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AUDE 5440 Cog & Speech Perception > Exam 1 > Flashcards

Exam 1 Flashcards

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1
Q

Why would we want to identify cochlear dead regions, clinically?

A

So that we can better understand how to determine the best amplification options

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2
Q

Explain how the TEN test identifies cochlear dead regions.

A

use noise that is calibrated to tells us if original response was coming from the actual place (on frequency listening) or not (off frequency listening)
it will tell use whether we have a dead region or not
if it is off frequency listening the threshold in noise will be higher than the noise level

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3
Q

At what dB HL can cochlear dead regions be present?

A

greater than 55dB

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4
Q

What audiometric configurations are more likely to be a result of cochlear dead regions? (Two scenarios)

A

10dB slope in the 2000-4000 Hz region
Reverse slope

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5
Q

we use ______ for easy speech understanding and ____ for harder speech understanding

A

bottom down, top down

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6
Q

why are cochlear dead regions not seen with flat hearing loss

A

in order to elicit off frequency response, stim needs to be at an elevated level.
if hearing for the nearby frequencies is also impaired, an off-frequency response is not likely

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7
Q

Which value of d’ prime indicates a more sensitive test, a higher value or a lower value?

A

higher

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8
Q

What is the advantage of using d’ as a measure of test sensitivity?

A

it is not dependent on the referral criteria??

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9
Q

Differentiate between a higher and a lower value of d’ based on hypothetical distributions of test scores

A

further apart they are the more sensitive the test
low is less sensitive and high is more sensitive test??

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10
Q

Be able to differentiate on-frequency listening vs. off-frequency listening

A

off frequency is a tone that is detected away from the region of peak basilar membrane vibration meaning that the tone is detected by the IHCs at the edge of the dead region

on frequency is when the frequency that is presented is the place on the basilar membrane that is actually responding

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11
Q

Define the terms model and theory

A

theory: statement of what we think we know about how something works
model: representation of it

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12
Q

what models and theories are used for

A

explain what we think we know about how the world works (auditory, speech, cognition etc.
used to test a new hypothesis
theories change over time, how we practice things is how theories are formed

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13
Q

What are 3 types of models used in speech and hearing research?

A

physical computer animal?

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14
Q

top down processing

A

harder
Higher level cognitive operations are highly involved in identifying and analyzing speech sounds
Prior knowledge and expectations
our brains form an idea of a big picture first from previous knowledge and then break it down into more specific information. We perceive the world around us by pulling from our perceptual set: past experiences, expectations, and emotions. Then, we form opinions.

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15
Q

examples of top down

A

Making assumptions based on prior knowledge
Concluding limited data
Interpreting what someone says based on context clues
Using predictions to fill in missing information

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16
Q

bottom up processing

A

easier
All information necessary to recognize sounds is contained in the acoustic signal and analyzed in the auditory pathway

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17
Q

active model of speech perception

A

top down
stresses link between speech perception and speech production
knowledge of how sounds are produced factor in speech recognition
cognitive energy or intellectual resources are used to identify speech
thinking about how sounds are produced in order to understand what is being said

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18
Q

passive models of speech perception

A

bottom up
purely sensory and not thinking about how the sounds are made
speech perception is almost entirely sensory
little to no use of cognitive resources

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19
Q

Differentiate between bottom-up and top-down processing of speech

A

top down requires more cognitive thinking and requires using what we already know to understand speech
bottom down, less cognitive thinking, something easy, all info we need is in the acoustic signal and processed before it gets to the brain

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20
Q

Differentiate between active and passive processing of speech

A

active - thinking about how the words are formed
passive - not, just sensory information

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21
Q

Motor Theory of speech perception

A

Postulates speech is perceived by reference to how it is produced
When perceiving speech, listeners access their own knowledge of how phonemes are articulated
Articulatory gestures, such as lip-rounding, are units of perception that provide the listener with phonetic information

active

top downf

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22
Q

Perceptual grouping of speech sounds

A

take sounds in the environment that as are receiving (change in pressure) and changing it to speech sounds that our brain interprets and understands

