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5440 - Cognition & Speech Perception > Midterm 1 > Flashcards

Midterm 1 Flashcards

1
Q

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

A

high d’ prime higher sensitive (higher value)
- low d’ is less sensitive (lower value)

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2
Q

the larger the distributions, the larger the d’ is and the ________ sensitive the test is

A

more

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3
Q

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

A
  • a higher d’ means your peaks are further apart and you have fewer false positives/negatives
  • a lower d’ means the peaks are closer together and you have more false positives
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4
Q

Explain how the TEN test is able to identify cochlear dead regions

A

PHOTO

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5
Q

Be able to differentiate on-frequency listening vs. off-frequency listening using the schematic

A

know that the noise played is going to mask any off frequency listening that’s occurring. Any tone would need to be louder than the noise to still hear it. If the tone isn’t louder and they still hear the tone ON FREQUENCY is occurring & there would be no cochlear dead region (tone and noise are at the same level)

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6
Q

Model

A

simplification of a system, representation of the system that can be used to test theories or explain phenomena

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7
Q

Theory

A

a statement abt a particular phenomenon, incorporating the underlying principles & assumptions, Used for making predictions

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8
Q

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

A
  1. Physical model (ex. von Bekesy model): sheets of rubber placed in tank of water
  2. Psychological model (animal): exposing animals to loud noise seeing how things change within the cochlea
  3. Computational model (computers): program a computer to run a similar simulator, used to mimic language acquisition
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9
Q

Distinguish between bottom up and top down processing

A

* Bottom up: all the information we need is in the acoustic signal and is processed (in auditory pathway) before it gets to the brain.
* Top down: using prior knowledge and expectations to recognize speech, using higher-level cognitive operations

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10
Q

Distinguish between active and passive models of speech perception

A

**Active: **actively thinking about how the sounds are produced as you hear it; stresses the link between speech perception and speech production, top-down
Passive: just sensory, not thinking about how the sounds were made; bottom up

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11
Q

Name and define the four categories of behavior evidence that speech perception involves both cognition and hearing, give examples of each

A
  • Perceptual grouping of speech sounds
  • Segmentation of speech into meaningful units
  • Comprehension of distorted and degraded speech (perceptual learning mechanism)
  • Categorical perception
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12
Q

Perceptual grouping of speech sounds

A

Taking any kind of sound in the environment and turning it into speech; listen to highly distorted speech can’t understand what their saying but if you know what they’re saying and go back and listen then you’d be able to understand it.

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13
Q

Segmentation of speech into meaningful units

A

If speech is in a language that the listener understands, the listener is able to segment a stream of speech into individual words, language unknown would sound like a stream of words.

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14
Q

Comprehension of distorted and degraded speech

A

listener can learn to comprehend speech that is lacking conventional cues. Perceptual learning occurs as this is the ability to learn and adjust to various talkers, leading to understanding talkers with varying voices. W/O cog influ same word different things

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15
Q

Categorical perception

A

manipulating what you hear using VOT; “P” vs “B” (voiced vs voiceless)

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16
Q

8 factors that contribute to speech understanding

A
  1. Speech signal itself
  2. Environment(noise, reverberation)
  3. Hearing aid features
  4. Context/predictability
  5. Individuals intention/motivation
  6. Listeners familiarity with the speakers accent & language
  7. Listeners sensory and cognitive abilities
  8. Masking type:
    - Informational: other speech
    - Energetic: non speech noise
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17
Q

Attention

A

The ability to attend to a desired target in the presence of a distractor, Respond to all the black letters w/ a series of images containing black and red letters

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18
Q

Processing speed

A

time it takes to process and react to a stimulus, reaction time

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19
Q

Inhibition

A

Inhibiting extraneous information; Stroop Test: Saying the color of the word but we are inhibiting the text.

20
Q

Short-term Memory

A

number of items able to be stored in memory in a short period of time; Given a set of numbers and have to repeat them back and they increase the numbers until you can’t repeat all of them correctly

21
Q

working memory

A

Simultaneously store and process information; Remembering instructions as you start an assignment

22
Q

Executive function

A

Cognitive ability to plan and adapt to rapidly changing situations; Trail-making task

23
Q

Semantic knowledge

A

use what we know to understand what is being said, A bag in a grocery store near fruits & veggies/know what its for

24
Q

Know that cognition is important for ________ processing in general, not only when talking about cognitive decline

A

speech/language

25
Q

Ease of Language Understanding Model
(ELU)

A

Encompasses/refers to implicit and explicit cognitive processes

26
Q

what is the timing order of ELU

A
  • integration of multimodal sensory input
  • look for match input/long term memory
  • match during implicit processing leads to understanding
  • if no match during implicit, explicit is needed
  • match during explicit processing leads to understanding
27
Q

implicit

A

automatic
- no thought required
- use for a simple speech, quiet

28
Q

explicit

A

deliberate or intentional
- use for a more difficult listening environment

29
Q

Predictive

A

Using the information to facilitate to “match” what comes next (implicit)

30
Q

Postdiction

A

Holding part of the speech stream you don’t understand and processing It after (explicit)

31
Q

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

A
  • Increase: They will introduce unwanted distortion, because HA are non-linear
  • Reduce: Making listening easier by increasing audibility
32
Q

listening effort

A

Allocation of resources to achieve a task

33
Q

three categories for measuring listening effort

A
  1. Physiologic
  2. Self-Report: answering survey questions (ex. Did you have to put a lot of effort in to hear what’s being said)
  3. Behavioral: dual-task paradigm
34
Q

physiologic measures

A

different things that occur within the body while testing occurs
- pupillometry during a listening task (not a lot of change in pupil size not a lot of listening effort)

35
Q

self report

A

asking the patient or prompting the patient to answer
answering survey questions (ex. Did you have to put a lot of effort in to hear what’s being said)

36
Q

behavioral measures

A

dual task paradigm is the most common way to measure listening effort in this category

37
Q

dual task paradigm (DTP)

A

two tasks performed individually then performed simultaneously
- primary task, always a speech task
- secondary tasks can be a variety of different ones

38
Q

with a DTP, you cannot compare _________ tasks

A

across

39
Q

what is the target percentage for a single task in a DTP

A

80%

40
Q

what cognitive ability can be tested by prompting the response to all black letters when presented with a series of images containing black and red letters

A

selective attention

41
Q

what cognitive ability could be tested by instructing the patient to press the spacebar when a circle appears on the screen

A

processing speed

42
Q

what cognitive ability could be tested by variation of the stroop test

A

inhibition

43
Q

what cognitive ability could be tested by prompting the patient to increase the number of digits in a number sequence to see how many digits they can recall

A

short term memory

44
Q

what cognitive ability could be tested by prompting the patient to increase the number of digits in a number sequence and have them repeat it backwards to see how many digits they can recall the number and present it backwards

A

working memory

45
Q

what cognitive ability could be tested by a trail making task

A

executive function

46
Q

what cognitive ability can be tested through category matching, picture naming, picture sorting and word sorting

A

semantic knowledge

5440 - Cognition & Speech Perception (3 decks)

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