Consonant Vowel Research Articles

Subthalamic nucleus neurons encode syllable sequence and phonetic characteristics during speech.

Speech is a complex behavior that can be used to study unique contributions of the basal ganglia to motor control in the human brain. Computational models suggest that the basal ganglia encode either the phonetic content or the sequence of speech elements. To explore this question, we investigated the relationship between phoneme and sequence features of a spoken syllable triplet and the firing rate of subthalamic nucleus (STN) neurons recorded during the implantation of deep brain stimulation (DBS) electrodes in individuals with Parkinson's disease. Patients repeated aloud a random sequence of three consonant-vowel (CV) syllables in response to audio cues. Single-unit extracellular potentials were sampled from the sensorimotor STN; a total of 227 unit recordings were obtained from the left STN of 25 subjects (4 females). Of these, 113 (50%) units showed significant task-related increased firing and 53 (23%) showed decreased firing (t test relative to inter-trial period baseline, P < 0.05). Linear regression analysis revealed that both populations of STN neurons encode phoneme and sequence features of produced speech. Maximal phoneme encoding occurred at the time of phoneme production, suggesting efference copy- or sensory-related processing, rather than speech motor planning (-50 ms and +175 ms relative to CV transition for consonant and vowel encoding, respectively). These findings demonstrate that involvement of the basal ganglia in speaking includes separate single unit representations of speech sequencing and phoneme selection in the STN.NEW & NOTEWORTHY Speech is a unique human behavior that requires dynamic execution of precisely timed and coordinated movements, resulting in intelligible vocalizations. Here, we demonstrate that activity of individual neurons in the subthalamic nucleus (STN) of the basal ganglia encode syllable sequence order and phoneme identity during a speech production task. These findings advance our understanding of neural substrates of human speech and shed light on potential involvement of the STN in complex human behaviors.

Measurement and optimisation of the perceptual equivalence of the Dutch consonant-vowel-consonant (CVC) word lists using synthetic speech and list pairs

Objectives (1) to determine whether the standard Dutch word lists for speech audiometry are equally intelligible in normal-hearing listeners (Experiment 1), (2) to investigate whether synthetic speech can be used to create word lists (Experiment 1) and (3) to determine whether the list effect found in Experiment 1 can be reduced by combining two lists into pairs (Experiment 2). Design Participants performed speech tests in quiet with the original (natural) and synthetic word lists (Experiment 1.). In Experiment 2, new participants performed speech tests with list pairs from the original lists constructed from the results of Experiment 1. Study samples Twenty-four and twenty-eight normal-hearing adults. Results There was a significant list effect in the natural speech lists; not in the synthetic speech lists. Variability in intelligibility was significantly higher in the former, with list differences up to 20% at fixed presentation levels. The 95% confidence interval of a list with a score of approximately 70% is around 10%-points wider than of a list pair. Conclusions The original Dutch word lists show large variations in intelligibility. List effects can be reduced by combining two lists per condition. Synthetic speech is a promising alternative to natural speech in speech audiometry in quiet.

Acoustic Analysis of Fricatives /s/ and /ʃ/ and Affricate /ʧ/ in Persian-Speaking Cochlear-Implanted Children and Normal-Hearing Peers

Background and Aim: Hearing-impaired individuals have difficulty comprehending and producing speech sounds. Cochlear implantation is used to augment hearing. The present study aims to compare the production of fricatives /s/ and /ʃ/ and affricate /ʧ/ by Persian- speaking Cochlear-Implanted (CI) and Normal-Hearing (NH) children Methods: Fifteen Persian-speaking NH children and 15 Persian-speaking CI children, matched for age, gender, and general health conditions, were included in the study. The stimuli included two voiceless Persian fricatives /s/ and /ʃ/ and one voiceless Persian affricate /ʧ/ along with the open front vowel /æ/ in three Consonant-Vowel (CV), Consonant-Vowel- Consonant (CVC), and Vowel-Consonant (VC) contexts (/sæ/, /æsæ/, /æs/, /ʃæ/, /æʃæ/, /æʃ/,/ʧæ/, /æʧæ/, /æʧ/). After recording all utterances, Praat software was used to measure the friction duration, rise time, and spectral peak of the consonants Results: The CI children could not distinguish between /ʃ/ and /ʧ/ and produced affricate /ʧ/ as an allophone of /ʃ/ (p=0.01). Moreover, distinguishing between two fricatives /s/ and /ʃ/ was difficult for both groups. While NH children slightly treated these two sounds differently, the CI group produced fricative /s/ as an allophone of /ʃ/ (p=0.02). The rise time of /ʃ/ was longer in the NH children, except for /ʧæ/, where the CI children had a longer rise time. Conclusion: The speech of CI children is different in producing /s/, /ʃ/, and /ʧ/ from their NH peers. The results can help speech therapists, clinical linguists, and application designers focus on speech sounds that are challenging for CI children to produce. Keywords: Cochlear implant; speech production; fricatives; affricate