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23
Q

Segmentation of speech into meaningful units

A

speech is an acoustic stream and as can break it down into meaningful units (like number of words)
if it is a language we don’t know we can recognize it is speech but we have no idea what the units are

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24
Q

Comprehension of distorted and degraded speech (perceptual learning mechanisms)

A

we can still understand people talking even though they have an accent and we are using what we already know to understand what they are saying
we learn who our talker is

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25
Which value of d’ prime indicates a more sensitive test, a higher value or a lower value?
Highet
26
Differentiate between a higher and a lower value of d’ based on hypothetical distributions of test scores
low is less sensitive and high is more sensitive test further apart they are the more sensitive the test
27
Explain how the TEN test is able to identify cochlear dead regions
use noise that is calibrated to tells us if original response was coming from the actual place (on frequency listening) or not (off frequency listening) it will tell use whether we have a dead region or not if it is off frequency listening the threshold in noise will be higher than the noise level
28
differentiate on-frequency listening vs. off-frequency listening using the schematic
off frequency is a tone that is detected away from the region of peak basilar membrane vibration meaning that the tone is detected by the IHCs at the edge of the dead region on frequency is when the frequency that is presented is the place on the basilar membrane that is actually responding
29
Define the terms model and theory
theory: statement of what we think we know about how something works model: representation of it; A simplification of a system physical, computer, animal models
30
what are models and theories are used for
explain what we think we know about how the world works (auditory, speech, cognition etc. used to test a new hypothesis theories change over time, how we practice things is how theories are formed
31
What are 3 types of models used in speech and hearing research?
physical representation ex: 3d printed model computer program animal testing on mice
32
more overlap =
less sensitive
33
closer the peaks are =
less sensitive
34
less overlap =
more sensitive
35
what are the cognitive abilities
attention processing speed inhibition short term/working memory executive function semantic knowledge/semantic memory
36
what are four different tests of cognitive abilities
37
exclude the possibility of a particular condition/disorder as part of a diagnosis
rule out
38
include the possibility of a particular condition/disorder as part of a diagnosis
rule in
39
what is bottom up processing
easier you start with no perceived idea of what is going on and the stimulus influences your perception of what is going on implicit uses the stimulus itself in order to drive our perception
40
top down processing
difficult uses background knowledge to influence perception explicit we use what we already have in our heads in order to determine what is going on
41
makes assumptions based on prior knowledg
top down processing
42
all information necessary to recognize speech sounds is in the acoustic signal and is analyzed in the auditory pathway (no significant brain involvement outside of auditory regions);
bottom up procesisng
43
Listener uses prior knowledge and expectations to recognize speech, using higher-level cognitive operations
top down processing
44
what is active processing of speech
listener draws upon knowledge of how sounds are produced, using cognitive energy and intellectual resources (a top-down theory);
45
what is passive processing of speech
speech perception is almost entirely sensory (auditory pathway) (a bottom-up theory)
46
Perceptual grouping of speech sounds
47
factors that contribute to speech understanding
The speech signal itself Environment (noise, reverberation) Listener’s familiarity with the speaker’s accent and language Context/predictability Listener’s sensory and cognitive abilities Hearing aid features Individual’s intention/motivation Masking type (informational vs. energetic) Informational = other speech Energetic = non-speech noise
48
what are the terms under cognition
selective attention processing speed inhibition memory (working) executive function semantic knowledge
49
what is attention
ability to attend to a desired target
50
what is processing speed
how quickly you process information the amount of time it takes to process and react to a stimulus
51
inhibition
ability to inhibit extraneous information when responding to target stimuli if I want to stephanie but kaiah is talking, you have to actively focus on stephanie and inhibit what kaiah is saying ex: stroop test saying the color of the word and inhibiting the text
52
short term memory
foundation of working memory short term is the number of items able to be stored in memory in a short period of time ex: number of items you can hold in memry for a short period of time
