanometry), with PA measured on a test specifically developed in the first language of the children. OM often results in a hearing loss that can affect binaural processing: the Dichotic Digit difference Test (DDdT) was used to evaluate the children's dichotic listening and the Listening in Spatialized Noise-sentences test (LiSN-S) was used to evaluate their abilities to listen to speech-in-noise. ResultsSeventeen (36%) and 16 (34%) had compromised middle ear compliance (combined Type-B and –C) in the right and left ear respectively. Six children demonstrated a bilateral mild hearing loss, and another five children demonstrated a unilateral mild hearing loss. Thirty-one children were able to complete the DDdT listening task, whereas only 24 completed the speech in noise task (LiSN-S). Forty-four children (94%) were able to complete the letter identification subtask, comprising part of the PA task. The findings revealed that age was significantly correlated with all tasks such that the older children performed better across the board. Once hearing thresholds were controlled for, PA also correlated significantly with both binaural processing tasks of dichotic listening (r = 0.59, p < 0.001) and listening to speech in noise (r = −0.56, p = 0.005); indicating a potential association between early, emergent literacy and listening skills. ConclusionsThe significant correlations between phonological awareness and dichotic listening as well as phonological awareness with listening to speech-in-noise skills suggests auditory processing, rather than hearing thresholds per se, are associated to phonological awareness abilities of this cohort of children. This suggests that the ability to process the auditory signal is critical.

THE USE OF SONGS TO IMPROVE STUDENTS’ LISTENING COMPREHENSION ABILITY

The aim of this journal is to find out the utilization of songs as the technique of teaching listening. Listening is part of four Basic English language skills. It seems like the other skills such as writing, reading, and speaking. These basic skills are divided into receptive skill-listening and reading- and productive skill, speaking and writing. Music and songs are crucial parts of growing and learning. There are many advantages to using songs in the classroom. There are positive and negative views on the utilization of songs in foreign language teaching. Using songs in the learning process especially in the listening lesson it makes the students can improve their listening skill as one of their meaningful strategies to overcome their problem in listening skill. English song can make the students become active in the class, they are interesting, and so they can do a listening task well. However, utilizing songs in the listening process has the challenges, such as; pop songs are not scientific, and inefficient sound systems in schools may cause problems while listening to songs, etc.

Domain-general and domain-specific computations in single word processing

Language comprehension relies on a multitude of domain-general and domain-specific cognitive operations. This study asks whether the domain-specific grammatical computations are obligatorily invoked whenever we process linguistic inputs. Using fMRI and three complementary measures of neural activity, we tested how domain-general and domain-specific demands of single word comprehension engage cortical language networks, and whether the left frontotemporal network (commonly taken to support domain-specific grammatical computations) automatically processes grammatical information present in inflectionally complex words. In a natural listening task, participants were presented with words that manipulated domain-general and domain-specific processing demands in a 2 × 2 manner. The results showed that only domain-general demands of mapping words onto their representations consistently engaged the language processing system during single word comprehension, triggering increased activity and connectivity in bilateral frontotemporal regions, as well as bilateral encoding across multivoxel activity patterns. In contrast, inflectional complexity failed to activate left frontotemporal regions in this task, implying that domain-specific grammatical processing in the left hemisphere is not automatically triggered when the processing context does not specifically require such analysis. This suggests that cortical computations invoked by language processing critically depend on the current communicative goals and demands, underlining the importance of domain-general processes in language comprehension, and arguing against the strong domain-specific view of the LH network function.

Auditory Stream Segregation Can Be Modeled by Neural Competition in Cochlear Implant Listeners.

Auditory stream segregation is a perceptual process by which the human auditory system groups sounds from different sources into perceptually meaningful elements (e.g., a voice or a melody). The perceptual segregation of sounds is important, for example, for the understanding of speech in noisy scenarios, a particularly challenging task for listeners with a cochlear implant (CI). It has been suggested that some aspects of stream segregation may be explained by relatively basic neural mechanisms at a cortical level. During the past decades, a variety of models have been proposed to account for the data from stream segregation experiments in normal-hearing (NH) listeners. However, little attention has been given to corresponding findings in CI listeners. The present study investigated whether a neural model of sequential stream segregation, proposed to describe the behavioral effects observed in NH listeners, can account for behavioral data from CI listeners. The model operates on the stimulus features at the cortical level and includes a competition stage between the neuronal units encoding the different percepts. The competition arises from a combination of mutual inhibition, adaptation, and additive noise. The model was found to capture the main trends in the behavioral data from CI listeners, such as the larger probability of a segregated percept with increasing the feature difference between the sounds as well as the build-up effect. Importantly, this was achieved without any modification to the model's competition stage, suggesting that stream segregation could be mediated by a similar mechanism in both groups of listeners.

