The development of recorded auditory tests for measuring hearing loss for speech.

The Laryngoscope (Impact Factor: 1.98). 01/1947; 57(1):57-89.
Source: PubMed
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    ABSTRACT: The aim of this study was to develop and psychometrically evaluate speech audiometry materials that can be used to measure word recognition (WR) and speech recognition testing (SRT) in quiet for native speakers of Cantonese. Commonly used bisyllabic and trisyllabic Cantonese words were digitally recorded by native male and female talkers and then evaluated by twenty normal-hearing Cantonese listeners. The recorded bisyllabic words were psychometrically evaluated and arranged into four WR lists and eight half-lists that are relatively homogeneous in audibility. Using logistic regression, SRT materials were developed by selecting 28 trisyllabic words with relatively steep psychometric functions and digitally adjusting their intensity to match the listeners' mean pure-tone average. The mean psychometric slopes for the WR materials were 7.5%/dB for the male talker and 7.6%/dB for the female talker, with no statistically significant differences between the lists or half-lists. At intensity levels required for 50% intelligibility, the mean psychometric slopes of the male and female talker SRT materials were 14.5%/dB and 14.9 %/dB, respectively. High-quality digital recordings of Cantonese speech audiometric WR and SRT materials were developed and validated in this study. These materials are available on compact disc, indexed by talker gender.
    International journal of audiology 03/2011; 50(3):191-201. · 1.34 Impact Factor
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    ABSTRACT: This study examined the contribution of word familiarity to Spanish/English bilingual listeners' recognition of English and Spanish words. The study employed a counterbalanced design. Three lists of monosyllabic English and bisyllabic Spanish words (50 words per list per language) were presented in two blocks. For each block, word lists were presented in quiet and at +6 and 0 dB SNR. Listeners repeated each word in verbal and written forms. At the end of the experiment, they rated the familiarity of the test words on a seven-point scale. Twenty English-dominant (ED) and 22 Spanish-dominant (SD) normal-hearing adult listeners participated in the study. Most test words, English or Spanish, were familiar to the listeners. However, ED listeners were less familiar with Spanish than English words, whereas SD listeners were less familiar with English than Spanish words. Contribution of word familiarity to word recognition remained largely constant across listening conditions for both English and Spanish tests. Despite high familiarity of most test words, clinicians should be aware of the residual effects of familiarity on the English word test even after most unfamiliar words are removed, regardless of clients' language dominance.
    International journal of audiology 11/2010; 50(2):66-76. · 1.34 Impact Factor
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    ABSTRACT: Under natural conditions, listeners use both auditory and visual speech cues to extract meaning from speech signals containing many sources of variability. However, traditional clinical tests of spoken word recognition routinely employ isolated words or sentences produced by a single talker in an auditory-only presentation format. The more central cognitive processes used during multimodal integration, perceptual normalization, and lexical discrimination that may contribute to individual variation in spoken word recognition performance are not assessed in conventional tests of this kind. In this article, we review our past and current research activities aimed at developing a series of new assessment tools designed to evaluate spoken word recognition in children who are deaf or hard of hearing. These measures are theoretically motivated by a current model of spoken word recognition and also incorporate "real-world" stimulus variability in the form of multiple talkers and presentation formats. The goal of this research is to enhance our ability to estimate real-world listening skills and to predict benefit from sensory aid use in children with varying degrees of hearing loss.
    Journal of the American Academy of Audiology 06/2012; 23(6):464-75. · 1.63 Impact Factor