Examination of the learning effect with the Dantale II speech material

Authors

  • Ellen Raben Pedersen The Maersk Mc-Kinney Moller Institute, University of Southern Denmark, Odense M, Denmark
  • Peter Møller Juhl The Maersk Mc-Kinney Moller Institute, University of Southern Denmark, Odense M, Denmark

Abstract

This study examines the learning effect when using the Danish speech material Dantale II to determine the speech reception threshold (SRT) in noise under three different test conditions. The learning effect is shown by an improvement of the test result, i.e., by a decrease in the value of SRT at repeated measurements until a certain number of measurements has been made. A listening test was performed with 24 normal-hearing subjects. The purpose of the test was to investigate the influence of the target level on the learning effect in an open-set test format, where the subject’s task is to orally repeat as much as possible of the sentence just presented. The target level was set to 50% and 80% correctly understood words, respectively. Furthermore, the purpose was to investigate whether using a closed-set test format affects the learning effect. In the closed-set test format the subject had, for each word presented, to select a response from ten alternative words. Statistical analyses of the test results did not show any significant differences in neither the within-visit learning effect nor the inter-visit learning effect for the two target levels or for the different test formats. However, the learning effect was found to be finished faster for the open- set test format with a target level of 80% than for the two other conditions.

References

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Additional Files

Published

2013-12-15

How to Cite

Pedersen, E. R., & Juhl, P. M. (2013). Examination of the learning effect with the Dantale II speech material. Proceedings of the International Symposium on Auditory and Audiological Research, 4, 421–428. Retrieved from http://proceedings.isaar.eu/index.php/isaarproc/article/view/2013-48

Issue

Section

2013/8. Factors influencing speech intelligibility