Pichora-Fuller M Kathleen, Kramer Sophia E, Eckert Mark A, Edwards Brent, Hornsby Benjamin W Y, Humes Larry E, Lemke Ulrike, Lunner Thomas, Matthen Mohan, Mackersie Carol L, Naylor Graham, Phillips Natalie A, Richter Michael, Rudner Mary, Sommers Mitchell S, Tremblay Kelly L, Wingfield Arthur
1Department of Psychology, University of Toronto, Mississauga, Ontario, Canada; 2Department of Otolaryngology-Head and Neck Surgery, Section Ear & Hearing and EMGO Institute for Health and Care Research, VU University Medical Center, Amsterdam, The Netherlands; 3Department of Otolaryngology-Head and Neck Surgery, Medical University of South Carolina, Charleston, South Carolina, USA; 4EarLens Corporation, Menlo Park, California, USA; 5Department of Hearing & Speech Sciences, Vanderbilt Bill Wilkerson Center, Vanderbilt University School of Medicine, Nashville, Tennessee, USA; 6Department of Speech & Hearing Sciences, Indiana University, Bloomington, Indiana, USA; 7Phonak AG, Science & Technology, Cognitive & Ecological Audiology; Stäfa, Switzerland; 8Linnaeus Centre HEAD, Swedish Institute for Disability Research, Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden; 9Eriksholm Research Centre, Oticon A/S, Snekkersten, Denmark; 10Department of Philosophy, University of Toronto, Toronto, Ontario, Canada; 11School of Speech, Language and Hearing Sciences, San Diego State University, San Diego, California, USA; 12MRC/CSO Institute of Hearing Research, Scottish Section, Glasgow, United Kingdom; 13Department of Psychology, Concordia University, Montreal, Quebec, Canada; 14School of Natural Sciences, Liverpool John Moores University, Liverpool, United Kingdom; 15Department of Psychology, Washington University, St. Louis, Missouri, USA; 16Department of Speech and Hearing Sciences, University of Washington, Seattle, Washington, USA; and 17Department of Psychology and Volen National Center for Complex Systems, Brandeis University, Waltham, Massachusetts, USA.
Ear Hear. 2016 Jul-Aug;37 Suppl 1:5S-27S. doi: 10.1097/AUD.0000000000000312.
The Fifth Eriksholm Workshop on "Hearing Impairment and Cognitive Energy" was convened to develop a consensus among interdisciplinary experts about what is known on the topic, gaps in knowledge, the use of terminology, priorities for future research, and implications for practice. The general term cognitive energy was chosen to facilitate the broadest possible discussion of the topic. It goes back to who described the effects of attention on perception; he used the term psychic energy for the notion that limited mental resources can be flexibly allocated among perceptual and mental activities. The workshop focused on three main areas: (1) theories, models, concepts, definitions, and frameworks; (2) methods and measures; and (3) knowledge translation. We defined effort as the deliberate allocation of mental resources to overcome obstacles in goal pursuit when carrying out a task, with listening effort applying more specifically when tasks involve listening. We adapted Kahneman's seminal (1973) Capacity Model of Attention to listening and proposed a heuristically useful Framework for Understanding Effortful Listening (FUEL). Our FUEL incorporates the well-known relationship between cognitive demand and the supply of cognitive capacity that is the foundation of cognitive theories of attention. Our FUEL also incorporates a motivation dimension based on complementary theories of motivational intensity, adaptive gain control, and optimal performance, fatigue, and pleasure. Using a three-dimensional illustration, we highlight how listening effort depends not only on hearing difficulties and task demands but also on the listener's motivation to expend mental effort in the challenging situations of everyday life.
第五届关于“听力障碍与认知能量”的埃里克肖尔姆研讨会召开，旨在让跨学科专家就该主题的已知内容、知识空白、术语使用、未来研究重点以及对实践的影响达成共识。选择“认知能量”这一通用术语是为了促进对该主题进行尽可能广泛的讨论。它可以追溯到描述注意力对感知影响的人；他用“心理能量”来表示有限的心理资源可以在感知和心理活动之间灵活分配这一概念。研讨会聚焦于三个主要领域：（1）理论、模型、概念、定义和框架；（2）方法和测量；（3）知识转化。我们将努力定义为在执行任务时为克服目标追求中的障碍而刻意分配心理资源，当任务涉及听力时，听力努力则更具针对性。我们将卡尼曼（1973年）具有开创性的注意力容量模型应用于听力，并提出了一个启发式的有用的理解费力听力框架（FUEL）。我们的FUEL纳入了认知需求与认知能力供应之间的著名关系，这是注意力认知理论的基础。我们的FUEL还纳入了一个基于动机强度、适应性增益控制、最佳表现、疲劳和愉悦等互补理论的动机维度。通过三维图示，我们强调了听力努力不仅取决于听力困难和任务需求，还取决于听众在日常生活具有挑战性的情况下投入心理努力的动机。