53
working memory
IS TASK-SPECIFIC Simultaneously store and process information; the greater the working memory span, the greater number of items can be maintained and manipulated ex: Doing math in your head Remembering instructions as you start an assignment Thinking about what someone is saying in conversation Thinking about what you want to say while someone else is talking Completing a task in order
54
executive functioning
Control of cognitive processes include planning, adapting to rapidly-changing situations, monitoring behavior (updating), and include some or all previously-mentioned abilities, depending on the researcher for example: trail making task: follow number and letters in order
55
semantic knowledge/semantic memory
ability to use what we know to understand what is being said general knowledge we have acquired knowledge of how things work ex: picture naming, word sorting, picture sorting
56
Each of the cognitive abilities here tend to decline with age EXCEPT
semantic knowledge
57
why might older adults score better in semantic knowledge than younger?
they know more words and topics, they have more experience and can fill in the blanks easier
58
4 examples of how our brains are in play during speech perception
Perceptual grouping of speech sounds Segmentation of speech into meaningful units Comprehension of distorted and degraded speech (perceptual learning mechanisms) Categorical perception
59
perceptual grouping of speech sounds
We hear speech as a single stream rather than a grouping of sounds. Examples: sine wave speech and noise-vocoded speech can be understood if you have heard the clear speech first but are not understood otherwise, also ability to discern accented speech. In order to understand these, we use prior knowledge and expectations. Without cognitive influences, perception of sine wave speech and noise vocoded speech would not change after hearing the clear speech. take sounds in the environment that as are receiving (change in pressure) and changing it to speech sounds that our brain interprets and understands
60
segmentation of speech into meaningful units
in running speech if we know the language we can break it up into the syllables (individual words) in another language we wouldnt know where the words stop notice an accent when you first move somewhere but eventually you dont notice it anymore and you learn their way of speaking relies o prior knowledge and expectations
61
what are cues of segmented connected speech
Suprasegmentals Probability of occurrence Recognition of meaningful units
62
perceptual learning of distorted speech
we can still understand people talking even though they have an accent and we are using what we already know to understand what they are saying we learn who our talker is A listener can learn to comprehend speech that is lacking conventional cues (foreign accent, child learning to talk, presence of interference/noise).
63
categorical perception
Listener perceives EITHER the voiced or the voiceless consonant, even with VOT is manipulated if VOT is ambiguous to the brain, it will perceive it as either voiced or voiceless will still make sense out of what is said because the theory is that the brain categorizes speech sounds and decides
64
act on relatively unprocessed representation of speech
top down
65
Speech production and speech perception are linked
Babbling during speech development Interrupting auditory feedback causes speaker to change production Speakers change to minimize or maximize differences in speech patterns of conversation partner Lombard Effect
66
Ganong effect
listener is more likely to perceive a real word if VOT is somewhat ambiguous (kiss vs. giss)
67
Describe three ways in which speech production and speech perception are linked
Babbling during speech development (hearing is an important part of speech development); DAF- delayed auditory feedback, interrupting auditory feedback causes speaker to change production; speakers change their speech based on who they are talking to (as they hear the person talking); Lombard Effect- changes in speech intensity, fundamental frequency, and speaking rate when speaking in the presence of noise.
68
List 8 factors that contribute to speech understanding and include a brief phrase or sentence for each one explaining how these contribute to speech understanding.
The speech signal itself Whether or not the signal contains distortions environment Noise, reverberation can affect Listener’s familiarity with speaker’s accent and language Easier if familiar Context/predictability Easier with context/predictability Listener’s sensory and cognitive abilities Hearing loss and cognitive impairment canmake speech processing more difficult Hearing aid features Some hearing aid features help, some don’t depending on person Individual intention/ motivation More motivation = more effort put in to hear= greater success in speech processing Masking type Information masking interferes to a greater extent than energetic, all else being equal
69
Ability to attend to a desired target in the presence of a distractor