Auditory semantic priming and the dichotic right ear advantage

The current study presents two experiments that aimed to explore the effects of auditory semantic priming on the dichotic right ear advantage. In Experiment 1, a classic fused dichotic words task was modified with the addition of auditory associative primes with three levels of relatedness (right, left, or neither ear). In Experiment 2, a new dichotic listening task was developed based on a binaural task used in a published auditory priming study. In both experiments, we expected that priming would produce a large right ear advantage when related to the right ear target but that the magnitude of this advantage would decrease for left ear related targets. Although evidence of priming (faster responses for related than unrelated primes) was found in both experiments, only Experiment 2 confirmed our prediction of an ear by prime relatedness interaction. Results are interpreted in the context of models concerned with the role of each cerebral hemisphere in semantic processing as well as models of perceptual asymmetries.

How Children Learn to Hear in Noise

How Children Learn to Hear in Noise

Diminished pre-stimulus alpha-lateralization suggests compromised self-initiated attentional control of auditory processing in old age

Older adults experience difficulties in daily situations that require flexible information selection in the presence of multiple competing sensory inputs, like for instance multi-talker situations. Modulations of rhythmic neural activity in the alpha–beta (8–30 Hz) frequency range in posterior brain areas have been established as a cross-modal neural correlate of selective attention. However, research linking compromised auditory selective attention to changes in rhythmic neural activity in aging is sparse.We tested younger (n = 25; 22–35 years) and older adults (n = 26; 63–76 years) in an attention modulated dichotic listening task. In this, two streams of highly similar auditory input were simultaneously presented to participants’ both ears (i.e., dichotically) while attention had to be focused on the input to only one ear (i.e. target) and the other, distracting information had to be ignored.We here demonstrate a link between severely compromised auditory selective attention in aging and a partial reorganization of attention-related rhythmic neural responses. In particular, in old age we observed a shift from a self-initiated, preparatory modulation of lateralized alpha rhythmic activity to an externally driven response in the alpha–beta range. Critically, moment-to-moment fluctuations in the age-specific patterns of self-initiated and externally driven lateralized rhythmic activity were associated with behavioral performance. We conclude that adult age differences in spatial selective attention likely derive from a functional reorganization of rhythmic neural activity within the aging brain.

Selective deficits in a clinical population with self-reported hearing difficulties but normal audiometric thresholds

Audiologists often encounter patients who report hearing difficulties despite having normal audiometric thresholds. Many of these patients are told that they have normal hearing, although it is possible that the current typical audiometric test battery is not sensitive to these hearing difficulties. A test battery including immittance testing, binaural listening tasks, cognitive testing and subjective questionnaires of speech understanding, spatial hearing, and annual noise exposure was administered to 26 patients (age range: 18–53 years) who had sought out audiologic assessment at a community clinic but had normal hearing sensitivity. Despite normal hearing sensitivity, the participants in the study exhibited deficits in several binaural listening tasks, weakened middle-ear muscle reflexes, and rated their speech understanding and spatial hearing as being significantly worse than a normative population with normal hearing sensitivity. This patient group did not perform significantly worse on any of the cognitive measures nor did they report significantly more noise exposure than a normative young adult population; however, nearly two-thirds of participants were classified as “high risk” for noise exposure. These findings confirm self-reported hearing difficulties reported by this audiometrically “normal” population and suggest that several of the measures used in this study should be considered for standard audiologic evaluation.

The Emotional Communication in Hearing Questionnaire (EMO-CHeQ): Development and Evaluation.

