Auditory training can lead to notable enhancements in specific tasks, but whether these improvements generalize to untrained tasks like speech-in-noise (SIN) recognition remains uncertain. This study examined how training conditions affect generalization. Fifty-five young adults were divided into "Trained-in-Quiet" ( n = 15), "Trained-in-Noise" ( n = 20), and "Control" ( n = 20) groups. Participants completed two sessions. The first session involved an assessment of SIN recognition and voice discrimination (VD) with word or sentence stimuli, employing combined fundamental frequency (F0) + formant frequencies voice cues. Subsequently, only the trained groups proceeded to an interleaved training phase, encompassing six VD blocks with sentence stimuli, utilizing either F0-only or formant-only cues. The second session replicated the interleaved training for the trained groups, followed by a second assessment conducted by all three groups, identical to the first session. Results showed significant improvements in the trained task regardless of training conditions. However, VD training with a single cue did not enhance VD with both cues beyond control group improvements, suggesting limited generalization. Notably, the Trained-in-Noise group exhibited the most significant SIN recognition improvements posttraining, implying generalization across tasks that share similar acoustic conditions. Overall, findings suggest training conditions impact generalization by influencing processing levels associated with the trained task. Training in noisy conditions may prompt higher auditory and/or cognitive processing than training in quiet, potentially extending skills to tasks involving challenging listening conditions, such as SIN recognition. These insights hold significant theoretical and clinical implications, potentially advancing the development of effective auditory training protocols.

中文翻译：

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训练条件对语音识别训练后学习成果泛化的影响


听觉训练可以显着增强特定任务，但这些改进是否可以推广到噪声中语音 (SIN) 识别等未经训练的任务仍不确定。这项研究研究了训练条件如何影响泛化。 55 名年轻人被分为“安静训练组”（n = 15）、“噪音训练组”（n = 20）和“对照组”（n = 20）。参与者完成了两节课。第一场会议涉及使用单词或句子刺激来评估 SIN 识别和语音辨别 (VD)，采用组合基频 (F0) + 共振峰频率语音提示。随后，只有受过训练的组才进入交错训练阶段，包括六个带有句子刺激的 VD 块，使用仅 F0 或仅共振峰提示。第二次训练对受训组重复了交错训练，然后由所有三个组进行第二次评估，与第一次训练相同。结果显示，无论训练条件如何，训练任务都有显着改善。然而，使用单一提示的 VD 训练并没有增强使用两种提示的 VD，超出了对照组的改善，这表明泛化能力有限。值得注意的是，噪声训练组在训练后表现出最显着的 SIN 识别改进，这意味着共享相似声学条件的任务之间的泛化。总体而言，研究结果表明，训练条件通过影响与训练任务相关的处理水平来影响泛化。与安静条件下的训练相比，在嘈杂条件下进行训练可能会促进更高的听觉和/或认知处理，从而可能将技能扩展到涉及挑战性听力条件的任务，例如 SIN 识别。 这些见解具有重要的理论和临床意义，有可能推动有效听觉训练方案的开发。