attention
70
example of how attention is measured
Present group of items that differ in some dimension, tell participant to respond to only a particular item (click for only the red arrows, when they see arrows of different colors)
71
example of how to measure procesing speed
Reaction time experiments
72
The amount of time to process and react to a stimulus
processing speed
73
The ability to inhibit extraneous information when responding to a target
inhibition
74
how to measure inhibition
Stroop very common test of inhibition
75
Number of items able to be stored in memory for a short period of time
short term memory
76
how to measure short term
Letter, digit, or word span
77
Simultaneously store and process information
working memory
78
how to measure working memory
Recalling digits in reverse order as one example, there are many ways to measure working memory span
79
Control of cognitive processes, includes planning, adapting to rapidly-changing situations, monitoring behavior (updating)
executive control
80
measure of executive control
Trail-making task
81
Knowledge that has been acquired, includes knowledge of how things work, things that are common knowledge
semantic knowledg3
82
measures for semantic knowledge
Category fluency, picture naming, word-to-picture matching, picture sorting, word sorting
83
The subject is seated at a computer monitor. They are presented with a circle on the screen, one at a time, at random timing intervals. The task is to press the space bar as soon as they see the circle.
reaction time/processing speed
84
The subject is presented with text, specifically color names written out, of varying colors. The text color does not match the color name. The task is to name the color of the word.
inhibition/stroop test
85
The subject is given cards with pictures of objects and tasked with sorting them into pre-defined categories. For example, the cards may depict an orange, a rose, some berries, a hat, a daisy, and a glove. The cards should be sorted into the categories fruit, flowers, and clothing.
semantic knowledge/semantic memory
86
The subject is presented with sets of words and asked to repeat the words back, in order. The number of words (set size) increases after every correct response until the subject is unable to repeat back the full set in order.
short term memory
87
repeat the words in order and everytime i tell you the word, tell me if it starts with the first or second half of the alphabet
working memory
88
The subject is seated at a computer monitor. They are presented with a series of letter and number shapes, one at a time. They are tasked with pressing a button whenever they see a number shape.
selective attention
89
The subject is presented with a set of words, one at a time. For each word, they are required to say if it starts with a letter from the first half of the alphabet or the second half. They are also tasked with recalling the full set of words. The set size increases until they are no longer able to accurately state what part of the alphabet the first letter of the word is from AND recall the full set of words.
working memory
90
The subject is presented with a series of circles on a paper, some of which contain the letters of the alphabet, some of which contain digits. The subject is tasked with connecting the letters and numbers in order, switching back and forth between the letters and the numbers.
executive fxn
91
hear speech as a stream of sounds
perceptual grouping of sounds
92
breaking the stream up into words (using cues)
segmentation of speech into meaningful units
93
categorizing sounds (ex: p, b, have different VOT)
categorical perception
94
what is implicit processing
quick, bottom up, automatic
95
what is explicit processing
effortful, top down, DELIBERATE
96
postdictive
explicit, slow, think after the situation
97
predictive
implicit, fast, predicts what is coming
98
speech perception is almost entirely sensory
passive model
99
stresses link between speech perception and speech production knowledge of how sounds are produced factor in speech recognition
active
100
cognitive energy or intellectual resources are used to identify speech
active
101
little to no use of cognitive resources
passive
102
multimodal
multiple senses touch vision auditory
103
explain the ELU model
multiple input goes into implicit processing brain takes this info and puts it together looking for a match in long term memory match = automatic understanding no match = no understanding (unless context) now explicit processing occurs & pulls info to understand
104
what are easy matches
familiar talker, familiar conversation topic, quiet environment
105
what are mismatches
occurs when there is mismatch between current speech and long term memory arises when speech is distorted
106
Speaker characteristics: What characteristics of a speaker would make speech hard to hear?
foreign accent how fast the talk people who are developing speech are difficult to understand (kids) dialect
107
environmental conditions
reverberations noise signal to noise ratio direction it comes from distance
108
auditory/cognition
