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ARChapter 2
ARChapter 2
ARChapter 2
Hearing Acuity
&
Speech
Recognition
Chapter 3
Listener Stimulus
Variables Format
Cognitive Test-Restest
Ability Live
Variability
Com-
munication Linguistic Synthesized Altered
Mode Ability Speech Speech
Audition
vision alone Audition Only
Plus
Eber
– Sent-Ident
Speechreading Enhancement/
Auditory Enhancement
Benefit from adding a visual signal to an auditory signal
Refers to the benefit obtained from seeing and hearing a
speaker compared with auditory alone
– Difference or ratio between speech recognition performance in an
vision-only condition and an audition plus-vision condition
– Difference Score (AV-V)
– Normalized Difference (AV-V/100-V)
Sam J. (V=50% AV score = 75%)
– 75-50=25% enhancement (difference score AV-V)
– (75-50)/(100-50)=__% (normalized difference score)
Max H. (V score = 10% AV score = 55%)
– 55-10=45% visual enhancement
– (55-10)/(100-10)=__% (normalized difference score)
Integration Enhancement
Measure of ability to integrate auditory and
visual information
AV-[100-(100-A)+(100-V)]/100-[100-
(100-V)+(100-A)]
THE AUDITORY SANDWICH
First, listen.
HEAR
Visual cues:
• lip-reading
• printed word Then, if need be,
• cued speech SEE - SAY watch or say it.
• signs
Language
Communication
AUDITORY Cognition VISUAL
Choices reframed
A Av AV VA V
Flexibility is essential
A Av AV VA V
Stimulus Unit SNR
CAVET (word) 45 45 30
– Voicing frequency
– Intonation Synthesized
Speech
Altered
Speech
– Speech rate
– Clarity of articulation Recorded
– Physical characteristics
Synthesized speech
Altered speech
– Time-compressed
– Expanded
– Filtered
Question
Paired t-statistic:
A. Equivalent list
B. Learning effect
C. Clinical significance
D. Statistical significance
Significance
Within-
Subject
Clinical significance Statistical
Procedure
When a small change in performance
is clinically significant
Paired
When a real difference or change t-statistic
SRA=86%
SRA=62%
Listener Variables
Cognitive
Degree of hearing loss Ability
Com-
Cognitive abilities munication
Mode
Linguistic
Ability
learning words
Linguistic abilities
– Knowledge of language
Communication mode used
Multicultural
Effects
Ceiling effect
– Score 100%
– Perfect score
Floor effect
– Score 0%
– Miss all items
Example study
Test Reliability
Test reliability: degree to which a single
test score approximates the true score
Test Test
Test-retest variability: measure of Reliability Conditions
consistency from one test presentation to
the next
Test conditions: Variables affecting test-
retest variability:
– mode of presentation—live vs recorded
– location—test booth vs classroom
– talker—familiar vs unfamiliar, male vs female
– number times item repeated—once, twice,
etc. leads to better performance
Question
Same-different essentially means:
A. Detection
B. Discrimination
C. Identification
D. Comprehension
Response Format
Closed or limited set
Open
Open set Set
Auditory skill
Auditory
Skill
– Detection Closed
Set
– Discrimination
– Identification
– Comprehension
Diversity
Monolingual
Bilingual
1 2 3 4 5
5
Iowa Consonant Confusion Test
Closed set consonant (phoneme) recognition test
test can also be analyzed in terms of the listener's
ability to identify phonetic features:
– Chance performance for consonant voicing, manner, and
place of articulation identification is 50%, 33%, and 20%
respectively
– Example: Mr. S achieved a total score of 79% correct,
96% on voicing, 94% on manner, and 85% on place
10 consonants presented 12 times in VCV context
– p, t, k, b, d, g, v, z, n, m
– Presentation examples: aba, ada, aga, etc
– Each consonant presented 12 times in random order
– Presented with carrier phrase “The next word is”
• (Tyler et al, 1983)
Response
p t k b d g v z n m Example
p 0 2 6 2 1 0 0 0 0 1 of Iowa
S t 0 3 2 1 1 0 1 4 0 0 Consonant
t k 0 1 3 0 0 3 1 2 1 1
Confusion
i b 1 1 2 2 0 3 1 0 1 1
m d 1 0 3 2 0 0 1 2 3 0
Test
i g 1 0 5 0 2 0 0 0 0 4
l v 1 2 1 0 3 0 2 1 2 0 (example:
u z 1 2 0 2 0 0 3 0 2 2 auditory
s n 0 1 0 0 0 0 0 0 4 7
alone)
m 0 0 0 0 0 0 0 0 4 8
Children’s Auditory Test
CAT
Auditory alone limited set
test assessing ability to
perceive stress patterns and
word recognition
Consists of 12 words
– Monosyllabic words
– Trochees
– Spondees
– Trisyllabic words
IMSPAC
Imitative tests of Speech Pattern Contrast
Perception
Developed by Arthur Boothroyd
Syllable level, 4 lists randomized
Choose odd one of 3 (forced choice)
Pointing, button-press or verbal response
Age 7 years and up
AB Short Word List
Isophonemic Word List
Developed in 1968 by Arthur Boothroyd
Speech recognition open set test
Each list consists of ten words, and each word is
constructed as consonant - vowel – consonant
30 phonemes, 10 vowels and 20 consonants
present in each list
CNC words
Score is based on the phonemes correct out of 30
Question
Test developed for assessing high frequency
sounds?
