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AUDE 5440 Cog & Speech Perception > Final Exam Study Guide > Flashcards

Final Exam Study Guide Flashcards

1
Q

Define fatigue as it relates to speech processing.

A

feeling of being tired after sustained listening of speech

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2
Q

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

A

effort is something you do in the moment, allocation of resources to do the listening and fatigue is how you feel at the end of the day

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3
Q

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

A

bad attitude, irritable, shorter attention span, can affect cognitive processing, how you make decisions

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4
Q

How is listening-related fatigue measured?

A

Self-report
Physical, emotional, cognitive
Effects of fatigue on

Physiologic
Salivary cortisol levels

Behavioral
WRS, word recall, response time while completing sustained speech dual-task

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5
Q

What situations might lead to listening-related fatigue?

A

noise and hearing to hear over it like being outside, riding on a train

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6
Q

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

A

rest, isolation, skipping school, use of hearing aids or taking them out, proactive engagement

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7
Q

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

A

physical: feeling tired
cognitive: decreased ability to remember things
social: avoidance
emotional: stress, cranky, tired

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8
Q

what are external situational determinants of listening-related fatigue

A

Noisy conditions
Large groups
Listening for a long time
Difficulty with certain talkers

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9
Q

what are internalsituational determinants of listening-related fatigue

A

Urgency or importance of situation
Relationship of listener to talker
Perceived effort to participate
Required participation

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10
Q

What are some effects of listening-related fatigue?

A

Physical
Feeling tired
Low energy
Exhausted

Social
Avoidance
Withdrawal
Isolation

Emotional
Frustration
Anger
Sadness
Stress
Disappointment

Cognitive
Difficulty concentrating
Difficulty remembering

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11
Q

Define efficacy and effectiveness and explain why the difference is important. Be able to recognize examples of each

A

Efficacy
Does it work in the lab?
Controlled conditions
SNR, speech material, task, degree and type of hearing loss, age and cognitive status of participant
“ideal” conditions

Effectiveness
Does it work outside of the lab?
Anything goes!

Efficacy- the treatment works under controlled conditions
Effectiveness- the treatment works outside of the lab
Treatment may work under controlled conditions but not outside of the lab. Lab-based studies may tell us that a specific treatment works but outside of the lab it may not.

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12
Q

How is the Vanderbilt fatigue scale administered?

A

it is a questionnaire
they rate how often each of these situations apply

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13
Q

There are two factors that come into play when considering cochlear hearing loss and speech perception, sensitivity and distortion. Define each of these.

A

sensitivity is caused by pure tone threshold hearing loss; the audibility (did they hear it yes or not). no sensitivity will cause you to not here the signal
HA’s address this well

distortion is impairment or disorder within the auditory or cognitive system
loss of nonlinearity of cochlea, age, neuropathology, cognitive impairment
disorder in the cochlea or beyond
broadening of filters etc.

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14
Q

what causes sensitivity loss?

A

noise exposure, ototoxicity, (damage to hair cells

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15
Q

would fluid in the ear cause sensitivity loss?

A

yes but will not cause a distortion lsos because this happens in cochlea and beyond
conductive pathology only causes sensitivity loss but not distortion

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16
Q

Restoring or providing audibility addresses which of these? Does providing audibility completely take care of any speech perception difficulty? Why or why not?

A

sensitivity

if you make sounds louder, just audibility alone can it take care of speech issues? no because it only addresses the sensitivity part

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17
Q

What does the ear (auditory system) do?

A

amplifies, compresses and anaylzes frequencies

it is a nonlinear signal processors (ear, cochlear)
when it gets interrupted then distortion and sensitivity occurs
by amplifying to make up for sensitivity only addresses audibility and not distortion

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18
Q

what interactions across the BM result from nonlinear processing

A

two tone suppression
distortion products

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19
Q

when the signal youre hearing is different than what is in your long term memory. what addresses this?

A

ELU model - applies to someone who has acquired HL over time and what is in their long term memory is different than what they are getting due to the loss of OHC

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20
Q

Define and describe two frequency interactions across the basilar membrane that result from nonlinear signal processing.

A

two tone suppression & distortion product

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21
Q

Discuss at least three consequences of loss of nonlinear processing on the basilar membrane.

A

reduce frequency selectivity (reduced ability to ell two sounds apart), reduced of tonotopic (lose HF definition, whole bm becomes sensitive to lf and not hf) & loss of two tone suppression (lose peaks, everything becomes a flat line)

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22
Q

There are two factors that come into play when considering cochlear hearing loss and speech perception, sensitivity and distortion. Define each of these. What causes sensitivity loss? What causes distortion in the auditory system?

