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Effect of training modality on foreign-accent adaptation in older adults

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Janse,  Esther
Individual Differences in Language Processing Department, MPI for Psycholinguistics, Max Planck Society;
Center for Language Studies, Radboud University Nijmegen;

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Citation

Janse, E., & Adank, P. (2011). Effect of training modality on foreign-accent adaptation in older adults. Poster presented at The First International Conference on Cognitive Hearing Science for Communication, Linkoping, Sweden.


Cite as: https://hdl.handle.net/11858/00-001M-0000-0012-05B9-C
Abstract
This study investigated the effect of presentation modality (audio-only or audio-visual) on adaptation to an artificial (foreign-sounding) accent. It was recently shown that audio-visual presentation of speech stimuli improves adaptation to distorted speech compared to audio-only presentation. Participants were therefore expected to better adapt to the artificial accent when audio-visual information was available than when only auditory information was available. Participants were 72 older adults with varying degrees of (age-related) hearing loss: half of them only heard the accented speech, and the other half both heard and saw the speaker speak the artificial accent. The experimental task was speeded sentence verification (judging whether a statement is true or false). Older adults showed adaptation with longer accent exposure. This adaptation effect, however, was not modified by presentation modality. Overall performance in the audio-visual condition was better than in the auditory-only condition, both for the accented sentences and for the practice trials spoken in standard-Dutch. Further, a number of abilities were tested to investigate correlates of adaptation and of accented-sentence perception: individual hearing acuity, temporal processing and speech-reception thresholds (in standard Dutch and in the accent), attentional abilities (selective attention and attention switching), working memory (nonword repetition and visual digit span backwards) and vocabulary knowledge. Results will be discussed in the light of theories on the role of cognitive factors in speech comprehension and in adaptation to new listening situations.