Training speech-in-noise perception in mainstream school children

Millward, Kerri E.; Hall, Rebecca; Ferguson, Melanie A.; Moore, David R.

doi:10.1016/j.ijporl.2011.08.003

Cited by 14 publications

(7 citation statements)

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“…However, the rationale, especially in the present study, was that the trained listeners had auditory rather than phonological processing problems, so it was probably best to focus on a speech-based task that delivered a large number of relevant auditory discrimination trials efficiently, than on one that emphasized identification of meaningless tokens. In fact, listeners in our similar studies (Millward et al 2011; Halliday et al 2012) when asked about their tactics, reported discriminating whole tokens (syllables) rather than meaningless sounds. Regarding the second aspect, of training around rather than outside a categorical boundary, we reasoned that auditory discriminations would be equally difficult in both situations, and that phonetic identification would only be possible around a boundary.…”

Section: Discussionmentioning

confidence: 60%

“…Two measures of speech perception in noise were presented free-field at a distance of 1 m. The Adaptive Sentence List (ASL) test (MacLeod & Summerfield 1990) presented sentence lists each comprising 30 items, mixed with an 8 Hz modulated noise, fixed at 60 dBA (Millward et al 2011). Three different sentence lists were used, one at each visit.…”

Section: Participants and Methodsmentioning

confidence: 99%

“…Most auditory training studies show highly variable outcomes across individual participants (Fu et al 2004; Amitay et al 2005; Humes et al 2009; Stacey et al 2010; Millward et al 2011), and not everyone benefits from training (Fu et al 2004; Oba et al 2011). From a clinical intervention perspective, an important goal is to identify accurately who will benefit from auditory training.…”

Section: Introductionmentioning

confidence: 99%

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Benefits of Phoneme Discrimination Training in a Randomized Controlled Trial of 50- to 74-Year-Olds With Mild Hearing Loss

et al. 2014

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Objectives:The aims of this study were to (i) evaluate the efficacy of phoneme discrimination training for hearing and cognitive abilities of adults aged 50 to 74 years with mild sensorineural hearing loss who were not users of hearing aids, and to (ii) determine participant compliance with a self-administered, computer-delivered, home- and game-based auditory training program.Design:This study was a randomized controlled trial with repeated measures and crossover design. Participants were trained and tested over an 8- to 12-week period. One group (Immediate Training) trained during weeks 1 and 4. A second waitlist group (Delayed Training) did no training during weeks 1 and 4, but then trained during weeks 5 and 8. On-task (phoneme discrimination) and transferable outcome measures (speech perception, cognition, self-report of hearing disability) for both groups were obtained during weeks 0, 4, and 8, and for the Delayed Training group only at week 12.Results:Robust phoneme discrimination learning was found for both groups, with the largest improvements in threshold shown for those with the poorest initial thresholds. Between weeks 1 and 4, the Immediate Training group showed moderate, significant improvements on self-report of hearing disability, divided attention, and working memory, specifically for conditions or situations that were more complex and therefore more challenging. Training did not result in consistent improvements in speech perception in noise. There was no evidence of any test-retest effects between weeks 1 and 4 for the Delayed Training group. Retention of benefit at 4 weeks post-training was shown for phoneme discrimination, divided attention, working memory, and self-report of hearing disability. Improved divided attention and reduced self-reported hearing difficulties were highly correlated.Conclusions:It was observed that phoneme discrimination training benefits some but not all people with mild hearing loss. Evidence presented here, together with that of other studies that used different training stimuli, suggests that auditory training may facilitate cognitive skills that index executive function and the self-perception of hearing difficulty in challenging situations. The development of cognitive skills may be more important than the development of sensory skills for improving communication and speech perception in everyday life. However, improvements were modest. Outcome measures need to be appropriately challenging to be sensitive to the effects of the relatively small amount of training performed.

