Borrie Stephanie A, Schäfer Martina C M
Department of Communicative Disorders and Deaf Education, Utah State University, Logan.
New Zealand Institute of Language, Brain and Behaviour, University of Canterbury, Christchurch.
J Speech Lang Hear Res. 2017 Aug 16;60(8):2151-2158. doi: 10.1044/2017_JSLHR-S-16-0411.
Intelligibility improvements immediately following perceptual training with dysarthric speech using lexical feedback are comparable to those observed when training uses somatosensory feedback (Borrie & Schäfer, 2015). In this study, we investigated if these lexical and somatosensory guided improvements in listener intelligibility of dysarthric speech remain comparable and stable over the course of 1 month.
Following an intelligibility pretest, 60 participants were trained with dysarthric speech stimuli under one of three conditions: lexical feedback, somatosensory feedback, or no training (control). Participants then completed a series of intelligibility posttests, which took place immediately (immediate posttest), 1 week (1-week posttest) following training, and 1 month (1-month posttest) following training.
As per our previous study, intelligibility improvements at immediate posttest were equivalent between lexical and somatosensory feedback conditions. Condition differences, however, emerged over time. Improvements guided by lexical feedback deteriorated over the month whereas those guided by somatosensory feedback remained robust.
Somatosensory feedback, internally generated by vocal imitation, may be required to affect long-term perceptual gain in processing dysarthric speech. Findings are discussed in relation to underlying learning mechanisms and offer insight into how externally and internally generated feedback may differentially affect perceptual learning of disordered speech.
使用词汇反馈对构音障碍语音进行知觉训练后，即时的可懂度提升与使用体感反馈训练时观察到的提升相当（博里和舍费尔，2015年）。在本研究中，我们调查了在1个月的时间里，这些由词汇和体感引导的构音障碍语音听众可懂度提升是否仍保持相当且稳定。
在进行可懂度预测试后，60名参与者在以下三种条件之一接受构音障碍语音刺激训练：词汇反馈、体感反馈或无训练（对照组）。参与者随后完成一系列可懂度后测试，分别在训练后即时（即时后测试）、训练后1周（1周后测试）和训练后1个月（1个月后测试）进行。
根据我们之前的研究，即时后测试中词汇反馈和体感反馈条件下的可懂度提升相当。然而，随着时间推移出现了条件差异。由词汇反馈引导的提升在1个月内恶化，而由体感反馈引导的提升则保持强劲。
可能需要通过语音模仿内部生成的体感反馈来影响处理构音障碍语音的长期知觉增益。研究结果结合潜在学习机制进行了讨论，并为外部和内部生成的反馈如何不同地影响言语障碍的知觉学习提供了见解。
