Normally Hearing Children's Responses to a Nonsense Syllable Test (NST; Edgerton & Danhauer, 1979)

Twenty elderly persons with hearing impairment were fit with binaural in-the-ear hearing aids and followed for a 6-month period post-fit. Several hearing-aid outcome measures were obtained at 0, 7, 15, 30, 60, 90, and 180 days post-fit. Outcome measures included (a) objective measures of benefit obtained with nonsense-syllable materials in quiet (CUNY Nonsense Syllable Test, NST) and sentences in multitalker babble (Hearing in Noise Test, HINT); (b) two subjective measures of benefit, one derived from pre-fit/post-fit comparisons on a general scale of hearing handicap (Hearing Handicap Inventory for the Elderly, HHIE) and the other based on a subjective scale of post-fit hearing-aid benefit (Hearing Aid Performance Inventory, HAPI); (c) a questionnaire on hearing-aid satisfaction; (d) an objective measure of hearing-aid use; and (e) a subjective measure of hearing-aid use. Reliability and stability of each measure were examined through repeated-measures analyses of variance, a series of test-retest correlations, and, where possible, scatterplots of the scores against their corresponding 95% critical differences. Many of the measures were found to be both reliable and stable indicators of hearing-aid outcome.

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Use of nonsense-syllable mimicry in the study of prosodic phenomena

The Journal of the Acoustical Society of America ◽

10.1121/1.381718 ◽

1978 ◽

Vol 63 (1) ◽

pp. 231 ◽

Cited By ~ 20

Author(s):

Mark Y. Liberman

Keyword(s):

Nonsense Syllable

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Four Types of Reinforcement Processes in Humans

Psychological Reports ◽

10.2466/pr0.1979.45.3.955 ◽

1979 ◽

Vol 45 (3) ◽

pp. 955-962 ◽

Cited By ~ 4

Author(s):

Yutaka Haruki ◽

Hideko Ito ◽

Yoshitaka Oue ◽

Kaneo Nedate

Keyword(s):

Graduate Student ◽

Nonsense Syllable ◽

Motivational Factor ◽

The Third ◽

Fourth Type ◽

Test Card ◽

External Reinforcement ◽

The Subject ◽

Female Graduate Student

The hypothesis tested was that the type of reinforcement (with regard to the administrator and the recipient) is responsible for differentiating the efficiency of learning in humans. The first type, termed external reinforcement, is one in which the experimenter controls and the subject receives the reinforcement. The second type is self-reinforcement, i.e., the subject controls and receives the reinforcement. The third type ( internal reinforcement) reverses the subject-experimenter relationship employed in the first type. The fourth type ( alien reinforcement) occurs when the experimenter replaces the subject's role played in the second type. In Exp. I, 30 male undergraduates learned to choose as correct a nonsense syllable among four such syllables on each test card. A male graduate student served as the experimenter. Results indicated that the subjects can learn the task under the conditions of the fourth type of reinforcement as well as the first type. The fourth type was superior in its effect on learning. In Exp. II, 19 male undergraduates learned to choose one of the four meaningful words, and a female graduate student served as experimenter. Neither the second nor the third type was effective. It was concluded that the type of reinforcement in which the experimenter is reinforced by himself seems most effective in facilitating learning, due probably to some motivational factor.

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Nonsense Syllable

Encyclopedia of the Sciences of Learning ◽

10.1007/978-1-4419-1428-6_2296 ◽

2012 ◽

pp. 2479-2479

Keyword(s):

Nonsense Syllable

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Longitudinal Study of Hearing Aid Effectiveness. I

Journal of Speech Language and Hearing Research ◽

10.1044/jshr.3604.808 ◽

1993 ◽

Vol 36 (4) ◽

pp. 808-819 ◽

Cited By ~ 30

Author(s):

Ruth A. Bender ◽

Diane P. Niebuhr ◽

Janet P. Getta ◽

Charles V. Anderson

Keyword(s):

Hearing Loss ◽

Longitudinal Study ◽

Nonsense Syllable ◽

Hearing Aid ◽

Aid Effectiveness ◽

Training Effect ◽

Speech Perception In Noise ◽

Objective Tests ◽

Recognition Testing

This report is the first of two detailing a longitudinal follow-up of hearing aid users. Sixty-five subjects were followed for 12 months post-hearing aid fitting. Objective tests included insertion gain, the Speech Perception in Noise (SPIN) test (Kalikow, Stevens & Elliott, 1977; Bilger, Neutzel, Rabinowitz, & Rzeczkowski, 1984) and the Nonsense Syllable Test (NST) (Levitt & Resnick, 1978) presented in quiet and noise backgrounds. Initially each subject’s hearing aid was fit to the revised National Acoustic Laboratories prescriptive formula (NAL-R) (Byrne & Dillon, 1986) using insertion gain measures. Use gain, measured at 6 and 12 months post-fitting, indicated that subjects generally used those prescribed values, except for subjects in the steeply sloping configuration subgroup. The NST and SPIN tests were administered at the fitting and at 1, 3, 6, and 12 months post-fitting. No change in performance, or training effect, was found for the group or for factors of experience, degree of hearing loss, configuration of hearing loss, use time, or circuit type. Failure to demonstrate a training effect may be attributed, in part, to the fact that initial speech recognition testing was done with the hearing aid volume set at the prescribed values. None of the circuits used showed performance superiority, except when comparing scores for the NST obtained in a quiet background to those obtained in a background of speech-weighted noise. In that comparison, the users of adaptive filter circuits exhibited less deterioration of performance in a noise background.

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