HL or hearing ability (chl vs snhl, etc.) differing abilities cognitively
109
factors determine how easy/difficult it is for someone to understand speech
speaker characteristics environmental conditions auditory/cognition
110
mismatch is more likely
unfamiliar talker accent/dialect familiar talker but with distortions noisy environment, distractions, distance hearing loss/impaired cognition
111
Explain the difference between implicit and explicit processing. When does each occur?
implicit = automatic, bottom up processing explicit = deliberate/intentinoal, top down processing
112
Explain the predictive role of working memory in speech/language processing
implicit fast predict based on knowledge of sound, context and speaker predicts what is coming
113
Explain the postdictive role of working memory in speech/language processing
explicit slow thiking after the situation determine what it was after and use the context you heard to figure out the missing piece there is a part of speech stream you didnt understand and holds in memory and processes it after the fact to understand
114
Explain how hearing aids can both reduce and increase the working memory capacity required for speech/language processing
Hearing aids can reduce the amount of working memory capacity required by increasing audibility of the stimulus Can increase the amount of working memory capacity required by introducing unwanted distortion
115
Define listening effort
specific form of mental effort that occurs when a task involves listening
116
Explain the three categories for measuring listening effort and give an example of each.
physiological: pupils, EEG, saliva fMRI Self report: survey questionnaire behavioral - dual task paradigm shows decreased secondary task performance
117
Explain a dual-task paradigm (one example of a behavioral method for measuring listening effort)
1. primary task is always a speech task 2. secondary task is harder (tracking, recall, attention) results cannot be compared across
118
when someone allocates cognitive resources for listening (increased listening effort) this means that there are fewer cognitive resources to carry out other tasks tasks
true
119
effort
explicit
120
automatic
implicit
121
When we say there is a strong association between cognitive measures and speech in noise performance, are we talking about individual differences in cognitive abilities or are we talking about cognitive decline vs. normal cognition?
we are talking about the individual differences in cognitive abilities
122
ELU model
We have language in the long term and as info comes in the multimodal info is put together and looks for a match, if there is one in long term, understanding automatically occurs. An easy match is familiar talker or topic of conversation, quiet environment with short distance. For example, you ask a friend how they are and they say fine. if it doesn’t match what is in long term, there is no understanding immediately and explicit understanding takes place and pulls in additional resources to understand and it is deliberate and effortful. A difficult match is an unfamiliar talker with an accent/dialect or there are distortions, noisy environment, hL or impaired cognition. For example, you go to a coffee shop and ask what a latte is but it is noisy and you misheard so you ordered it thinking it was drip coffee but it was espresso.
123
Hearing aids can increase the amount of working memory capacity by adding unwanted distortion
true
124
Hearing aids can reduce the amount of working memory capacity that is needed and does so by increasing the audibility of the stimulus
true
125
Explain the three primary ways listening effort is measured. Give an example of each.
Physiologic – pupillometry during a listening task Self-Report- answer survey-type questions Behavioral- dual-task paradigm
126
Define fatigue as it relates to speech processing.
No universally accepted definition, but something like- feeling of tiredness, exhaustion, lack of energy due to listening demands
127
Differentiate between listening effort and fatigue as it relates to speech processing.
Listening effort refers to the mental effort that is expended during speech processing. Listening-related fatigue can occur as a result of continuous effort.
128
What are some potential consequences for a person who experiences listening-related fatigue?
Feeling tired or exhausted, avoiding situations,
129
What are some coping strategies that people with hearing loss use to reduce listening-related fatigue?
Hearing devices (use or removal) Rest Modify situation Avoidance, withdrawal, isolation “push through” and stay engaged Use good communication skills
130
Explain how people with hearing loss can experience listening-related fatigue (physically, cognitively, socially, emotionally) with examples.
Physical- tired, low energy, exhausted Social- avoidance, withdrawal, isolation Emotional- frustration, anger, sadness, stress, disappointment Cognitive- difficulty concentrating, difficulty remembering

AUDE 5440 Cog & Speech Perception (3 decks)

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