Development of a Screen Keyboard System with Radially‐Arranged Keys and its Effectiveness for Typing Including Eye‐Gaze Input

AbstractThis study aims to develop an effective screen‐keyboard system from a new perspective of key arrangements. In the proposed screen keyboard system, keys are centralized by arranging them radially, with alphabetical keys arranged based on the articulation for speech production. A gesture input method and click input method are implemented considering the mora‐based Japanese sound system with syllables containing a consonant‐vowel (CV) structure. In a preliminary experiment, the cumulative pixel distances required to press keys for the input sequences were evaluated as a simulation to confirm the basic performance of the keyboard system. The Euclidean pixel distances between the keys on the keyboard images were accumulated and compared between the proposed keyboard system and a typical QWERTY keyboard. Typing experiments involving participants were performed to confirm the effectiveness of the proposed keyboard system. The experimental results reveal that the proposed screen keyboard system enables users to generate efficient typing performances using a computer mouse and eye gaze via short‐term training. © 2024 Institute of Electrical Engineers of Japan and Wiley Periodicals LLC.

Opposite perceptual biases in analogous auditory and visual tasks are unique to consonant–vowel strings and are unlikely a consequence of repetition

ABSTRACT Despite wide reporting of a right ear (RE) advantage on dichotic listening tasks and a right visual field (RVF) advantage on visual half-field tasks, we know very little about the relationship between these perceptual biases. Previous studies that have investigated perceptual asymmetries for analogous auditory and visual consonant–vowel tasks have indicated a serendipitous finding: a RE advantage and a left visual field (LVF) advantage with poor cross-modal correlations. In this study, we examined the possibility that this LVF advantage for visual processing of consonant–vowel strings may be a consequence of repetition by examining perceptual biases in analogous auditory and visual tasks for both consonant–vowel strings and words. We replicated opposite perceptual biases for consonant–vowel strings (RE and LVF advantages). This did not extend to word stimuli where we found RE and RVF advantages. Furthermore, these perceptual biases did not differ across the three experimental blocks. Thus, we can firmly conclude that this LVF advantage is unique to consonant–vowel strings and is not a consequence of the repetition of a relatively limited number of stimuli. Finally, a test of covariances indicated no cross-modal relationships between laterality indices suggesting that perceptual biases are dissociable within individuals and cluster on mode of presentation.

Nonword Repetition in Children With Developmental Language Disorder: Revisiting the Case of Cantonese.

Nonword repetition (NWR) has been described as a clinical marker of developmental language disorder (DLD), as NWR tasks consistently discriminate between DLD and typical development (TD) cross-linguistically, with Cantonese as the only reported exception. This study reexamines whether NWR is able to generate TD/DLD group differences in Cantonese-speaking children by reporting on a novel set of NWR stimuli that take into account factors known to affect NWR performance and group differentiation, including lexicality, sublexicality, length, and syllable complexity. Sixteen Cantonese-speaking children with DLD and 16 age-matched children with TD repeated two sets of high-lexicality nonwords, where all constituent syllables are morphemic in Cantonese but meaningless when combined, and one set of low-lexicality nonwords, where all constituent syllables are nonmorphemic. Low-lexicality nonwords were further classified on sublexicality in terms of consonant-vowel (CV) combination attestedness (whether or not CV combinations in nonword syllables occur in real Cantonese words). Children with DLD scored significantly below their peers with TD. Effect sizes showed that high-lexicality nonwords and nonword syllables with attested CV combinations offered the greatest TD/DLD group differentiation. Nonword length and syllable complexity did not affect TD/DLD group differentiation. NWR can capture TD/DLD group differences in Cantonese-speaking children. Lexicality and sublexicality effects must be considered in designing NWR stimuli for TD/DLD group differentiation. Future studies should replicate the present study on a larger sample size and a younger population as well as examine the diagnostic accuracy of this NWR test. https://doi.org/10.23641/asha.25529371.