A. NU-6
B. CID Everyday Sentences
C. Quick SIN
D. BKB SIN
E. UWO Plurals Test
Hearing Tests for High
Frequency
University of Western Ontario Plurals Test
Phonak Logatome Test
BKB-SIN
Recorded /sh/ and /s/, University Western
Ontario
UWO Plurals Test
Scollie & et al at the University of Western Ontario (UWO)
Recorded test
Open set test, auditory only, with female speaker
Tests perception of high frequency sounds (English only)
Consists of five randomized lists of 30 words familiar to school-
aged children that have simple plural forms with the addition of a
final /s/ or /z/.
– Skunk/skunks
– Book/books
– Fly/flies
– Crayon/crayons
Presented at 50 dB SPL from loudspeaker 1 meter directly in front
UWO /s/--/sh/ Video Game
Phonak Logatom Test
Adaptive, computer controlled test
Developed by Phonak
Female speaker: “My name is…”
– ASA
– ASA (filter to 6 kHz)
– ADA
– AKA
– AFA
– ASHA
– ATA
Software track level in dB SPL that corresponds to
50% correct performance
Larsen Recorded Test
Auditory word discrimination test
Pairs of phonemes in words
– few vs. chew
– bill vs. mill
– nice vs. vice
Lists represent an attempt to present the phone in
the initial, medial and final position of a word
Limited choice—select one of two words by
drawing line through printed word heard
CAVET
Children’s Audiovisual Enhancement Test
Assesses speechreading enhancement in children within
the vocabulary level of 7-9 year olds with profound
prelingual hearing loss
Designed to minimize ceiling and floor effects, eliminate
syntactic factors, and minimize semantic factors
3 lists of 20 words each with half of words easy to
recognize in a vision-only condition and half are less likely
to be recognized in each list but presented in random order
Each list is designated for auditory alone, visual alone, or
auditory-visual only mode
Test available in CD-ROM and VHS format
– (Tye-Murray & Geers, 2002)
CUNY Sentences Test
The City University of New York (CUNY)
Topic Related Sentence Sets consist of 25
equivalent sets of 12 sentences of varying length
Each sentence is related to one of 12 topics
Open set sentence recognition test
Listener is presented with sentences in three
listening conditions: A, V and AV
The test is scored with the total number of words
correctly identified
(Boothroyd, Hannin, & Hnath, 1985)
Lexical Neighborhood Test (LNT)
Lexical neighbors--words that sound similar to a target item.
Often defined as words that differ by a single phoneme from
target word
Open-set test that requires child to imitate stimulus words
immediately after they are presented
Each list consists of 50 monosyllabic words, 25 of which
are high-frequency words with few lexical neighbors (easy)
and 25 of which are lower frequency words with many
lexical neighbors (hard)
Words were selected to be familiar to children with limited
vocabularies.
– Easy Words: juice, good, drive, time, hard, gray, foot, orange, count
– Hard Words: thumb, pie, wet, fight, toe, cut, pink, hi, song, fun, use, mine,
Alternate version of test, the Multisyllabic Lexical Neighborhood
Test (MLNT) consists of 50 words with two to three syllables.
– (Kirk, Pisoni, & Osberger, 1995)
QuickSIN
Provides a one-minute estimate of SNR loss for adults
A quick method to quantify patient’s ability to hear in noise
Can determine if extended high frequency emphasis improves or
degrades understanding of speech in noise
Assist in choosing appropriate amplification and/or other hearing
assistance technologies
Demonstrates directional microphones may improve speech
intelligibility in noise
Open set test recognition test
Consists of list of six sentences with five key words per sentence
presented in four-talker babble noise.
Sentences are presented at pre-recorded signal-to-noise ratios which
decrease in 5dB steps from 25 (very easy) to 0 (extremely difficult).
The SNR's used are 25, 20, 15, 10, 5, 0, encompassing normal to
severely impaired performance in noise.
BKB-SIN
BKB-SIN
10 sentences presented
twice
Increasing noise with each
sentence
Indicates ability to
understand speech in noise
Helps audiologist select
appropriate hearing aid and
hearing assistance
technologies
BKB - SIN
Similar to Quick-SIN but can be utilize
with children
Sentence recognition using BKB sentence
material
Open set sentence recognition test
BKB SIN test
Test score sheets
HINT
The HINT is a prerecorded test that measures
sentence speech recognition abilities in quiet or in
noise accurately, reliably and efficiently
The HINT demonstrated the substantial role that
binaural, directional hearing plays in a normal hearing
individual's ability to communicate in noise
Any degree of hearing impairment, therefore, reduces
the benefits of directional hearing in noise and
increases communication inadequacy
Used to evaluate functional hearing capabilities of HI
users, CI users and those in listening-critical jobs
Copyrighted by the House Institute and is available
for purchase on a compact disc recording to hearing
clinics and research laboratories nationwide.
A children's version of the HINT is also available
Question
Test that evaluates function of corpus
callosum in adults?
A. Quick-SIN
B. BKB-SIN
C. DSI
D. UWO Plurals Test
E. NU-6
DICHOTIC SENTENCE
IDENTIFICATION (DSI)
Dichotic listening task minimally affected by
peripheral HL
Synthetic Sentence Identification (SSI) test
presented dichotically
Onsets and offsets of sentences aligned with
accuracy of 100 msec
Less susceptible to hearing loss than SSW test
Viable test of central auditory function with
hearing loss
Test applicable for auditory assessment of
(PTAs) up to 50 dBHL
Closed set identification test
Normative data available
Ling-6
Phoneme level detection and
recognition test
m, s, sh, e, a, u
Procedure
Detection and identification
of phonemes
Further Auditory Evaluations
Mark C. Flynn—Evaluation of Individuals
with hearing loss
Assignment
Non speech
sounds
Phonemes
Syllables
Words
Phrases
Sentences
Connected
speech