On the use of reaction time as a measure of intelligibility

Intelligibility of dysphonic speech in auralized classrooms

Voice disorders can reduce the speech intelligibility of affected speakers. This study evaluated the effect of noise, voice disorders, and room acoustics on vowel intelligibility, listening easiness, and the listener's reaction time. Three adult females with dysphonia and three adult females with normal voice quality recorded a series of nine vowels of American English in /h/-V-/d/ format (e.g., "had"). The recordings were convolved with two oral-binaural impulse responses acquired from measurements in two classrooms with 0.4 and 3.1 s of reverberation time, respectively. The stimuli were presented in a forced-choice format to 29 college students. The intelligibility and the listening easiness were significantly higher in quiet than in noisy conditions, when the speakers had normal voice quality compared to a dysphonic voice, and in low reverberated environments compared to high reverberated environments. The response time of the listener was significantly longer for speech presented in noisy conditions compared to quiet conditions and when the voice was dysphonic compared with healthy voice quality.

Commentary: listening can be exhausting--fatigue in children and adults with hearing loss

Anecdotal reports of fatigue after sustained speech-processing demands are common among adults with hearing loss; however, systematic research examining hearing loss-related fatigue is limited, particularly with regard to fatigue among children with hearing loss (CHL). Many audiologists, educators, and parents have long suspected that CHL experience stress and fatigue as a result of the difficult listening demands they encounter throughout the day at school. Recent research in this area provides support for these intuitive suggestions. In this article, the authors provide a framework for understanding the construct of fatigue and its relation to hearing loss, particularly in children. Although empirical evidence is limited, preliminary data from recent studies suggest that some CHL experience significant fatigue-and such fatigue has the potential to compromise a child's performance in the classroom. In this commentary, the authors discuss several aspects of fatigue including its importance, definitions, prevalence, consequences, and potential linkage to increased listening effort in persons with hearing loss. The authors also provide a brief synopsis of subjective and objective methods to quantify listening effort and fatigue. Finally, the authors suggest a common-sense approach for identification of fatigue in CHL; and, the authors briefly comment on the use of amplification as a management strategy for reducing hearing-related fatigue.

Intelligibility, listening difficulty and listening efficiency in auralized classrooms

In order to obtain an effective speech communication in rooms it is advisable, besides reaching the full intelligibility of words, to minimize the effort paid by the listener in the recognition of the speech material. This twofold requirement is not easily described by the current room acoustic indicators, which are mainly concerned either with a subjective rating by means of word recognition scores or with using listeners' impressions of reported listening difficulties. In this work, the problem is tackled by introducing the concept of "listening efficiency," which is defined as a combination of the accuracy of intelligibility and of the effort spent on achieving this goal. This indicator is here developed, and an application of the former and of the "listening efficiency" is presented in the field of classroom acoustics. Listening tests with pupils and adults were performed and the subsequent statistical analyses indicated several interesting findings. In particular, listening efficiency is able to clearly discriminate between equal intelligibility scores obtained under different acoustical conditions, permitting room acoustics to be tailored for specific groups, such as children.

Identification of syllables in noise: electrophysiological and behavioral correlates

This study was designed to characterize the effect of background noise on the identification of syllables using behavioral and electrophysiological measures. Twenty normal-hearing adults (18-30 years) performed an identification task in a two-alternative forced-choice paradigm. Stimuli consisted of naturally produced syllables [da] and [ga] embedded in white noise. The noise was initiated 1000 ms before the onset of the speech stimuli in order to separate the auditory event related potentials (AERP) response to noise onset from that to the speech. Syllables were presented in quiet and in five SNRs: +15, +3, 0, -3, and -6 dB. Results show that (1) performance accuracy, d', and reaction time were affected by the noise, more so for reaction time; (2) both N1 and P3 latency were prolonged as noise levels increased, more so for P3; (3) [ga] was better identified than [da], in all noise conditions; and (4) P3 latency was longer for [da] than for [ga] for SNR 0 through -6 dB, while N1 latency was longer for [ga] than for [da] in most listening conditions. In conclusion, the unique stimuli structure utilized in this study demonstrated the effects of noise on speech recognition at both the physical and the perceptual processing levels.

