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AUDE 5440 Cog & Speech Perception > Exam 1 > Flashcards

Exam 1 Flashcards

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
Q

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

A

Highet

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26
Q

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

A

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

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27
Q

Explain how the TEN test is able to identify 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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28
Q

differentiate on-frequency listening vs. off-frequency listening using the schematic

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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29
Q

Define the terms model and theory

A

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

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30
Q

what are 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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31
Q

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

A

physical representation
ex: 3d printed model
computer
program
animal
testing on mice

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32
Q

more overlap =

A

less sensitive

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33
Q

closer the peaks are =

A

less sensitive

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34
Q

less overlap =

A

more sensitive

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35
Q

what are the cognitive abilities

A

attention
processing speed
inhibition
short term/working memory
executive function
semantic knowledge/semantic memory

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36
Q

what are four different tests of cognitive abilities

A
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37
Q

exclude the possibility of a particular condition/disorder as part of a diagnosis

A

rule out

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38
Q

include the possibility of a particular condition/disorder as part of a diagnosis

A

rule in

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39
Q

what is bottom up processing

A

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

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40
Q

top down processing

A

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

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41
Q

makes assumptions based on prior knowledg

A

top down processing

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42
Q

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);

A

bottom up procesisng

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43
Q

Listener uses prior knowledge and expectations to recognize speech, using higher-level cognitive operations

A

top down processing

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44
Q

what is active processing of speech

A

listener draws upon knowledge of how sounds are produced, using cognitive energy and intellectual resources (a top-down theory);

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45
Q

what is passive processing of speech

A

speech perception is almost entirely sensory (auditory pathway) (a bottom-up theory)

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46
Q

Perceptual grouping of speech sounds

A
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47
Q

factors that contribute to speech understanding

A

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

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48
Q

what are the terms under cognition

A

selective attention

processing speed

inhibition

memory (working)

executive function

semantic knowledge

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49
Q

what is attention

A

ability to attend to a desired target

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50
Q

what is processing speed

A

how quickly you process information

the amount of time it takes to process and react to a stimulus

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51
Q

inhibition

A

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

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52
Q

short term memory

A

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

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53
Q

working memory

A

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
Q

executive functioning

A

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
Q

semantic knowledge/semantic memory

A

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
Q

Each of the cognitive abilities here tend to decline with age EXCEPT

A

semantic knowledge

57
Q

why might older adults score better in semantic knowledge than younger?

A

they know more words and topics, they have more experience and can fill in the blanks easier

58
Q

4 examples of how our brains are in play during speech perception

A

Perceptual grouping of speech sounds
Segmentation of speech into meaningful units
Comprehension of distorted and degraded speech (perceptual learning mechanisms)
Categorical perception

59
Q

perceptual grouping of speech sounds

A

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
Q

segmentation of speech into meaningful units

A

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
Q

what are cues of segmented connected speech

A

Suprasegmentals
Probability of occurrence
Recognition of meaningful units

62
Q

perceptual learning of distorted speech

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

A listener can learn to comprehend speech that is lacking conventional cues (foreign accent, child learning to talk, presence of interference/noise).

63
Q

categorical perception

A

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
Q

act on relatively unprocessed representation of speech

A

top down

65
Q

Speech production and speech perception are linked

A

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
Q

Ganong effect

A

listener is more likely to perceive a real word if VOT is somewhat ambiguous (kiss vs. giss)

67
Q

Describe three ways in which speech production and speech perception are linked

A

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
Q

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.

A

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
Q

Ability to attend to a desired target in the presence of a distractor

A

attention

70
Q

example of how attention is measured

A

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
Q

example of how to measure procesing speed

A

Reaction time experiments

72
Q

The amount of time to process and react to a stimulus

A

processing speed

73
Q

The ability to inhibit extraneous information when responding to a target

A

inhibition

74
Q

how to measure inhibition

A

Stroop very common test of inhibition

75
Q

Number of items able to be stored in memory for a short period of time

A

short term memory

76
Q

how to measure short term

A

Letter, digit, or word span

77
Q

Simultaneously store and process information

A

working memory

78
Q

how to measure working memory

A

Recalling digits in reverse order as one example, there are many ways to measure working memory span

79
Q

Control of cognitive processes, includes planning, adapting to rapidly-changing situations, monitoring behavior (updating)

A

executive control

80
Q

measure of executive control

A

Trail-making task

81
Q

Knowledge that has been acquired, includes knowledge of how things work, things that are common knowledge

A

semantic knowledg3

82
Q

measures for semantic knowledge

A

Category fluency, picture naming, word-to-picture matching, picture sorting, word sorting

83
Q

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.

