The Contribution of Cognitive Factors to Individual Differences in Understanding Noise-Vocoded Speech in Young and Older Adults
Noise-vocoded speech is commonly used to simulate the sensation after cochlear implantation as it consists of spectrally degraded speech. High individual variability exists in learning to understand both noise-vocoded speech and speech perceived through a cochlear implant (CI). This variability is p...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2017-06-01
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| Series: | Frontiers in Human Neuroscience |
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| Online Access: | http://journal.frontiersin.org/article/10.3389/fnhum.2017.00294/full |
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| author | Stephanie Rosemann Stephanie Rosemann Carsten Gießing Jale Özyurt Rebecca Carroll Rebecca Carroll Sebastian Puschmann Christiane M. Thiel Christiane M. Thiel |
| author_facet | Stephanie Rosemann Stephanie Rosemann Carsten Gießing Jale Özyurt Rebecca Carroll Rebecca Carroll Sebastian Puschmann Christiane M. Thiel Christiane M. Thiel |
| author_sort | Stephanie Rosemann |
| collection | DOAJ |
| description | Noise-vocoded speech is commonly used to simulate the sensation after cochlear implantation as it consists of spectrally degraded speech. High individual variability exists in learning to understand both noise-vocoded speech and speech perceived through a cochlear implant (CI). This variability is partly ascribed to differing cognitive abilities like working memory, verbal skills or attention. Although clinically highly relevant, up to now, no consensus has been achieved about which cognitive factors exactly predict the intelligibility of speech in noise-vocoded situations in healthy subjects or in patients after cochlear implantation. We aimed to establish a test battery that can be used to predict speech understanding in patients prior to receiving a CI. Young and old healthy listeners completed a noise-vocoded speech test in addition to cognitive tests tapping on verbal memory, working memory, lexicon and retrieval skills as well as cognitive flexibility and attention. Partial-least-squares analysis revealed that six variables were important to significantly predict vocoded-speech performance. These were the ability to perceive visually degraded speech tested by the Text Reception Threshold, vocabulary size assessed with the Multiple Choice Word Test, working memory gauged with the Operation Span Test, verbal learning and recall of the Verbal Learning and Retention Test and task switching abilities tested by the Comprehensive Trail-Making Test. Thus, these cognitive abilities explain individual differences in noise-vocoded speech understanding and should be considered when aiming to predict hearing-aid outcome. |
| first_indexed | 2024-12-19T17:38:40Z |
| format | Article |
| id | doaj.art-6f449c22bc174eebabf53f66d53f52f1 |
| institution | Directory Open Access Journal |
| issn | 1662-5161 |
| language | English |
| last_indexed | 2024-12-19T17:38:40Z |
| publishDate | 2017-06-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Human Neuroscience |
| spelling | doaj.art-6f449c22bc174eebabf53f66d53f52f12022-12-21T20:12:16ZengFrontiers Media S.A.Frontiers in Human Neuroscience1662-51612017-06-011110.3389/fnhum.2017.00294256772The Contribution of Cognitive Factors to Individual Differences in Understanding Noise-Vocoded Speech in Young and Older AdultsStephanie Rosemann0Stephanie Rosemann1Carsten Gießing2Jale Özyurt3Rebecca Carroll4Rebecca Carroll5Sebastian Puschmann6Christiane M. Thiel7Christiane M. Thiel8Biological Psychology, Department of Psychology, European Medical School, Carl von Ossietzky Universität OldenburgOldenburg, GermanyBiological Psychology, Department of Psychology, European Medical School, Carl von Ossietzky Universität OldenburgOldenburg, GermanyBiological Psychology, Department of Psychology, European Medical School, Carl von Ossietzky Universität OldenburgOldenburg, GermanyBiological Psychology, Department of Psychology, European Medical School, Carl von Ossietzky Universität OldenburgOldenburg, GermanyCluster of Excellence “Hearing4all”, Carl von Ossietzky Universität OldenburgOldenburg, GermanyInstitute of Dutch Studies, Carl von Ossietzky Universität OldenburgOldenburg, GermanyBiological Psychology, Department of Psychology, European Medical School, Carl von Ossietzky Universität OldenburgOldenburg, GermanyBiological Psychology, Department of Psychology, European Medical School, Carl von Ossietzky Universität OldenburgOldenburg, GermanyCluster of Excellence “Hearing4all”, Carl von Ossietzky Universität OldenburgOldenburg, GermanyNoise-vocoded speech is commonly used to simulate the sensation after cochlear implantation as it consists of spectrally degraded speech. High individual variability exists in learning to understand both noise-vocoded speech and speech perceived through a cochlear implant (CI). This variability is partly ascribed to differing cognitive abilities like working memory, verbal skills or attention. Although clinically highly relevant, up to now, no consensus has been achieved about which cognitive factors exactly predict the intelligibility of speech in noise-vocoded situations in healthy subjects or in patients after cochlear implantation. We aimed to establish a test battery that can be used to predict speech understanding in patients prior to receiving a CI. Young and old healthy listeners completed a noise-vocoded speech test in addition to cognitive tests tapping on verbal memory, working memory, lexicon and retrieval skills as well as cognitive flexibility and attention. Partial-least-squares analysis revealed that six variables were important to significantly predict vocoded-speech performance. These were the ability to perceive visually degraded speech tested by the Text Reception Threshold, vocabulary size assessed with the Multiple Choice Word Test, working memory gauged with the Operation Span Test, verbal learning and recall of the Verbal Learning and Retention Test and task switching abilities tested by the Comprehensive Trail-Making Test. Thus, these cognitive abilities explain individual differences in noise-vocoded speech understanding and should be considered when aiming to predict hearing-aid outcome.http://journal.frontiersin.org/article/10.3389/fnhum.2017.00294/fullvocoded speechworking memoryvocabulary sizeverbal learningText Reception Threshold |
| spellingShingle | Stephanie Rosemann Stephanie Rosemann Carsten Gießing Jale Özyurt Rebecca Carroll Rebecca Carroll Sebastian Puschmann Christiane M. Thiel Christiane M. Thiel The Contribution of Cognitive Factors to Individual Differences in Understanding Noise-Vocoded Speech in Young and Older Adults Frontiers in Human Neuroscience vocoded speech working memory vocabulary size verbal learning Text Reception Threshold |
| title | The Contribution of Cognitive Factors to Individual Differences in Understanding Noise-Vocoded Speech in Young and Older Adults |
| title_full | The Contribution of Cognitive Factors to Individual Differences in Understanding Noise-Vocoded Speech in Young and Older Adults |
| title_fullStr | The Contribution of Cognitive Factors to Individual Differences in Understanding Noise-Vocoded Speech in Young and Older Adults |
| title_full_unstemmed | The Contribution of Cognitive Factors to Individual Differences in Understanding Noise-Vocoded Speech in Young and Older Adults |
| title_short | The Contribution of Cognitive Factors to Individual Differences in Understanding Noise-Vocoded Speech in Young and Older Adults |
| title_sort | contribution of cognitive factors to individual differences in understanding noise vocoded speech in young and older adults |
| topic | vocoded speech working memory vocabulary size verbal learning Text Reception Threshold |
| url | http://journal.frontiersin.org/article/10.3389/fnhum.2017.00294/full |
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