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Section: Discussionmentioning

confidence: 60%

Section: Participants and Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Benefits of Phoneme Discrimination Training in a Randomized Controlled Trial of 50- to 74-Year-Olds With Mild Hearing Loss

et al. 2014

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“…Millward and colleagues trained participants on either a frequency discrimination task in quiet or in the presence of modulated noise, or on words in modulated noise. 54 All trained groups, and even a control group that was untrained, showed some improvements on a words-in-noise probe; however, frequency discrimination improvements were seen only in subjects who were included in one of the frequency discrimination training groups. The authors concluded that, in general, if the training stimulus shares some dimension with the outcome measure, then training benefits are more likely to be seen.…”

Section: Training Difficultymentioning

confidence: 96%

Auditory Training for Central Auditory Processing Disorder

2015

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Auditory training (AT) is an important component of rehabilitation for patients with central auditory processing disorder (CAPD). The present article identifies and describes aspects of AT as they relate to applications in this population. A description of the types of auditory processes along with information on relevant AT protocols that can be used to address these specific deficits is included. Characteristics and principles of effective AT procedures also are detailed in light of research that reflects on their value. Finally, research investigating AT in populations who show CAPD or present with auditory complaints is reported. Although efficacy data in this area are still emerging, current findings support the use of AT for treatment of auditory difficulties.

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“…While many studies so far examined auditory skill learning in children (e.g., Edwards, Giaschi, & Low, 2005 ; Halliday, Taylor, Millward, & Moore, 2012 ; Millward, Hall, Ferguson, & Moore, 2011 ; Moore, Rosenberg, & Coleman, 2005 ; Soderquist & Moore, 1970 ; Tomblin & Quinn, 1983 ), only a few compared the learning in children to that of adults within the same study (e.g., Halliday, Taylor, Edmondson-Jones, & Moore, 2008 ; Huyck & Wright, 2011 , 2013 ; Zaltz, Ari-Even Roth, & Kishon-Rabin, 2017 ). Of these, two studies compared the two age groups following a single session of training ( Halliday et al., 2008 ; Zaltz et al., 2017 ) and two studies following multiple sessions of training ( Huyck & Wright, 2011 , 2013 ).…”

Section: Introductionmentioning

confidence: 99%

Long-Term Training-Induced Gains of an Auditory Skill in School-Age Children As Compared With Adults

et al. 2018

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The few studies that compared auditory skill learning between children and adults found variable results, with only some children reaching adult-like thresholds following training. The present study aimed to assess auditory skill learning in children as compared with adults during single- and multisession training. It was of interest to ascertain whether children who do not reach adult-like performance following a single training session simply require additional training, or whether different mechanisms underlying skill learning need to reach maturity in order to become adult-like performers. Forty children (7–9 years) and 45 young adults (18–35 years) trained in a single session. Of them, 20 children and 24 adults continued training for eight additional sessions. Each session included six frequency discrimination thresholds at 1000 Hz using adaptive forced-choice procedure. Retention of the learning-gains was tested 6 to 8 months posttraining. Results showed that (a) over half of the children presented similar performance and time course of learning as the adults. These children had better nonverbal reasoning and working memory abilities than their non-adult-like peers. (b) The best predicting factor for the outcomes of multisession training was a child’s performance following one training session. (c) Performance gains were retained for all children with the non-adult-like children further improving, 6 to 8 months posttraining. Results suggest that mature auditory skill learning can emerge before puberty, provided that task-related cognitive mechanisms and task-specific sensory processing are already mature. Short-term training is sufficient, however, to reflect the maturity of these mechanisms, allowing the prediction of the efficiency of a prolonged training for a given child.

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Training speech-in-noise perception in mainstream school children

Cited by 14 publications

References 52 publications

Benefits of Phoneme Discrimination Training in a Randomized Controlled Trial of 50- to 74-Year-Olds With Mild Hearing Loss

Benefits of Phoneme Discrimination Training in a Randomized Controlled Trial of 50- to 74-Year-Olds With Mild Hearing Loss

Auditory Training for Central Auditory Processing Disorder

Long-Term Training-Induced Gains of an Auditory Skill in School-Age Children As Compared With Adults

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