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Perceptual Learning of Interrupted Speech
The intelligibility of periodically interrupted speech improves once the silent gaps are filled with noise bursts. This improvement has been attributed to phonemic restoration, a top-down repair mechanism that helps intelligibility of degraded speech in daily life. Two hypotheses were investigated u...
Autores principales: | , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Public Library of Science
2013
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3585732/ https://www.ncbi.nlm.nih.gov/pubmed/23469266 http://dx.doi.org/10.1371/journal.pone.0058149 |
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author | Benard, Michel Ruben Başkent, Deniz |
author_facet | Benard, Michel Ruben Başkent, Deniz |
author_sort | Benard, Michel Ruben |
collection | PubMed |
description | The intelligibility of periodically interrupted speech improves once the silent gaps are filled with noise bursts. This improvement has been attributed to phonemic restoration, a top-down repair mechanism that helps intelligibility of degraded speech in daily life. Two hypotheses were investigated using perceptual learning of interrupted speech. If different cognitive processes played a role in restoring interrupted speech with and without filler noise, the two forms of speech would be learned at different rates and with different perceived mental effort. If the restoration benefit were an artificial outcome of using the ecologically invalid stimulus of speech with silent gaps, this benefit would diminish with training. Two groups of normal-hearing listeners were trained, one with interrupted sentences with the filler noise, and the other without. Feedback was provided with the auditory playback of the unprocessed and processed sentences, as well as the visual display of the sentence text. Training increased the overall performance significantly, however restoration benefit did not diminish. The increase in intelligibility and the decrease in perceived mental effort were relatively similar between the groups, implying similar cognitive mechanisms for the restoration of the two types of interruptions. Training effects were generalizable, as both groups improved their performance also with the other form of speech than that they were trained with, and retainable. Due to null results and relatively small number of participants (10 per group), further research is needed to more confidently draw conclusions. Nevertheless, training with interrupted speech seems to be effective, stimulating participants to more actively and efficiently use the top-down restoration. This finding further implies the potential of this training approach as a rehabilitative tool for hearing-impaired/elderly populations. |
format | Online Article Text |
id | pubmed-3585732 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2013 |
publisher | Public Library of Science |
record_format | MEDLINE/PubMed |
spelling | pubmed-35857322013-03-06 Perceptual Learning of Interrupted Speech Benard, Michel Ruben Başkent, Deniz PLoS One Research Article The intelligibility of periodically interrupted speech improves once the silent gaps are filled with noise bursts. This improvement has been attributed to phonemic restoration, a top-down repair mechanism that helps intelligibility of degraded speech in daily life. Two hypotheses were investigated using perceptual learning of interrupted speech. If different cognitive processes played a role in restoring interrupted speech with and without filler noise, the two forms of speech would be learned at different rates and with different perceived mental effort. If the restoration benefit were an artificial outcome of using the ecologically invalid stimulus of speech with silent gaps, this benefit would diminish with training. Two groups of normal-hearing listeners were trained, one with interrupted sentences with the filler noise, and the other without. Feedback was provided with the auditory playback of the unprocessed and processed sentences, as well as the visual display of the sentence text. Training increased the overall performance significantly, however restoration benefit did not diminish. The increase in intelligibility and the decrease in perceived mental effort were relatively similar between the groups, implying similar cognitive mechanisms for the restoration of the two types of interruptions. Training effects were generalizable, as both groups improved their performance also with the other form of speech than that they were trained with, and retainable. Due to null results and relatively small number of participants (10 per group), further research is needed to more confidently draw conclusions. Nevertheless, training with interrupted speech seems to be effective, stimulating participants to more actively and efficiently use the top-down restoration. This finding further implies the potential of this training approach as a rehabilitative tool for hearing-impaired/elderly populations. Public Library of Science 2013-03-01 /pmc/articles/PMC3585732/ /pubmed/23469266 http://dx.doi.org/10.1371/journal.pone.0058149 Text en © 2013 Benard, Başkent http://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are properly credited. |
spellingShingle | Research Article Benard, Michel Ruben Başkent, Deniz Perceptual Learning of Interrupted Speech |
title | Perceptual Learning of Interrupted Speech |
title_full | Perceptual Learning of Interrupted Speech |
title_fullStr | Perceptual Learning of Interrupted Speech |
title_full_unstemmed | Perceptual Learning of Interrupted Speech |
title_short | Perceptual Learning of Interrupted Speech |
title_sort | perceptual learning of interrupted speech |
topic | Research Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3585732/ https://www.ncbi.nlm.nih.gov/pubmed/23469266 http://dx.doi.org/10.1371/journal.pone.0058149 |
work_keys_str_mv | AT benardmichelruben perceptuallearningofinterruptedspeech AT baskentdeniz perceptuallearningofinterruptedspeech |