Ellis Lee W, Beltyukova Svetlana A
Department of Public Health and Rehabilitative Services, The University of Toledo, 2801 West Bancroft Street, Toledo, OH 43606, USA.
J Speech Lang Hear Res. 2008 Oct;51(5):1114-23. doi: 10.1044/1092-4388(2008/06-0217). Epub 2008 Jul 29.
This study examined the effects of feedback training, familiarization training, and no training on naïve listeners' word identification (WI) and magnitude estimation scaling (MES) judgments of the speech intelligibility of children with severe-to-profound hearing impairments.
Depending on the training group, listeners received a pretest, an immediate posttest, and/or a delayed posttest.
Results indicated that repeated exposure, with or without training, led to improved WI scores. Beyond the effects of repeated exposure, listeners' WI judgments of the intelligibility of speech significantly increased immediately after training in which listeners received feedback regarding the accuracy of their WI responses. The MES results were less straightforward-listeners in the feedback group perceived speech samples as less intelligible after the training, perceptions of speech intelligibility stayed almost the same for the familiarization training group, and participants in the control group perceived speech samples as more intelligible at the posttest. For the training groups that were not pretested, perceptions improved from the immediate to delayed posttest.
Results may have both theoretical and clinical significance, particularly as they relate to contrasting theories of perceptual learning and the extent to which listener characteristics may be reflected in intelligibility judgments.
本研究考察了反馈训练、熟悉训练和无训练对未受过训练的听众对重度至极重度听力障碍儿童言语可懂度的单词识别（WI）和量级估计标度（MES）判断的影响。
根据训练组的不同，听众接受前测、即时后测和/或延迟后测。
结果表明，无论有无训练，反复接触都能提高WI分数。除了反复接触的影响外，在听众收到关于其WI反应准确性的反馈的训练后，听众对言语可懂度的WI判断立即显著增加。MES结果不太直接——反馈组的听众在训练后认为言语样本的可懂度较低，熟悉训练组对言语可懂度的感知几乎保持不变，而对照组的参与者在后测时认为言语样本的可懂度更高。对于未进行前测的训练组，从即时后测到延迟后测，感知有所改善。
结果可能具有理论和临床意义，特别是当它们与感知学习的对比理论以及听众特征在可懂度判断中可能得到反映的程度相关时。