Effects of sensorineural hearing loss on cortical event-related potential and behavioral measures of speech-sound processing

OBJECTIVE

To investigate systematically the effects of sensorineural hearing loss on cortical event-related potentials (ERPs) N1, MMN, N2 and P3 and their associated behavioral measures (d' sensitivity and reaction time) to the speech sounds /ba/ and /da/ presented at 65 and 80 dB ppe SPL.

DESIGN

Cortical ERPs were recorded to /ba/ and /da/ speech stimuli presented at 65 and 80 dB ppe SPL from 20 normal-hearing adults and 20 adults who are hearing impaired. The degree of sensorineural impairments at 1000 to 2000 Hz ranged from mild losses (defined as 25 to 49 dB HL) to severe/profound losses (75 to 120 dB HL). The speech stimuli were presented in an oddball paradigm and the cortical ERPs were recorded in both active and passive listening conditions for each stimulus intensity.

RESULTS

Both ERP amplitudes and behavioral discrimination (d') scores were lower for listeners with sensorineural hearing loss than for those with normal hearing. However, these differences in response strength were evident only for those listeners whose average hearing loss at 1000 to 2000 Hz exceeded 60 dB HL for the lower intensity stimuli and exceeded 75 dB HL for the higher intensity stimuli. In contrast, prolongations in the ERP and behavioral latencies, relative to responses from normal-hearing subjects, began with even mild (25 to 49 dB HL) threshold elevations. The amplitude and latency response changes that occurred with sensorineural hearing loss were significantly greater for the later ERP peaks (N2/P3) and behavioral discrimination measures (d' and RT) in comparison with earlier (N1, MMN) responses.

CONCLUSIONS

The results indicate that latency measures are more sensitive indicators of the early effects of decreased audibility than are response strength (amplitude, d' or percent correct) measures. Sensorineural hearing loss has a greater impact on higher level or "nonsensory" cortical processing in comparison with lower level or "sensory" cortical processing. Possible physiologic mechanisms within the cortex that may be responsible for these response changes are presented. Lastly, the possible clinical significance of these ERP and behavioral findings is discussed.

Response time and word recognition using a Modified-Rhyme monitoring task: list equivalency and time-order effects

OBJECTIVE

The purpose of this study was to assess list equivalency and time-order effects of word recognition scores and response time measures obtained using a digital recording of the Modified Rhyme Test (MRT) with a response time monitoring task (Mackersie, Neuman, & Levitt, 1999).

DESIGN

Response times and percent correct measures were obtained from listeners with normal hearing using the MRT materials presented at a signal to noise ratio of +3 dB. Listeners were tested using a word-monitoring task in which six alternatives were presented in series and listeners pushed a button when they heard the target word (as displayed on the computer monitor). Listeners were tested in two sessions. During each session each of the six MRT lists was administered once. Time-order effects were examined both between and within test sessions.

RESULTS

All lists were equivalent for both speech recognition accuracy and response time except List 1, which showed slightly higher percent correct scores than the other lists. Varied patterns of systematic change over time were observed in 75% of the listeners for the response time measures and for 33% of the listeners for the percent correct measures.

CONCLUSIONS

Lists 2 through 6 of this version of the MRT are equivalent, with List 1 producing slightly higher word recognition scores. Systematic changes over time in response time data for the majority of listeners suggest the need for careful implementation of the test to avoid time-order effects.

A comparison of response time and word recognition measures using a word-monitoring and closed-set identification task

OBJECTIVES

The primary purpose of this study was to investigate the possibility of improving speech recognition testing sensitivity by incorporating response time measures as a metric. Two different techniques for obtaining response time were compared: a word-monitoring task and a closed-set identification task.

