HOME HELP FEEDBACK SUBSCRIPTIONS ARCHIVE SEARCH		QUICK SEARCH:   [advanced] Author: Keyword(s): Year:  Vol:  Page:

This Article Full Text ([PDF]) Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Similar articles in PubMed Alert me to new issues of the journal My Folders Download to citation manager Citing Articles Citing Articles via Google Scholar Google Scholar Articles by Ellis, L. W. Articles by Beltyukova, S. A. Search for Related Content PubMed PubMed Citation Articles by Ellis, L. W. Articles by Beltyukova, S. A. Social Bookmarking                         What's this?

Effects of Training on Naïve Listeners' Judgments of the Speech Intelligibility of Children with Severe-to-Profound Hearing Loss

Address correspondence to: Lee W. Ellis, Ph.D., Department of Public Health and Rehabilitative Services, The University of Toledo, 2801 W. Bancroft St. Toledo, OH 43606, Phone: 419-530-4065, Fax: 419-530-4759, lellis{at}utnet.utoledo.edu

Purpose: This study examined the effects of feedback training, familiarization training, and no training on naïve listeners' word identification (WI) and magnitude estimation scaling (MES) judgments of the speech intelligibility of children with severe to profound hearing impairments.

Method: Depending on the training group, listeners received a pretest, an immediate posttest and/or a delayed posttest.

Results: Results indicated that repeated exposure, with or without training, led to improved WI scores. Beyond the effects of repeated exposure, listeners' WI judgments of the intelligibility of speech increased significantly immediately after training in which listeners received feedback regarding the accuracy of their WI responses. The MES results were less straightforward - listeners in the feedback group perceived speech samples as less intelligible after the training, perceptions of speech intelligibility stayed almost the same for the familiarization training group, and participants in the control group perceived speech samples as more intelligible at the post-test. For the training groups that were not pre-tested, perceptions improved from the immediate to delayed posttest.

Discussion: Results may have both theoretical and clinical significance, particularly as they relate to contrasting theories of perceptual learning and the extent to which listener characteristics may be reflected in intelligibility judgments.

CiteULike    Connotea    Del.icio.us    Digg    Facebook    Reddit    Technorati    Twitter    What's this?