TY - GEN
T1 - Effects of short-term implicit voice familiarization on children's speech-in-noise recognition
AU - Flaherty, Mary
AU - Price, Rachael
N1 - Publisher Copyright:
© 2023 Flaherty & Price. This is an open-access article distributed under the terms of the Creative Commons Attribution 3.0 Unported License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
PY - 2023
Y1 - 2023
N2 - The goal of this study was to evaluate the extent to which implicit voice familiarization via an interactive computer game can improve children's ability to recognize words presented in classroom noise. Children's (8-12 yrs.) closed-set word recognition was measured in a classroom noise masker before and after voice familiarization. Target words were spoken by two females, one the children would be familiarized with (“familiar talker”), and one they would not (“unfamiliar talker”). Following the pre-test, children were given a take-home computer game, designed for this study, to be played for 10 minutes a day for 5 days. During the game, children heard one voice (“familiar talker”) instructing them to move their avatar towards various objects. Children then returned to the lab for the post-test. To evaluate the benefit of voice familiarity and test for generalization effects, four conditions were tested (pre- and post-gameplay): (1) familiar talker, familiar words, (2) unfamiliar talker, familiar words (3) familiar talker, unfamiliar words, and (4) unfamiliar talker, unfamiliar words. Working memory, attention, and inhibitory control were measured using the NIH toolbox cognition subtests. Preliminary results indicate word recognition improved for conditions with the familiar talker, highlighting the importance of knowledge-based factors during children's speech-in-noise recognition.
AB - The goal of this study was to evaluate the extent to which implicit voice familiarization via an interactive computer game can improve children's ability to recognize words presented in classroom noise. Children's (8-12 yrs.) closed-set word recognition was measured in a classroom noise masker before and after voice familiarization. Target words were spoken by two females, one the children would be familiarized with (“familiar talker”), and one they would not (“unfamiliar talker”). Following the pre-test, children were given a take-home computer game, designed for this study, to be played for 10 minutes a day for 5 days. During the game, children heard one voice (“familiar talker”) instructing them to move their avatar towards various objects. Children then returned to the lab for the post-test. To evaluate the benefit of voice familiarity and test for generalization effects, four conditions were tested (pre- and post-gameplay): (1) familiar talker, familiar words, (2) unfamiliar talker, familiar words (3) familiar talker, unfamiliar words, and (4) unfamiliar talker, unfamiliar words. Working memory, attention, and inhibitory control were measured using the NIH toolbox cognition subtests. Preliminary results indicate word recognition improved for conditions with the familiar talker, highlighting the importance of knowledge-based factors during children's speech-in-noise recognition.
KW - children
KW - familiarity training
KW - implicit learning
KW - speech recognition
KW - talker familiarity
UR - http://www.scopus.com/inward/record.url?scp=85191242444&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85191242444&partnerID=8YFLogxK
M3 - Conference contribution
AN - SCOPUS:85191242444
T3 - Proceedings of Forum Acusticum
BT - Forum Acusticum 2023 - 10th Convention of the European Acoustics Association, EAA 2023
PB - European Acoustics Association, EAA
T2 - 10th Convention of the European Acoustics Association, EAA 2023
Y2 - 11 September 2023 through 15 September 2023
ER -