Auditory Event-related Potentials for Word Stimuli in Kannada Language Among Native Kannada Speakers with Dementia

Background: The P300 is a positive auditory event-related potential appearing around 300 msec post-oddball stimulus onset. Tone and monosyllabic stimuli have been widely used in P300 research, providing valuable insights into auditory perception, phoneme discrimination, language processing, and other cognitive processes. Bi-syllabic minimal pairs may be more challenging for some individuals because they require processing and discrimination of more complex phonemic structures. The aim of the study was to elicit and analyze the auditory event-related potentials for bi-syllabic word stimuli in the Kannada language among individuals with dementia. Method: The prospective study was conducted at the Department of Speech Pathology and Audiology. Ten native Kannada language speakers (five male; and five female) diagnosed with dementia, aged 55–70 years, were the participants. The naturally produced and recorded CVCV (Consonant vowel consonant vowel) tokens (/ko:ti/ and /ko:thi/ pair; /a: me/ and /a:ne pair) in Kannada were used in the auditory oddball paradigm. Results: The waveforms with positive peak for word (PPW) with clear morphology were used to obtain the latency and amplitude. Mean and Standard deviation (SD) value for the latency of the PPW was 545 ± 38 msec and the amplitude value of PPW was 2.5 ± 1.5 µV. Conclusion: The present study showed that when lengthier speech stimulus duration was used, the latency value of auditory event-related potential was higher. The study also showed that PPW is a reliable peak that could be used in the clinical population.

Analysis of spelling errors from the 'dyslexic sight words' list.

In this study the spelling errors of the 'Dyslexic Sight Words - DSW' list are analyzed according to the semiological classification. The spelling errors were made by schoolchildren with and without dyslexia. The high number of inaccuracies observed in the writing of the Group with dyslexia (GD) was often related to the complexity of syllabic structures and orthographic irregularity. The syllabic structures, in addition to the consonant-vowel (CV) pattern, often pose challenges for all students as they move through the alphabetic writing phase, early in literacy. This classification provides an understanding of the characteristics of Natural Spelling and Arbitrary Spelling, providing support for the teaching-learning of words by dyslexic students and is also relevant for the design of Portuguese language teacher training policies. In the teaching of the orthographic norm, the success and error when writing words should be followed by a reflection (metaorthographic skill) and monitoring of learning, both on the part of the teacher and on the part of the learner, reinforcing the knowledge of spelling patterns that will be triggered as the student is exposed to the explicit formal teaching of spelling.

The Effect of Electrode Position on Behavioral and Electrophysiologic Measurements in Perimodiolar Cochlear Implants.

The shape and position of cochlear implant electrodes could potentially influence speech perception, as this determines the proximity of implant electrodes to the spiral ganglion. However, the literature to date reveals no consistent association between speech perception and either the proximity of electrode to the medial cochlear wall or the depth of insertion. These relationships were explored in a group of implant recipients receiving the same precurved electrode. This was a retrospective study of adults who underwent cochlear implantation with Cochlear Ltd.'s Slim Perimodiolar electrode at the Royal Victorian Eye and Ear Hospital between 2015 and 2018 (n = 52). Postoperative images were obtained using cone beam computed tomography (CBCT) and analyzed by multi-planar reconstruction to identify the position of the electrode contacts within the cochlea, including estimates of the proximity of the electrodes to the medial cochlear wall or modiolus and the angular depth of insertion. Consonant-vowel-consonant (CVC) monosyllabic phonemes were determined preoperatively, and at 3 and 12 months postoperatively. Electrically evoked compound action potential (ECAP) thresholds and impedance were measured from the implant array immediately after implantation. The relationships between electrode position and speech perception, electrode impedance, and ECAP threshold were an analyzed by Pearson correlation. Age had a negative impact on speech perception at 3 months but not 12 months. None of the electrode-wide measures of proximity between electrode contacts and the modiolus, nor measures of proximity to the medial cochlear wall, nor the angular depth of insertion of the most apical electrode correlated with speech perception. However, there was a moderate correlation between speech perception and the position of the most basal electrode contacts; poorer speech perception was associated with a greater distance to the modiolus. ECAP thresholds were inversely related to the distance between electrode contacts and the modiolus, but there was no clear association between this distance and impedance. Speech perception was significantly affected by the proximity of the most basal electrodes to the modiolus, suggesting that positioning of these electrodes may be important for optimizing speech perception. ECAP thresholds might provide an indication of this proximity, allowing for its optimization during surgery.