A

Sensitivity (loss of audibility)- Caused by pure tone threshold loss
Distortion (distortion within the listener’s auditory system)- Can be caused by outer hair cell loss (focus this week is effects of loss of nonlinearity because of OHC loss)- leads to reduced frequency selectivity, reduced tonotopic organization of the BM, loss of 2-tone suppression and distortion products
Cochlear synaptopathy is another cause of distortion in the auditory system

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23
Q

Restoring or providing audibility addresses which of these (from the previous question)? Does providing audibility completely take care of any speech perception difficulty? Why or why not?

A

No.
It comes close in quiet but not completely, particularly if there is a lot of distortion within the auditory-cognitive system. Addressing audibility does not address distortion.

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24
Q

two tone suppression

A

when two tones are close together in frequency, the one with the greater intensity will be amplified and the one with the lesser intensity suppressed

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25
Q

what are 2 frequency interactions across the basilar membrane that result from nonlinear signal processing.

A

2 tone suppression
distortion products

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26
Q

distortion products

A

a third tone is generated when two tones are presented. They have to be mathematically related for this to occur which you probably learned in OAE class. Enough for this class to describe that a third tone is created in the presence of two tones, in a nonlinear system.

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27
Q

Discuss at least three consequences of loss of nonlinear processing on the basilar membrane.

A

Tonotopy shifts, best frequency shifts to lower frequency
Loss of 2-tone suppression and distortion products as discussed in (4). This results in a completely different pattern of neural firing that is not restored with amplification.
Loss of or reduction of frequency selectivity and frequency resolution. This makes it more difficult to tell speech sounds apart (vowels differing only in F1, for example) and more difficulty identifying speech sounds in the presence of noise.

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28
Q

Which type of auditory nerve fiber has a low (level) threshold, high spontaneous rate or low spontaneous rate? Which type of auditory nerve fiber has a high (level) threshold, high spontaneous rate or low spontaneous rate? Which of these is affected in cochlear synaptopathy?

A

Low threshold = high spontaneous firing rate
High threshold = low spontaneous firing rate

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29
Q

What do we mean when we say that hearing loss causes distortions in neural activity patterns? What does this mean for amplification? How does this fit into our understanding of the ELU model of speech/language processing?

A

Because of the nonlinear cochlea, responses to sound inputs of varying frequencies results in patterns of excitation that are different from the auditory nerve fiber excitation that would be expected for a single-frequency stimulus. These patterns of excitation are what the brain has come to associate with certain speech sounds. If these patterns are changed due to loss of cochlear nonlinearity, a mismatch between the signal and what is stored in long term memory will occur. This will lead to explicit, effortful processing of speech/language.

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30
Q

How does cochlear synaptopathy affect speech processing? In a very broad sense, how would you measure degeneration of these synapses (threshold measures or supra-threshold measures)? Is threshold testing that we do in the clinic sensitive to degeneration of these synapses?

A

Cochlear synaptopathy makes it difficult to perceive changes in amplitude (very important for speech understanding) especially at higher levels and in noise.
This would be measured at a supra-threshold level, not at threshold. Pure tone threshold testing is not sensitive to this.

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31
Q

Explain why someone with cochlear synaptopathy might be able to process speech in quiet with minimal difficulty but would have significant difficulty processing speech in noise.

A

Cochlear synaptopathy affects hearing for high level inputs but does not adversely affect hearing for low level inputs. In a quiet situation, there is generally enough information contained in the low-level inputs for speech understanding to occur. In noisy situations, the low-level sounds are masked by the noise. The only sounds available to the auditory system, then, are the high-level sounds, which are affected by cochlear synaptopathy.

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32
Q

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

A

higher value

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33
Q

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

A

d-prime is independent of pass-fail criteria

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34
Q

which is to identify cochlear dead regions?

A

The TEN noise is designed to mask off-frequency listening

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35
Q

Which of the following exemplifies or defines top-down processing?

all of the information necessary to process speech is contained in the acoustic signal
a listener uses prior knowledge to process speech
knowing the topic of conversation helps a listener process speech
a listener uses context to process speech
a listener uses expectations to process speech

A

a listener uses prior knowledge to process speech
knowing the topic of conversation helps a listener process speech
a listener uses context to process speech
a listener uses expectations to process speech

36
Q

measures the number of words that can be recalled while also identifying if a word is a noun or verb

A

Working memory

37
Q

Stroop task

A

inhibition

38
Q

Sort pictures into categories

A

semantic knowledge

39
Q

measures the number of letters that can be recalled accurately and in order

A

Short term memory

40
Q

trail-making task

A

Executive function

41
Q

reaction time task

A

Processing speed

42
Q

task is to respond to all the black letters; participant sees imagees containing letters and numbers; the task is to press a space bar

A

Attention

43
Q

slow deliberate effortful

A

explicit processing

44
Q

rapid, automatic, relatively effortless

A

implicit processing

45
Q

For a dual-task paradigm, the primary task must always be a speech task (if measuring listening effort).
Which of the following could be used as a secondary task when measuring listening effort? Select all that apply
recall task
speech recognition threshold in noise task
reaction time task
tracking task
attention task

A

recall task
reaction time task
tracking task
attention task

46
Q

True/False. Hearing aids can potentially both increase AND decrease the amount of cognitive effort required to process speech.

