The Moderating Effect of Success Importance on the Relationship Between Listening Demand and Listening Effort

Richter, Michael M.

doi:10.1097/aud.0000000000000295

Cited by 71 publications

(80 citation statements)

References 45 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…At some point, the cost-benefit ratio of participating in challenging communication situations will weigh into a person’s decision to either withdraw from such activities or find ways to work through and around such listening situations. As pointed out by Richter (this issue, pp. XXXX), the proportional relationship between task difficulty and effort is limited by individual ability (Kukla 1972).…”

Section: The Aging Ear–brain System: Reduced Capacity and Increased Ementioning

confidence: 91%

Listening and Learning: Cognitive Contributions to the Rehabilitation of Older Adults With and Without Audiometrically Defined Hearing Loss

Tremblay

Backer

2016

Ear &Amp; Hearing

View full text Add to dashboard Cite

Here:, we describe some of the ways in which aging negatively affects the way sensory input is transduced and processed within the aging brain and how cognitive work is involved when listening to a less-than-perfect signal. We also describe how audiologic rehabilitation, including hearing aid amplification and listening training, is used to reduce the amount of cognitive resources required for effective auditory communication and conclude with an example of how listening effort is being studied in research laboratories for the purpose(s) of informing clinical practice.

show abstract

Section: The Aging Ear–brain System: Reduced Capacity and Increased Ementioning

confidence: 91%

Listening and Learning: Cognitive Contributions to the Rehabilitation of Older Adults With and Without Audiometrically Defined Hearing Loss

Tremblay

Backer

2016

Ear &Amp; Hearing

View full text Add to dashboard Cite

show abstract

“…However, despite this, task difficulty cannot account for all aspects of listening effort because there exist many kinds of tasks (“data-limited” in the sense of Norman & Bobrow, 1975) in which the difficulty of the task can be shown to affect performance but increasing effort is not effective and may not even be possible. Consequently, apart from the decomposition of attention into internal and external components, a conceptual model of listening effort must also respect the dynamic and state-dependent relationship between demanded effort and exerted effort, a relationship that ultimately depends on a variety of factors including, but not limited to, motivation, arousal (e.g., due to task demands) and fatigue (Richter 2016; Hornsby et al 2016). …”

Section: Two Distinct Dimensions Of Attention In Effortful Listeningmentioning

confidence: 99%

Toward a taxonomic model of attention in effortful listening

Strauß

Francis

2017

Cogn Affect Behav Neurosci

View full text Add to dashboard Cite

In recent years, there has been increasing interest in studying listening effort. Research on listening effort intersects with the development of active theories of speech perception and contributes to the broader endeavor of understanding speech perception within the context of neuroscientific theories of perception, attention, and effort. Due to the multidisciplinary nature of the problem, researchers vary widely in their precise conceptualization of the catch-all term listening effort. Very recent consensus work stresses the relationship between listening effort and the allocation of cognitive resources, providing a conceptual link to current cognitive neuropsychological theories associating effort with the allocation of selective attention. By linking listening effort to attentional effort, we enable the application of a taxonomy of external and internal attention to the characterization of effortful listening. More specifically, we use a vectorial model to decompose the demand causing listening effort into its mutually orthogonal external and internal components and map the relationship between demanded and exerted effort by means of a resource-limiting term that can represent the influence of motivation as well as vigilance and arousal. Due to its quantitative nature and easy graphical interpretation, this model can be applied to a broad range of problems dealing with listening effort. As such, we conclude that the model provides a good starting point for further research on effortful listening within a more differentiated neuropsychological framework.

show abstract

“…101S-110S) introduced the idea of neuroeconomics and reported on recent neuroimaging studies investigating the role of cingulo-opercular and frontoparietal brain areas in adaptive control during speech and language processing. These studies provide evidence that cingulate-opercular activity reflects how important success on a task is to a person (i.e., how the person evaluates success importance for a task; see also Brehm &Self 1989 andRichter 2016, this issue, pp. 111S-117S regarding success importance) in relation to motivation (see also Lee et al 2012).…”

Section: Smentioning

confidence: 99%

Hearing Impairment and Cognitive Energy: The Framework for Understanding Effortful Listening (FUEL)

et al. 2016

Self Cite

View full text Add to dashboard Cite

5SThe Fifth Eriksholm Workshop on "Hearing Impairment and Cognitive Energy" was convened to develop a consensus among interdisciplinary experts about what is known on the topic, gaps in knowledge, the use of terminology, priorities for future research, and implications for practice. The general term cognitive energy was chosen to facilitate the broadest possible discussion of the topic. It goes back to Titchener (1908) who described the effects of attention on perception; he used the term psychic energy for the notion that limited mental resources can be flexibly allocated among perceptual and mental activities. The workshop focused on three main areas: (1) theories, models, concepts, definitions, and frameworks; (2) methods and measures; and (3) knowledge translation. We defined effort as the deliberate allocation of mental resources to overcome obstacles in goal pursuit when carrying out a task, with listening effort applying more specifically when tasks involve listening. We adapted Kahneman's seminal (1973) Capacity Model of Attention to listening and proposed a heuristically useful Framework for Understanding Effortful Listening (FUEL). Our FUEL incorporates the well-known relationship between cognitive demand and the supply of cognitive capacity that is the foundation of cognitive theories of attention. Our FUEL also incorporates a motivation dimension based on complementary theories of motivational intensity, adaptive gain control, and optimal performance, fatigue, and pleasure. Using a three-dimensional illustration, we highlight how listening effort depends not only on hearing difficulties and task demands but also on the listener's motivation to expend mental effort in the challenging situations of everyday life.

show abstract

The Moderating Effect of Success Importance on the Relationship Between Listening Demand and Listening Effort

Cited by 71 publications

References 45 publications

Listening and Learning: Cognitive Contributions to the Rehabilitation of Older Adults With and Without Audiometrically Defined Hearing Loss

Listening and Learning: Cognitive Contributions to the Rehabilitation of Older Adults With and Without Audiometrically Defined Hearing Loss

Toward a taxonomic model of attention in effortful listening

Hearing Impairment and Cognitive Energy: The Framework for Understanding Effortful Listening (FUEL)

Contact Info

Product

Resources

About