Working Memory Training and Speech in Noise Comprehension in Older Adults
Wayne, R.V., Hamilton, C.A., Jones Huyck, J., & Johnsrude, I.S..
(2016)Frontiers in Aging Neuroscience.
DOI: 10.3389/fnagi.2016.00049
Abstract
Understanding speech in the presence of background sound can be challenging for older adults. Speech comprehension in noise appears to depend on working memory and executive-control processes (e.g., Heald and Nusbaum, 2014), and their augmentation through training may have rehabilitative potential for age-related hearing loss. We examined the efficacy of adaptive working-memory training (Cogmed; Klingberg et al., 2002) in 24 older adults, assessing generalization to other working-memory tasks (near-transfer) and to other cognitive domains (far-transfer) using a cognitive test battery, including the Reading Span test, sensitive to working memory (e.g., Daneman and Carpenter, 1980). We also assessed far transfer to speech-in-noise performance, including a closed-set sentence task (Kidd et al., 2008). To examine the effect of cognitive training on benefit obtained from semantic context, we also assessed transfer to open-set sentences; half were semantically coherent (high-context) and half were semantically anomalous (low-context). Subjects completed 25 sessions (0.5–1 h each; 5 sessions/week) of both adaptive working memory training and placebo training over 10 weeks in a crossover design. Subjects' scores on the adaptive working-memory training tasks improved as a result of training. However, training did not transfer to other working memory tasks, nor to tasks recruiting other cognitive domains. We did not observe any training-related improvement in speech-in-noise performance. Measures of working memory correlated with the intelligibility of low-context, but not high-context, sentences, suggesting that sentence context may reduce the load on working memory. The Reading Span test significantly correlated only with a test of visual episodic memory, suggesting that the Reading Span test is not a pure-test of working memory, as is commonly assumed.
Aims This study aimed to see if training working memory could help older adults better understand speech in noisy environments. The researchers wanted to check if improving working memory would help with tasks that require listening and understanding speech when there is background noise, and whether this improvement would transfer to other cognitive abilities.
Findings The study found that after training, participants' working memory improved on the specific tasks they practiced. However, this improvement did not translate into better understanding of speech in noise, nor did it help with other unrelated cognitive tasks. Interestingly, the ability to understand sentences better without much context was related to working memory, but overall, the training did not lead to meaningful improvements in everyday speech recognition in noisy situations.
Strengths A major strength of this study is its carefully controlled design, including a crossover setup where participants received both placebo and actual training, allowing for clear comparison. The use of multiple tests to measure different cognitive skills provided a thorough understanding of how the training affected various aspects of cognition.
Limitations A key limitation is that the training did not improve speech understanding in real-world noisy settings, which was the main goal. Also, the study mainly used specific laboratory tasks, so the results might not fully reflect everyday listening experiences. Additionally, the training might not have been long enough or intense enough to produce wider benefits.
Aims This study aimed to see if training working memory could help older adults better understand speech in noisy environments. The researchers wanted to check if improving working memory would help with tasks that require listening and understanding speech when there is background noise, and whether this improvement would transfer to other cognitive abilities.
Findings The study found that after training, participants' working memory improved on the specific tasks they practiced. However, this improvement did not translate into better understanding of speech in noise, nor did it help with other unrelated cognitive tasks. Interestingly, the ability to understand sentences better without much context was related to working memory, but overall, the training did not lead to meaningful improvements in everyday speech recognition in noisy situations.
Strengths A major strength of this study is its carefully controlled design, including a crossover setup where participants received both placebo and actual training, allowing for clear comparison. The use of multiple tests to measure different cognitive skills provided a thorough understanding of how the training affected various aspects of cognition.
Limitations A key limitation is that the training did not improve speech understanding in real-world noisy settings, which was the main goal. Also, the study mainly used specific laboratory tasks, so the results might not fully reflect everyday listening experiences. Additionally, the training might not have been long enough or intense enough to produce wider benefits.