A

reaction time/processing speed

84
Q

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.

A

inhibition/stroop test

85
Q

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.

A

semantic knowledge/semantic memory

86
Q

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.

A

short term memory

87
Q

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

A

working memory

88
Q

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.

A

selective attention

89
Q

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.

A

working memory

90
Q

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.

A

executive fxn

91
Q

hear speech as a stream of sounds

A

perceptual grouping of sounds

92
Q

breaking the stream up into words (using cues)

A

segmentation of speech into meaningful units

93
Q

categorizing sounds (ex: p, b, have different VOT)

A

categorical perception

94
Q

what is implicit processing

A

quick, bottom up, automatic

95
Q

what is explicit processing

A

effortful, top down, DELIBERATE

96
Q

postdictive

A

explicit, slow, think after the situation

97
Q

predictive

A

implicit, fast, predicts what is coming

98
Q

speech perception is almost entirely sensory

A

passive model

99
Q

stresses link between speech perception and speech production
knowledge of how sounds are produced factor in speech recognition

A

active

100
Q

cognitive energy or intellectual resources are used to identify speech

A

active

101
Q

little to no use of cognitive resources

A

passive

102
Q

multimodal

A

multiple senses
touch
vision
auditory

103
Q

explain the ELU model

A

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
Q

what are easy matches

A

familiar talker, familiar conversation topic, quiet environment

105
Q

what are mismatches

A

occurs when there is mismatch between current speech and long term memory arises when speech is distorted

106
Q

Speaker characteristics: What characteristics of a speaker would make speech hard to hear?

A

foreign accent
how fast the talk
people who are developing speech are difficult to understand (kids)
dialect

107
Q

environmental conditions

A

reverberations
noise
signal to noise ratio
direction it comes from
distance

108
Q

auditory/cognition

A

HL or hearing ability (chl vs snhl, etc.)
differing abilities cognitively

109
Q

factors determine how easy/difficult it is for someone to understand speech

A

speaker characteristics

environmental conditions

auditory/cognition

110
Q

mismatch is more likely

A

unfamiliar talker
accent/dialect
familiar talker but with distortions
noisy environment, distractions, distance
hearing loss/impaired cognition

111
Q

Explain the difference between implicit and explicit processing. When does each occur?

A

implicit = automatic, bottom up processing
explicit = deliberate/intentinoal, top down processing

112
Q

Explain the predictive role of working memory in speech/language processing

A

implicit
fast
predict based on knowledge of sound, context and speaker
predicts what is coming

113
Q

Explain the postdictive role of working memory in speech/language processing

A

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
Q

Explain how hearing aids can both reduce and increase the working memory capacity required for speech/language processing

A

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
Q

Define listening effort

A

specific form of mental effort that occurs when a task involves listening

116
Q

Explain the three categories for measuring listening effort and give an example of each.

A

physiological: pupils, EEG, saliva fMRI

Self report: survey questionnaire

behavioral - dual task paradigm shows decreased secondary task performance

117
Q

Explain a dual-task paradigm (one example of a behavioral method for measuring listening effort)

A
  1. primary task is always a speech task
  2. secondary task is harder (tracking, recall, attention)

results cannot be compared across

118
Q

when someone allocates cognitive resources for listening (increased listening effort) this means that there are fewer cognitive resources to carry out other tasks
tasks

A

true

119
Q

effort

A

explicit

120
Q

automatic

A

implicit

121
Q

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?

A

we are talking about the individual differences in cognitive abilities

122
Q

ELU model

A

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
Q

Hearing aids can increase the amount of working memory capacity by adding unwanted distortion

A

true

124
Q

Hearing aids can reduce the amount of working memory capacity that is needed and does so by increasing the audibility of the stimulus

A

true

125
Q

Explain the three primary ways listening effort is measured. Give an example of each.

A

Physiologic – pupillometry during a listening task
Self-Report- answer survey-type questions
Behavioral- dual-task paradigm

126
Q

Define fatigue as it relates to speech processing.

A

No universally accepted definition, but something like- feeling of tiredness, exhaustion, lack of energy due to listening demands

127
Q

Differentiate between listening effort and fatigue as it relates to speech processing.

A

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
Q

What are some potential consequences for a person who experiences listening-related fatigue?

A

Feeling tired or exhausted, avoiding situations,

129
Q

What are some coping strategies that people with hearing loss use to reduce listening-related fatigue?

A

Hearing devices (use or removal)
Rest
Modify situation
Avoidance, withdrawal, isolation “push through” and stay engaged
Use good communication skills

130
Q

Explain how people with hearing loss can experience listening-related fatigue (physically, cognitively, socially, emotionally) with examples.

A

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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