The objectives of this research were to develop and evaluate a self-report questionnaire (the Emotional Communication in Hearing Questionnaire or EMO-CHeQ) designed to assess experiences of hearing and handicap when listening to signals that contain vocal emotion information. Study 1 involved internet-based administration of a 42-item version of the EMO-CHeQ to 586 adult participants (243 with self-reported normal hearing [NH], 193 with self-reported hearing impairment but no reported use of hearing aids [HI], and 150 with self-reported hearing impairment and use of hearing aids [HA]). To better understand the factor structure of the EMO-CHeQ and eliminate redundant items, an exploratory factor analysis was conducted. Study 2 involved laboratory-based administration of a 16-item version of the EMO-CHeQ to 32 adult participants (12 normal hearing/near normal hearing (NH/nNH), 10 HI, and 10 HA). In addition, participants completed an emotion-identification task under audio and audiovisual conditions. In study 1, the exploratory factor analysis yielded an interpretable solution with four factors emerging that explained a total of 66.3% of the variance in performance the EMO-CHeQ. Item deletion resulted in construction of the 16-item EMO-CHeQ. In study 1, both the HI and HA group reported greater vocal emotion communication handicap on the EMO-CHeQ than on the NH group, but differences in handicap were not observed between the HI and HA group. In study 2, the same pattern of reported handicap was observed in individuals with audiometrically verified hearing as was found in study 1. On the emotion-identification task, no group differences in performance were observed in the audiovisual condition, but group differences were observed in the audio alone condition. Although the HI and HA group exhibited similar emotion-identification performance, both groups performed worse than the NH/nNH group, thus suggesting the presence of behavioral deficits that parallel self-reported vocal emotion communication handicap. The EMO-CHeQ was significantly and strongly (r = -0.64) correlated with performance on the emotion-identification task for listeners with hearing impairment. The results from both studies suggest that the EMO-CHeQ appears to be a reliable and ecologically valid measure to rapidly assess experiences of hearing and handicap when listening to signals that contain vocal emotion information.

Evaluation of Central Auditory Processing of Azeri-Persian Bilinguals Using Dichotic Listening Tasks in First and Second Languages.

Sometimes there is no hearing impairment, but it is possible to have an auditory disorder. This is known as a central auditory processing disorder (CAPD). Speech dichotic tasks are useful tools to evaluate CAPD, but there is almost no tool to assess this for Azeri people in their native language. The aim of this study was to evaluate central auditory processing of Azeri participants by Azeri dichotic digit test (ADDT). Participants were 52 normal Iranian Azeri students (mean age 23.27± 4.71; 26 females, 26 males) in the Department of Audiology, School of Rehabilitation Sciences, Iran University of Medical Science, Tehran, Iran in 2016. They were chosen by convenient sampling. ADDT was constructed and administered in free recall conditions along with a Persian dichotic digit test (PDDT). After two to four weeks, reliability was performed. The mean of the right ear score of PDDT and ADDT was 98.90% and 99.09%, respectively. ADDT was reliable in almost all scores. There was no significant difference in performance between men and women in any score of both tests (P>0.05). The results showed a significant difference between both ears' scores in PDDT (P<0.02) as well as in ADDT (P=0.00). The right ear advantage was seen in both tests. All participants performed significantly better on digits presented in the right ear than the left ear in both tests. Central auditory processing of Azeri participants for Azeri is similar to that for Persian.

Modular reconfiguration of an auditory control brain network supports adaptive listening behavior

Speech comprehension in noisy, multitalker situations poses a challenge. Successful behavioral adaptation to a listening challenge often requires stronger engagement of auditory spatial attention and context-dependent semantic predictions. Human listeners differ substantially in the degree to which they adapt behaviorally and can listen successfully under such circumstances. How cortical networks embody this adaptation, particularly at the individual level, is currently unknown. We here explain this adaptation from reconfiguration of brain networks for a challenging listening task (i.e., a linguistic variant of the Posner paradigm with concurrent speech) in an age-varying sample of n = 49 healthy adults undergoing resting-state and task fMRI. We here provide evidence for the hypothesis that more successful listeners exhibit stronger task-specific reconfiguration (hence, better adaptation) of brain networks. From rest to task, brain networks become reconfigured toward more localized cortical processing characterized by higher topological segregation. This reconfiguration is dominated by the functional division of an auditory and a cingulo-opercular module and the emergence of a conjoined auditory and ventral attention module along bilateral middle and posterior temporal cortices. Supporting our hypothesis, the degree to which modularity of this frontotemporal auditory control network is increased relative to resting state predicts individuals' listening success in states of divided and selective attention. Our findings elucidate how fine-tuned cortical communication dynamics shape selection and comprehension of speech. Our results highlight modularity of the auditory control network as a key organizational principle in cortical implementation of auditory spatial attention in challenging listening situations.

Contextual support for children's recall within working memory.

Measures of working memory capacity (WMC) are extremely popular, yet we know relatively little about the specific processes that support recall. We focused on children’s and adults’ ability to use contextual support to access working memory representations that might otherwise not be reported. Children (N = 186, 5-10 years) and adults (N = 64) completed a listening span task and a delayed recall task with semantic probes or cues. Clear age-related increases in listening span were evident. All age groups benefitted from contextual support to retrieve degraded target memoranda, particularly on listening span tasks when the cues provided semantic support for processing events, in comparison to cues associated specifically with memoranda. Response latencies suggested a developing efficiency in children’s use of contextual support for delayed recall correlated with listening span performance. These probe tasks support accounts of working memory that recognise reconstructive and cued search processes.