Effects of Semantic Context and Feedback on Perceptual Learning of Speech Processed Through an Acoustic Simulation of a Cochlear Implant

Jeremy L. Loebach, David B. Pisoni, Mario A. Svirsky

Research output: Contribution to journalArticle

25 Scopus citations

Abstract

The effect of feedback and materials on perceptual learning was examined in listeners with normal hearing who were exposed to cochlear implant simulations. Generalization was most robust when feedback paired the spectrally degraded sentences with their written transcriptions, promoting mapping between the degraded signal and its acoustic-phonetic representation. Transfer-appropriate processing theory suggests that such feedback was most successful because the original learning conditions were reinstated at testing: Performance was facilitated when both training and testing contained degraded stimuli. In addition, the effect of semantic context on generalization was assessed by training listeners on meaningful or anomalous sentences. Training with anomalous sentences was as effective as that with meaningful sentences, suggesting that listeners were encouraged to use acoustic-phonetic information to identify speech than to make predictions from semantic context.

Original languageEnglish (US)
Pages (from-to)224-234
Number of pages11
JournalJournal of Experimental Psychology: Human Perception and Performance
Volume36
Issue number1
DOIs
StatePublished - Feb 1 2010

Keywords

  • acoustic simulations
  • cochlear implants
  • deafness
  • perceptual learning

ASJC Scopus subject areas

  • Experimental and Cognitive Psychology
  • Behavioral Neuroscience

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