重新审视用于聆听努力的双任务范式：听力正常与听力损失成人的双任务干扰

文献信息

中文摘要

目的： 鉴于对传统行为聆听努力双任务方法的担忧，本研究在听力正常与听力损失（HL）成人中探索了一种基于双任务干扰（DTI）的新方法。
方法： 52名听力正常个体与52名HL个体在年龄、性别和教育程度上匹配（总体平均年龄=67.38岁）。双任务范式将五种聆听条件下的主要言语理解任务与次要视觉记忆任务相结合。计算了两个任务的双任务效应（DTEs；从基线到双任务的表现变化）。线性混合模型评估了聆听条件和听力组对两个DTEs的影响。为了探索个体任务优先策略，通过绘制两个DTEs得出干扰模式，并使用Fisher精确检验检查干扰模式与听力组在不同聆听条件下的关联。
结果： 线性混合模型显示，在+4 dB SNR下主要任务的DTE值显著高于+8 dB SNR，在0和-4 dB SNR下次要任务的DTE值显著高于其他条件。未发现听力组的显著效应或交互作用。Fisher精确检验显示DTI模式无显著组间差异。
结论： DTI方法突出了个体DTI模式，表明在竞争需求下动态资源分配和任务优先。这些发现为当前使用双任务范式研究聆听努力提供了额外见解，并支持对其作用的更广泛解释，包括个性化咨询的潜力。

英文摘要

PURPOSE: In light of concerns about the traditional dual-task approach for behavioral listening effort, this study explored a novel dual-task interference (DTI)-based method in adults with and without hearing loss (HL).
METHOD: Fifty-two normal-hearing individuals and 52 with HL were matched for age, sex, and education (M age overall = 67.38 years). The dual-task paradigm combined a primary speech understanding task under five listening conditions with a secondary visual memory task. Dual-task effects (DTEs; performance change from baseline to dual-task) were calculated for both tasks. Linear mixed models assessed the effects of listening condition and hearing group on both DTEs. To explore individual task prioritization strategies, interference patterns were derived by plotting both DTEs, and Fisher's exact tests were used to examine associations between interference patterns and hearing groups across listening conditions.
RESULTS: Linear mixed models revealed significantly higher DTE values for the primary task at +4 dB SNR compared to +8 dB SNR, and higher secondary-task DTE values at 0 and -4 dB SNR compared to the other conditions. No significant effects of hearing group or interactions were found. Fisher's exact tests showed no significant group differences in DTI patterns.
CONCLUSIONS: The DTI approach highlights individual DTI patterns, suggesting dynamic resource allocation and task prioritization under competing demands. These findings provide additional insight into the current use of dual-task paradigms for listening effort and support a broader interpretation of their role, including their potential for individualized counseling.