Abstract processing of syllabic structures in early infancy

Syllables are one of the fundamental building blocks of early language acquisition. From birth onwards, infants preferentially segment, process and represent the speech into syllable-sized units, raising the question of what type of computations infants are able to perform on these perceptual units. Syllables are abstract units structured in a way that allows grouping phonemes into sequences. The goal of this research was to investigate 4-to-5-month-old infants' ability to encode the internal structure of syllables, at a target age when the language system is not yet specialized on the sounds and the phonotactics of native languages. We conducted two experiments in which infants were first familiarized to lists of syllables implementing either CVC (consonant-vowel-consonant) or CCV (consonant-consonant-vowel) structures, then presented with new syllables implementing both structures at test. Experiments differ in the degree of phonological similarity between the materials used at familiarization and test. Results show that infants were able to differentiate syllabic structures at test, even when test syllables were implemented by combinations of phonemes that infants did not hear before. Only infants familiarized with CVC syllables discriminated the structures at test, pointing to a processing advantage for CVC over CCV structures. This research shows that, in addition to preferentially processing the speech into syllable-sized units, during the first months of life, infants are also capable of performing fine-grained computations within such units.

Test-retest reliability of dichotic listening test in younger adults with normal hearing

BackgroundDichotic listening refers to simultaneously stimulating both ears but with two different stimuli. Dichotic listening tasks were used in the audiological test battery to assess auditory processing abilities in children and adults. Studies have reported the dichotic consonant-vowel syllable test’s test-retest reliability in different attentional manipulation conditions. The objectives are to measure the intra- and inter-test reliability of dichotic consonant vowel tests in young, healthy individuals.MethodsSixty participants aged 18–28 with normal hearing sensitivity were recruited for the study. To measure the intra- and inter-test reliability, the dichotic consonant-vowel test was conducted within and between days. The single correct and double correct scores were calculated.ResultsThe analysis of the study showed good test-retest reliability for the single correct and double correct scores of the dichotic consonant-vowel test based on Cronbach’s alpha values and Friedman’s tests.ConclusionThis study’s findings indicate that the dichotic test is a stable measure that can be clinically used for evaluation and can be used for research studies.

Cross-cultural evaluation of learning and memory using a consonant-vowel-consonant trigram list.

Word list-learning tasks are commonly used to evaluate auditory-verbal learning and memory. However, different frequencies of word usage, subtle meaning nuances, unique word phonology, and different preexisting associations among words make translation across languages difficult. We administered lists of consonant-vowel-consonant (CVC) nonword trigrams to independent American and Italian young adult samples. We evaluated whether an auditory list-learning task using CVC nonword trigrams instead of words could be applied cross-culturally to evaluate similar learning and associative memory processes. Seventy-five native English-speaking (USA) and 104 native Italian-speaking (Italy) university students were administered 15-item lists of CVC trigrams using the Rey Auditory Verbal Learning Test paradigm with five study-test trials, an interference trial, and short- and long-term delayed recall. Bayesian t tests and mixed-design ANOVAs contrasted the primary learning indexes across the two samples and biological sex. Performance was comparable between nationalities on all primary memory indices except the interference trial (List B), where the Italian group recalled approximately one item more than the American sample. For both nationalities, recall increased across the five learning trials and declined significantly on the postinterference trial, demonstrating susceptibility to retroactive interference. No effects of sex, age, vocabulary, or depressive symptoms were observed. Using lists of unfamiliar nonword CVC trigrams, Italian and American younger adults showed a similar performance pattern across immediate and delayed recall trials. Whereas word list-learning performance is typically affected by cultural, demographic, mood, and cognitive factors, this trigram list-learning task does not show such effects, demonstrating its utility for cross-cultural memory assessment.

Preliminary Speech Perception Performance Profiles of School-Age Children With Childhood Apraxia of Speech, Speech Sound Disorder, and Typical Development.

