ERIC Number: EJ944804
Record Type: Journal
Publication Date: 2011-Oct
Abstractor: As Provided
Reference Count: 0
Visual Cues and Listening Effort: Individual Variability
Picou, Erin M.; Ricketts, Todd A; Hornsby, Benjamin W. Y.
Journal of Speech, Language, and Hearing Research, v54 n5 p1416-1430 Oct 2011
Purpose: To investigate the effect of visual cues on listening effort as well as whether predictive variables such as working memory capacity (WMC) and lipreading ability affect the magnitude of listening effort. Method: Twenty participants with normal hearing were tested using a paired-associates recall task in 2 conditions (quiet and noise) and 2 presentation modalities (audio only [AO] and auditory-visual [AV]). Signal-to-noise ratios were adjusted to provide matched speech recognition across audio-only and AV noise conditions. Also measured were subjective perceptions of listening effort and 2 predictive variables: (a) lipreading ability and (b) WMC. Results: Objective and subjective results indicated that listening effort increased in the presence of noise, but on average the addition of visual cues did not significantly affect the magnitude of listening effort. Although there was substantial individual variability, on average participants who were better lipreaders or had larger WMCs demonstrated reduced listening effort in noise in AV conditions. Conclusions: Overall, the results support the hypothesis that integrating auditory and visual cues requires cognitive resources in some participants. The data indicate that low lipreading ability or low WMC is associated with relatively effortful integration of auditory and visual information in noise.
Descriptors: Cues, Listening, Short Term Memory, Lipreading, Acoustics, Visual Stimuli, Auditory Stimuli
American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail: firstname.lastname@example.org; Web site: http://jslhr.asha.org
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A