1 École d'orthophonie et d'audiologie, Chaire de recherche Caroline Durand en audition et vieillissement, Centre de recherche de, L'Institut universitaire de gériatrie de Montréal, Université de Montréal, Québec, Canada.
2 Phonak's research program in Cognitive & Ecological Audiology, Department of Science & Technology, Phonak AG, Science and Technology - CEA (Q480), Stäfa, Switzerland.
Trends Hear. 2017 Jan;21:2331216516687287. doi: 10.1177/2331216516687287.
Published investigations ( n = 29) in which a dual-task experimental paradigm was employed to measure listening effort during speech understanding in younger and older adults were reviewed. A summary of the main findings reported in the articles is provided with respect to the participants' age-group and hearing status. Effects of different signal characteristics, such as the test modality, on dual-task outcomes are evaluated, and associations with cognitive abilities and self-report measures of listening effort are described. Then, several procedural issues associated with the use of dual-task experiment paradigms are discussed. Finally, some issues that warrant future research are addressed. The review revealed large variability in the dual-task experimental paradigms that have been used to measure the listening effort expended during speech understanding. The differences in experimental procedures used across studies make it difficult to draw firm conclusions concerning the optimal choice of dual-task paradigm or the sensitivity of specific paradigms to different types of experimental manipulations. In general, the analysis confirmed that dual-task paradigms have been used successfully to measure differences in effort under different experimental conditions, in both younger and older adults. Several research questions that warrant further investigation in order to better understand and characterize the intricacies of dual-task paradigms were identified.
本文回顾了已发表的研究（n=29），这些研究采用双重任务实验范式来测量年轻人和老年人在言语理解过程中的听力努力程度。本文提供了文章中主要发现的摘要，涉及参与者的年龄组和听力状况。评估了不同信号特征（如测试模式）对双重任务结果的影响，并描述了与认知能力和听力努力自我报告测量的相关性。然后，讨论了与使用双重任务实验范式相关的几个程序问题。最后，提出了一些值得未来研究的问题。本综述表明，用于测量言语理解过程中听力努力程度的双重任务实验范式存在很大的差异。由于研究之间的实验程序存在差异，因此很难就最佳双重任务范式选择或特定范式对不同类型的实验操作的敏感性得出明确的结论。总的来说，分析证实双重任务范式已成功用于测量不同实验条件下的努力差异，无论在年轻人还是老年人中都是如此。为了更好地理解和描述双重任务范式的复杂性，确定了几个需要进一步研究的研究问题。