Limited research exists assessing speech perception in school-age children with speech sound disorder (SSD) and childhood apraxia of speech (CAS); despite early evidence that speech perception may lead to error-prone motor planning/programming. In this study, we examine speech perception performance in school-age children with and without speech production deficits. Speech perception was assessed using the Wide Range Acoustic Accuracy Scale to determine the just-noticeable difference in discrimination for three consonant-vowel syllable contrasts (/bɑ/-/wɑ/, /dɑ/-/gɑ/, /ɹɑ/-/wɑ/), each varying along a single acoustic parameter for seven children with CAS with rhotic errors, seven children with SSD with rhotic errors, and seven typically developing (TD) children. Findings revealed statistically significant mean differences between perceptual performance of children with CAS when compared to TD children for discrimination of /ɹɑ/-/wɑ/ contrasts. Large effect sizes were also observed for comparisons of /ɹɑ/-/wɑ/ contrasts between children with CAS, SSD, and TD peers. Additionally, large effect sizes were observed for /dɑ/-/gɑ/ contrasts between children with CAS and SSD and TD children despite nonsignificant mean differences in group performance. Overall, mean outcome scores suggest that school-age children with CAS and persistent rhotic errors demonstrated less accurate speech perception skills relative to TD children for the /ɹɑ/-/wɑ/ contrasts. However, the relatively small sample sizes per group limit the extent to which these findings may be generalized to the broader population.

Project AKAY Approach: A Reading Intervention for Non-Readers

The Project Adequate Knowledge Acquisition for Young Learners (AKAY) approach serves as an intervention designed to support Grade 4 students who have experienced significant cognitive challenges due to the COVID-19 pandemic. This approach places a strong emphasis on the advantages of homogenous grouping in the teaching process. Its main objective is to assist students in acquiring fundamental skills, including knowledge of the alphabet, letter sounds, reading of consonant-vowel-consonant (CVC) pattern words, numerical comprehension, handwriting of names, and following simple directions. This study delved into the implementation of the Project AKAY approach for Grade 4 students attending Marawoy Elementary School in Lipa City during the 2022–2023 academic year. The researcher aimed to assess the reading proficiency of these students using the Philippine Informal Reading Inventory (PHIL-IRI) assessment both before and after the implementation of the approach. The study also examined the extent to which the Project AKAY approach was utilized to guide students in acquiring these essential skills. Additionally, the research explored the challenges faced by teachers in implementing the Project AKAY approach and their strategies for overcoming these challenges. The study employed a descriptive quantitative research design and employed purposive sampling as the chosen sampling technique. Data collection relied on the PHIL-IRI assessment tool and interviews as research instruments. The collected data underwent thorough analysis, including statistical treatments such as frequency and percentage calculations. Ultimately, the research findings indicated that the Project AKAY approach effectively served as an intervention for non-readers.

Speech perception in noise by children with Mondini dysplasia who had undergone cochlear implantation

Objectives Assessment of verbal and auditory capabilities in children with ‘incomplete partition type 2’, after cochlear implant may help to better determination of the appropriateness of this method in these children. Methods In this comparative study, 21 cases with cochlear implant that had ‘incomplete partition type 2’ were enrolled and compared with 35 cochlear implanted cases with no inner ear malformations as control subjects. Then the speech and hearing ability tests including speech intelligibility rating (SIR), Categories of Auditory Perception scale (CAP), consonant-vowel (CV) in noise, word-in-noise (WIN), and quick speech-in-noise (QSIN) were measured in both groups of case and control were determined and compared across the groups. Results The results of tests including SIR, CAP, CV in noise, and word in noise were same across the groups (p > 0.05). The only differed item was speech in noise (p = 0.003). Conclusion Cochlear implant results in same efficacy in verbal capabilities in children with and without inner ear abnormalities. Hence, use of this method is accompanied with successful results even in children with inner ear abnormalities.

Identification training adapted to the learner’s vowel space aids in improving native Japanese speakers’ pronunciation of American English vowels

Native speakers of Japanese learning English as a foreign language often have difficulty pronouncing certain American English (AE) vowels, such as the mid vowels /ae/, /ɑ/, / ^/, /ɔ/, and /ɚ/, which typically are assimilated to native vowel categories. It was shown that vowel identification training which was adapted to the learner’s vowel space could aid in improving the native Japanese speakers’ pronunciation of a set of 12 AE vowels that included the 5 more difficult mid vowels. Estimates of the vocal-tract length (VTL) for 53 learners were based upon the central tendency and range of the four lowest formant frequencies observed in their recordings of five short statements in the Japanese language. Having thus characterized the individual vowel spaces of 53 learners, 33 were placed in a “longer-VTL” group while the remaining 20 were placed in a “shorter-VTL” group. Those in the “longer-VTL” group were given periodic identification training using examples of 12 American English monophthongs in a consonant-vowel-consonant (CVC) context that sounded as if a male AE speaker with similar VTL had uttered them. The “shorter-VTL” learners heard training examples that sounded as if the CVCs were uttered by a female AE speaker with similarly short VTL.