A

true

47
Q

what 3 general ways can listening effort be measured

A

self report
behavioral
physiologic

48
Q

survey question

A

self report

49
Q

dual task paradigm

A

behavioral

50
Q

pupillometry

A

physiologic

51
Q

shown to work in controlled ideal setting

A

efficacy

52
Q

shown to work in real-word setting

A

effectiveness

53
Q

Which of the following are lost or reduced with outer hair cell cochlear hearing loss? Select all that apply.

semantic knowledge
two-tone suppression
top-down processing
pure tone sensitivity
cochlear tonotopicity
distortion products

A

two-tone suppression
pure tone sensitivity
cochlear tonotopicity
distortion products

54
Q

We discussed a type of “hidden hearing loss” in this class that is sometimes referred to as cochlear synaptopathy. While we do not yet know for sure how manifests in humans, the mouse model suggests it is a result of damaged cochlear inner hair cell synapses, resulting in a loss of information relayed to the auditory nerve fiber. Which type of auditory nerve fiber is affected?

A

those responsible for higher-lever inputs

55
Q

Select all the statements below that are true regarding the type of “hidden hearing loss” referred to as cochlear synaptopathy. Assume everything else in the auditory-cognitive system is intact and functioning typically.

pure tone thresholds are unaffected
affects the ability to process complex auditory information at suprathreshold levels
can be addressed using wide dynamic range compression
is correlated with middle ear pathology
speech in quiet is not significantly impacted
affects speech in noise processing

A

pure tone thresholds are unaffected
affects the ability to process complex auditory information at suprathreshold levels
speech in quiet is not significantly impacted
affects speech in noise processing

56
Q

True or false. Speech in quiet ability typically correlates with speech in noise ability.

A

false

57
Q

A speech in noise test has been developed and normed on young adult listeners with hearing thresholds no poorer than 15 dB at any frequency. The typically-hearing listeners were able to achieve 50% correct at an SNR of 4 dB.
You test a patient using this test and they need a more favorable SNR. They are able to achieve 50% correct at an SNR of 9 dB.
What is the SNR loss in dB? Enter the number only.

A

5 dB

58
Q

can compare aided vs. unaided

A

soundfield

59
Q

can compare monaural vs. binaural

A

headphones/inserts

60
Q

this transducer type is more commonly available

A

headphones/inserts

61
Q

calibration/standardization is easier

A

headphones/inserts

62
Q

Which of the following speech characteristics have an associated visual cue? Select the option if there is a visual cue at least some of the time.

syllable information
voice onset time
voice fundamental frequency
speaker emotion
place of articulation

A

syllable information
speaker emotion
place of articulation

63
Q

what is d prime

A

is a measure of test sensitivity that is independent of pass-fail criteria

64
Q

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

A

higher value

65
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

66
Q

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

67
Q

Define the terms model and theory

A

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

68
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

69
Q

describe bottom up

A

easy
info is in the acoustic signal
analyzed in the auditory pathway
implicit (automatic)
doesn’t use the brain at all because it is quick and automatic

70
Q

describe top down

A

more difficult
uses prior knowledge and expectations
explicit
higher level cognitive function is involved in identifying and analyzing speech sounds

71
Q

active and passive models of speech perception

A

active: 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

passive: speech perception is almost entirely sensory
little to no use of cognitive resources

72
Q

Name the 8 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

73
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

74
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

75
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

76
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

77
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

78
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 - increased the set size and they have to tell them to make a judgment of the letter

79
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 function - trail making task

80
Q

Describe the Ease of Language Understanding 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.

81
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

82
Q

explain predictive roles

A

you predict based on the knowledge of sound, the context, the speaker etc.
implicit process
fast
facilitates the match of what is in working memory

83
Q

explain postdictive roles

A

you figure out what it was after and you use the context you heard to figure out the missing piece
explicit process
slow, deliberate

84
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

85
Q

Explain a dual-task paradigm (one example of a behavioral method for measuring listening effort) and be able to draw/interpret a graph showing dual-task data.

A

primary task
always a speech task
secondary task
pursuit/tracking
recall
generate random patterns
attention task
semantic judgement task

86
Q

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

A

true

87
Q
A

AUDE 5440 Cog & Speech Perception (3 decks)

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