Short-term and long-term learning effects were investigated for the German Oldenburg sentence test (OLSA) using original and time-compressed fast speech in noise. Normal-hearing and hearing-impaired participants completed six lists of the OLSA in five sessions. Two groups of normal-hearing listeners (24 and 12 listeners) and two groups of hearing-impaired listeners (9 listeners each) performed the test with original or time-compressed speech. In general, original speech resulted in better speech recognition thresholds than time-compressed speech. Thresholds decreased with repetition for both speech materials. Confirming earlier results, the largest improvements were observed within the first measurements of the first session, indicating a rapid initial adaptation phase. The improvements were larger for time-compressed than for original speech. The novel results on long-term learning effects when using the OLSA indicate a longer phase of ongoing learning, especially for time-compressed speech, which seems to be limited by a floor effect. In addition, for normal-hearing participants, no complete transfer of learning benefits from time-compressed to original speech was observed. These effects should be borne in mind when inviting listeners repeatedly, for example, in research settings.
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