Introduction to the Consonant‐Recognition Test

1970 ◽  
Vol 47 (1A) ◽  
pp. 74-74
Author(s):  
John W. Preusse
Keyword(s):  
Recognition Test ◽  
Consonant Recognition

Some Effects of Training on Speech Recognition by Hearing-Impaired Adults

1981 ◽  
Vol 24 (2) ◽  
pp. 207-216 ◽  
Author(s):  
Brian E. Walden ◽  
Sue A. Erdman ◽  
Allen A. Montgomery ◽  
Daniel M. Schwartz ◽  
Robert A. Prosek
Keyword(s):  
Speech Recognition ◽  
Recognition Test ◽  
Recognition Performance ◽  
Rehabilitation Program ◽  
Hearing Impaired ◽  
Aural Rehabilitation ◽  
Sentence Recognition ◽  
Consonant Recognition ◽  
The Individual

The purpose of this research was to determine some of the effects of consonant recognition training on the speech recognition performance of hearing-impaired adults. Two groups of ten subjects each received seven hours of either auditory or visual consonant recognition training, in addition to a standard two-week, group-oriented, inpatient aural rehabilitation program. A third group of fifteen subjects received the standard two-week program, but no supplementary individual consonant recognition training. An audiovisual sentence recognition test, as well as tests of auditory and visual consonant recognition, were administered both before and ibltowing training. Subjects in all three groups significantly increased in their audiovisual sentence recognition performance, but subjects receiving the individual consonant recognition training improved significantly more than subjects receiving only the standard two-week program. A significant increase in consonant recognition performance was observed in the two groups receiving the auditory or visual consonant recognition training. The data are discussed from varying statistical and clinical perspectives.

Effect of Consonant-Vowel Ratio Modification on Amplitude Envelope Cues for Consonant Recognition

1991 ◽  
Vol 34 (2) ◽  
pp. 415-426 ◽  
Author(s):  
Richard L. Freyman ◽  
G. Patrick Nerbonne ◽  
Heather A. Cote
Keyword(s):  
White Noise ◽  
Intensity Ratio ◽  
Recognition Performance ◽  
Amplitude Envelope ◽  
Signal To Noise ◽  
Noise Masking ◽  
Spectral Cues ◽  
Consonant Recognition ◽  
Nonlinear Amplification ◽  
Speech Envelope

This investigation examined the degree to which modification of the consonant-vowel (C-V) intensity ratio affected consonant recognition under conditions in which listeners were forced to rely more heavily on waveform envelope cues than on spectral cues. The stimuli were 22 vowel-consonant-vowel utterances, which had been mixed at six different signal-to-noise ratios with white noise that had been modulated by the speech waveform envelope. The resulting waveforms preserved the gross speech envelope shape, but spectral cues were limited by the white-noise masking. In a second stimulus set, the consonant portion of each utterance was amplified by 10 dB. Sixteen subjects with normal hearing listened to the unmodified stimuli, and 16 listened to the amplified-consonant stimuli. Recognition performance was reduced in the amplified-consonant condition for some consonants, presumably because waveform envelope cues had been distorted. However, for other consonants, especially the voiced stops, consonant amplification improved recognition. Patterns of errors were altered for several consonant groups, including some that showed only small changes in recognition scores. The results indicate that when spectral cues are compromised, nonlinear amplification can alter waveform envelope cues for consonant recognition.

Use It and Still Lose It?

GeroPsych ◽  
2010 ◽  
Vol 23 (3) ◽  
pp. 169-175 ◽  
Author(s):  
Adrian Schwaninger ◽  
Diana Hardmeier ◽  
Judith Riegelnig ◽  
Mike Martin
Keyword(s):  
Object Recognition ◽  
Cognitive Development ◽  
Recognition Test ◽  
Cognitive Aging ◽  
Recognition Task ◽  
Airport Security ◽  
Visual Object ◽  
Long Term Effects ◽  
Object Recognition Test ◽  
X Ray

In recent years, research on cognitive aging increasingly has focused on the cognitive development across middle adulthood. However, little is still known about the long-term effects of intensive job-specific training of fluid intellectual abilities. In this study we examined the effects of age- and job-specific practice of cognitive abilities on detection performance in airport security x-ray screening. In Experiment 1 (N = 308; 24–65 years), we examined performance in the X-ray Object Recognition Test (ORT), a speeded visual object recognition task in which participants have to find dangerous items in x-ray images of passenger bags; and in Experiment 2 (N = 155; 20–61 years) in an on-the-job object recognition test frequently used in baggage screening. Results from both experiments show high performance in older adults and significant negative age correlations that cannot be overcome by more years of job-specific experience. We discuss the implications of our findings for theories of lifespan cognitive development and training concepts.