DESIGN

Recordings of the Modified Rhyme Test were used to test 12 listeners with normal hearing. Data were collected using a word-monitoring and a closed-set identification task. Response times and percent correct scores were obtained for each task using signal to noise ratios (SNRs) of -3, 0, +3, +6, +9, and +12 dB.

RESULTS

Both response time and percent correct measures were sensitive to changes in SNR, but greater sensitivity was found with the percent correct measures. Individual subject data showed that combining response time measures with percent correct scores improved test sensitivity for the monitoring task, but not for the closed-set identification task.

CONCLUSIONS

The best test sensitivity was obtained by combining percent correct and response time measures for the monitoring task. Such an approach may hold promise for future clinical applications.

The effects of broadband noise masking on cortical event-related potentials to speech sounds /ba/ and /da/

OBJECTIVE

To systematically investigate in normal-hearing listeners the effects of decreased audibility produced by broadband noise masking on the cortical event-related potentials (ERPs) N1, N2, and P3 to the speech sounds /ba/ and /da/.

DESIGN

Ten normal-hearing adult listeners actively (button-press response) discriminated the speech sounds /ba/ and /da/ presented in quiet (no masking) or with broadband masking noise (BBN), using an ERP oddball paradigm. The BBN was presented at 50, 60, and 70 dB SPL when speech sounds were presented at 65 dB ppe SPL and at 60, 70 and, 80 dB SPL when speech sounds were presented at 80 dB ppe SPL.

RESULTS

On average, the 50, 60, 70, and 80 dB SPL BBN maskers produced behavioral threshold elevations of 18, 25, 35, and 48 dB (average for 250 to 4000 Hz), respectively. The BBN maskers produced significant decreases (relative to quiet condition) in ERP amplitudes and behavioral discriminability. These decreases did not occur, however, until the noise masker intensity (in dB SPL) was equal to or greater than the speech stimulus intensity (in dB ppe SPL), that is, until speech to noise ratios (SNRs) were < or = 0 dB. N1 remained present even after N2, P3, and behavioral discriminability were absent. In contrast to amplitudes, ERP and behavioral latencies showed significant decreases at higher (better) SNRs. Significant latency increases occurred when the noise maskers were within 10 to 20 dB of the stimuli (i.e., SNR < or = 20 dB). The effects of masking were greater for responses to /da/ compared with /ba/. Latency increases occurred with less masking for N1 than for P3 or behavioral reaction time, with N2 falling in between.

CONCLUSIONS

These results indicate that decreased audibility as a result of masking affects the various ERP peaks in a differential manner and that latencies are more sensitive indicators of these masking effects than are amplitudes.

Response times to speech stimuli as measures of benefit from amplification

The benefits of management of hearing disability, in particular by provision of a hearing aid, are traditionally assessed by the percentage improvement in performance on a speech identification task. To provide precise and stable results, such procedures require more time than is available in most clinical settings. In any stressed performance, e.g. an impaired individual trying to listen in noise, there is a trading relationship between accuracy and effort (the cost at which accuracy is achieved). If the control of performance naturally spends effort to stabilize high performance, then benefit from amplification may essentially comprise and be measurable as reduction in effort rather than improvement in accuracy. Certainly complaints of hearing disability emphasize fatigue from careful listening. Hence a hearing aid may not only enable hearing impaired persons to hear more of speech but may enable them to hear it more easily, thus reflecting a second dimension to disability and benefit. Ease of listening was investigated using auditory response times to speech stimuli of two levels of structure: single words and sentences. The speech material was presented to 44 experienced hearing aid users (mild to moderate sensorineural hearing impairment). The speech was presented both unaided and aided at presentation levels of 60, 70 and 80 dB SPL and signal-to-noise ratios of quiet and + 5 dB. Response times were taken to the tokens within each list that were correctly identified. Benefit is defined as the decrease in response time from the unaided to the aided condition.(ABSTRACT TRUNCATED AT 250 WORDS)