Using consonant confusion to predict unexplained hearing loss

Some listeners have difficulty understanding speech in noise that is not explained by traditional audiometry. Speech perception errors can manifest as consonant confusions such as /s/ for /sh/. Consonant confusions contain information that may be used to detect or quantify unexplained hearing loss. We developed an efficient consonant confusion test, Quick-VC, based on ten vowel-consonant-vowel (VCV) phonemes. Speech spectrum noise was added to each VCV to make consonant confusions sensitive to hearing impairment. Puretone threshold averages and consonant confusion matrices were collected from 15 listeners with normal hearing and 45 listeners with hearing loss. A logistic regression with regularized coefficients was performed on principal components of the consonant confusions. After removing the effect of audibility, the model predicted unexplained hearing loss greater than 5 dB for seven individuals with a cross-validated area under the curve (AUC) of 0.757, which is clinically acceptable. Six of these seven listeners reported bilateral tinnitus and four had a history of noise exposure, which implicates the peripheral auditory system. The Quick-VC test may be a valuable tool for identifying and quantifying unexplained hearing difficulties, perhaps due to partial loss of auditory nerve fibers, for which there is currently no clinical test.

Second formant transitions for acoustic analysis to differentiate among dementia types

Recent evidence indicates that acoustic features associated with emotional prosody in speech may be an inexpensive, non-invasive method for differentiating among dementia types. In particular, frequency measures in the speech of people with dementia have been associated with listeners’ perception of emotional prosody. The purpose of this study was to determine if second formant (F2) transition information would enhance these differentiations. Prerecorded speech samples of Cookie Theft picture descriptions from 10 individuals with dementia of the Alzheimer’s type (DAT), 5 with vascular dementia (VaD), 9 with MCI, and 10 neurologically healthy controls (NHC) were obtained from the DementiaBank. Nine words that had initial obstruent consonants that occurred at least two times in each of the participant groups were selected for measurement. The F2 durations, extents, and slope were measured and analyzed. Across group comparisons revealed no pattern for F2 durations or extents. The fricatives had longer F2 durations than the plosives. Across word comparisons revealed significant differences across the consonant vowel combinations for all three measures. A group by word interaction occurred for the F2 slope with the VaD group exhibiting larger slopes than the other two groups.

Individual Differences in Auditory Training Benefits for Hearing Aid Users.

The present study aimed to examine whether individual differences in baseline speech perception could serve as predictors for the effectiveness and generalization of auditory training (AT) to non-trained tasks. Twelve adults, aged 60-75 years with bilateral hearing loss, completed a two-month, home-based, computerized AT program, involving sessions four times per week. Training tasks included the identification of vowel frontal, height, manner of articulation, point of articulation, voicing, and open-set consonant-vowel-consonant (CVC) words. Non-trained speech perception tests were conducted one month before AT, prior to training, after one and two months of training, and during a two-month follow-up. The results showed that one month of AT improved performance in most trained tasks, with generalization observed in the CVC words test and HeBio sentences with speech-shaped noise (SSN). No evidence of spontaneous learning or added benefit from an extra month of training was found. Most importantly, baseline speech perception predicted improvements in both training and post-training generalization tasks. This emphasizes the significance of adopting an individualized approach when determining the potential effectiveness of AT, applicable in both clinical and research contexts.

Benefits of Auditory Training with an Open-Set Sentences-in-Babble-Noise

Auditory training (AT) has limited generalization to non-trained stimuli. Therefore, in the current study, we tested the effect of stimuli similar to that used in daily life: sentences in background noise. The sample consisted of 15 Hebrew-speaking adults aged 61–88 years with bilateral hearing impairment who engaged in computerized auditory training at home four times per week over a two-month period. Significant improvements were observed in sentences comprehension (Hebrew AzBio (HeBio) sentences test) with both four-talker-babble-noise (4TBN) and speech-shaped-noise (SSN) and in words comprehension (consonant-vowel-consonant (CVC) words test), following one month of AT. These improvements were sustained for two months after completing the AT. No evidence of spontaneous learning was observed in the month preceding training, nor was there an additional training effect in the additional month. Participants’ baseline speech perception abilities predicted their post-training speech perception improvements in the generalization tasks. The findings suggest that top-down generalization occurs from sentences to words and from babble noise to SSN and quiet conditions. Consequently, synthetic training tasks focusing on sentence-level comprehension accompanied by multi-talker babble noise should be prioritized. Moreover, an individualized approach to AT has demonstrated effectiveness and should be considered in both clinical and research settings.