The Reliability of Retrieval-Induced Forgetting

2012 ◽  
Vol 17 (1) ◽  
pp. 1-10 ◽  
Author(s):  
Rosalind Potts ◽  
Robin Law ◽  
John F. Golding ◽  
David Groome
Keyword(s):  
Individual Differences ◽  
Recognition Test ◽  
Laboratory Tests ◽  
The Other ◽  
Clinical Factors ◽  
Test Items ◽  
T1 And T2 ◽  
Test Materials ◽  
Induced Forgetting

Retrieval-induced forgetting (RIF) refers to the finding that the retrieval of an item from memory impairs the retrieval of related items. The extent to which this impairment is found in laboratory tests varies between individuals, and recent studies have reported an association between individual differences in the strength of the RIF effect and other cognitive and clinical factors. The present study investigated the reliability of these individual differences in the RIF effect. A RIF task was administered to the same individuals on two occasions (sessions T1 and T2), one week apart. For Experiments 1 and 2 the final retrieval test at each session made use of a category-cue procedure, whereas Experiment 3 employed category-plus-letter cues, and Experiment 4 used a recognition test. In Experiment 2 the same test items that were studied, practiced, and tested at T1 were also studied, practiced, and tested at T2, but for the remaining three experiments two different item sets were used at T1 and T2. A significant RIF effect was found in all four experiments. A significant correlation was found between RIF scores at T1 and T2 in Experiment 2, but for the other three experiments the correlations between RIF scores at T1 and T2 failed to reach significance. This study therefore failed to find clear evidence for reliable individual differences in RIF performance, except where the same test materials were used for both test sessions. These findings have important implications for studies involving individual differences in RIF performance.

Development of Korean Standard Sentence Lists for Preschoolers Used in Sentence Recognition Test

2008 ◽  
Vol 4 (2) ◽  
pp. 178-187 ◽  
Author(s):  
Hyunsook Jang ◽  
Junghak Lee ◽  
Dukhwan Lim ◽  
Arm Jeon ◽  
Jaehwan Hyun
Keyword(s):  
Recognition Test ◽  
Sentence Recognition

scholarly journals Irrelevant background context decreases mnemonic discrimination and increases false memory

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Mihály Racsmány ◽  
Dorottya Bencze ◽  
Péter Pajkossy ◽  
Ágnes Szőllősi ◽  
Miklós Marián
Keyword(s):  
Recognition Test ◽  
False Recognition ◽  
Pattern Separation ◽  
Hippocampal Function ◽  
Memory Research ◽  
Early Dementia ◽  
Similar Information ◽  
Behavioral Score ◽  
The Cost ◽  
Background Context

AbstractOne of the greatest commonplaces in memory research is that context improves recall and enhances or leaves recognition intact. Here we present results which draw attention to the fact that the reappearance of irrelevant and unattended background contexts of encoding significantly impairs memory discrimination functions. This manuscript presents the results of two experiments in which participants made indoor/outdoor judgements for a large number of object images presented together with individual, irrelevant and presumably unattended background scenes. On a subsequent unexpected recognition test participants saw the incidentally encoded target objects, visually similar lures or new foil objects on the same or new background scenes. Our results showed that although the reappearance of the background scene raised the hit rate for target objects, it decreased mnemonic discrimination, a behavioral score for pattern separation, a hippocampal function that is affected in early dementia. Furthermore, the presence of the encoded background scene at the recognition test increased the false recognition of lure objects, even when participants were explicitly instructed to neglect the context scene. Altogether these results gave evidence that if context increases recognition hits for target memories, it does so at the cost of increasing false recognition and diminished discriminability for similar information.

scholarly journals Recognising Familiar Faces Out of Context

Perception ◽  
2021 ◽  
Vol 50 (2) ◽  
pp. 174-177
Author(s):  
Sarah Laurence ◽  
Jordyn Eyre ◽  
Ailsa Strathie
Keyword(s):  
Face Recognition ◽  
Recognition Test ◽  
Familiar Face

Expertise in familiar face recognition has been well-documented in several studies. Here, we examined the role of context using a surprise lecturer recognition test. Across two experiments, we found few students recognised their lecturer when they were unexpected, but accuracy was higher when the lecturer was preceded by a prompt. Our findings suggest that familiar face recognition can be poor in unexpected contexts.

The effects of emotional context and exposure frequency on L2 contextual word learning

2021 ◽  
pp. 136700692110165
Author(s):  
Sijia Hao ◽  
Lijuan Liang ◽  
Jue Wang ◽  
Huanhuan Liu ◽  
Baoguo Chen
Keyword(s):  
Recognition Test ◽  
Word Learning ◽  
Learning Process ◽  
Recall Test ◽  
Emotional Valence ◽  
Emotional Information ◽  
Neutral Context ◽  
Emotional Context ◽  
Exposure Frequency ◽  
Form Recognition

Objectives: An experiment was conducted to explore how emotional valence of contexts and exposure frequency of novel words affect second language (L2) contextual word learning. Methodology: Chinese native speakers who learned English in a formal classroom setting were asked to read English paragraphs with different emotional valence (positive, negative or neutral) across five different days. These paragraphs were embedded with pseudowords. During this learning process, form recognition test and meaning recall test were carried out for these pseudowords. Data and analysis: Data were analyzed using mixed-model ANOVA. Accuracy for each task was compared among the three kinds of emotional contexts. Findings/Conclusions: In the form recognition test, the accuracy in the negative context was higher than in the positive and neutral contexts, and the pseudowords were acquired much earlier. In the meaning recall test, the accuracy in the positive and negative contexts was higher than that in the neutral context. Accuracy increased gradually with the increase of exposure frequency of the pseudowords. More importantly, we found that less exposure times were needed for emotional context relative to neutral context in contextual word learning. Originality: This may be the first study to explore the influence of emotional valence and exposure frequency on L2 contextual word learning. Significance/Implications: This study underlined the importance of emotional information in L2 contextual word learning and contributed to the understanding of how emotional information and exposure frequency functions in this learning process.

Sign in / Sign up

Export Citation Format

Share Document