We argue that it is possible to postulate modulators of learning that may account for some of these individual differences. By playing audio recordings repeatedly wherever the location may be, there is an increased possibility of improved retention in the memory bank. Throughout the review, we show that individual differences in learning are observed in the rate of acquisition and in the level of asymptotic performance. People who advocate for auditory learning posit that a good listener has the ability to process information through hearing information and eventually retains it. We, therefore, argue that the third principle should be extended: 3b) the more the training set exemplifies the acoustic variability found within and between talkers, the greater the transfer to open-set speech identification in everyday life. When training for speech identification in everyday life, maximizing the opportunity for the listener to cope with the acoustic variability found in natural speech, both within and between talkers, is important. We argue that there are three general principles associated with auditory learning and training: 1) the more complex the task, the longer the learning period required 2) the greater the similarity between training and test tasks, the greater the transfer of training and 3a) the more familiar the stimulus materials, the faster the subsequent learning. Here, we concentrate on techniques recently demonstrated to encourage the acquisition of non-native phonetic contrasts in second-language learners. We then examine the possibility of using training to improve the speech-understanding skills of listeners with sensorineural hearing loss after provision of amplification. We review the literature on learning after sensorineural hearing loss and after the provision of amplification. We describe a theoretical framework that distinguishes stimulus, procedural, and task aspects of learning, and we suggest that this framework may allow an improved understanding of acclimatization and late-onset auditory deprivation.

Auditory learning