Abstract：
Previous research has shown that learning effects are present for speech intelligibility in temporally modulated (TM) noise, but not in stationary noise. The present study aimed to gain more insight into the factors that might affect the time course (the number of trials required to reach stable performance) and size [the improvement in the speech reception threshold (SRT)] of the learning effect. Two hypotheses were addressed: (1) learning effects are present in both TM and spectrally modulated (SM) noise and (2) the time course and size of the learning effect depend on the amount of masking release caused by either TM or SM noise. Eighteen normal-hearing adults (23-62 years) participated in SRT measurements, in which they listened to sentences in six masker conditions, including stationary, TM, and SM noise conditions. The results showed learning effects in all TM and SM noise conditions, but not for the stationary noise condition. The learning effect was related to the size of masking release: a larger masking release was accompanied by an increased time course of the learning effect and a larger learning effect. The results also indicate that speech is processed differently in SM noise than in TM noise.
摘要：
先前的研究表明，在时间调制（TM）噪声中，语音清晰度存在学习效果，但不是静止的噪音。本研究旨在更深入地了解可能影响学习效果的时间过程（达到稳定性能所需的试验次数）和大小[语音接收阈值（SRT）的改善]的因素。提出了两个假设：（1）TM和频谱调制（SM）噪声中都存在学习效果；（2）学习效果的时间过程和大小取决于TM或SM引起的掩蔽释放量噪声。18名听力正常的成年人（23-62岁）参加了SRT测量，他们在六种情况下听句子，包括固定式,TM,和SM噪声条件。结果显示了在所有TM和SM噪声条件下的学习效果，但不适用于固定噪声条件。学习效果与掩蔽释放的大小有关：更大的掩蔽释放伴随着学习效果的时间过程增加和更大的学习效果。结果还表明，与TM噪声相比，SM噪声对语音的处理方式不同。
