Categories of auditory perception and non-speech sound at the interface

2008 ◽  
Author(s):  
Ivan Chardin
Keyword(s):  
Auditory Perception ◽  
Speech Sound

scholarly journals Devising a development test of auditory perception: Problems and prospects

1971 ◽  
Vol 18 (1) ◽  
Author(s):  
Arnold Abramovitz
Keyword(s):  
Hearing Aids ◽  
Emotionally Disturbed ◽  
Auditory Perception ◽  
Speech Sound ◽  
Pattern Discrimination ◽  
Auditory Training ◽  
Environmental Sounds ◽  
Threshold Phenomena ◽  
Sound Discrimination ◽  
Hearing Children

It is certain that many children whose auditory perception is queried by audiologists, speech therapists, educationists and psychologists elude the diagnostic screens presently available in each of these disciplines. The need for a qualitative and quantitative psychological assessment of the child's auditory abilities and disabilities led to the development of a test which was intended to evaluate the following functions:(a) Recognition of environmental sounds, (b) Auditory figure-ground discrimination, (c) Speech-sound discrimination (phonemic and intonational) and (d) Tonal pattern discrimination (pitch, loudness, duration and interval). It was not intended to investigate threshold phenomena as such but rather to supplement and complement pure-tone and speech audiometry. The test was applied to 205 children, aged five to ten years, drawn from a normal school population, and 232 children with difficulties and handicaps varying both in degree and kind. Only the first two sub-tests were found to be clinically and experimentally viable, and data for the curtailed test are presented. The following results are noteworthy: (1) The test measures functions which are positively related to both age and intelligence. (2) Brain-injured, retarded and emotionally disturbed children generally test low on auditory figure-ground discrimination; this vulnerability is most likely due to perseveration. (3) Previously unsuspected peripheral hearing losses may sometimes be detected by the use of the test. On the other hand, some children said to have high degrees of hearing loss test at or above their age-level. (4) Many deaf and hard-of-hearing children test higher without their hearing-aids; this is probably due to amplification being achieved at the cost of distortion. (5) Children of average intelligence with reading and/or spelling difficulties often test low on auditory figure-ground discrimination. (6) Blind children who have received auditory training are equal to sighted children in recognition of environmental sounds, but superior in auditory figure-ground discrimination. This does not, however, necessarily signify superior auditory perception as such on the part of the blind. In general it is concluded that the development of tests of auditory perception could add significantly to the psycho-educational assessment of both "normal" and handicapped children.

Non-Speech Sound in Human-Computer Interaction: A Review and Design Guidelines

1994 ◽  
Vol 11 (3) ◽  
pp. 211-233 ◽  
Author(s):  
James Hereford ◽  
William Winn
Keyword(s):  
Virtual Environments ◽  
Computer Technology ◽  
Interface Design ◽  
Auditory Perception ◽  
Speech Sound ◽  
Basic Research ◽  
Aircraft Design ◽  
Design Guidelines ◽  
Recent Developments

Recent developments in computer technology make it possible to use sound more extensively in the computer interface than has hitherto been possible. This article describes research on uses of computer sound and suggests how sound might be used effectively by instructional and interface designers. After a review of some general principles of interface design and of basic research into auditory perception, the article examines two uses of sound: Earcons, whose purpose is to inform the user about the state of the system itself, and sonitization, whose purpose is to represent data generated by computer programs as sound. Both symbolic and iconic sounds are examined. The role of sound in virtual environments is also discussed with particular attention to its use in aircraft. Design guidelines are listed, and conclusions about needed research are offered.

scholarly journals Revealing the functions of supra-temporal and insular auditory responsive areas in humans

2020 ◽  
Author(s):  
Qian Wang ◽  
Lu Luo ◽  
Na Xu ◽  
Jing Wang ◽  
Yayue Gao ◽  
...  
Keyword(s):  
Auditory Perception ◽  
Speech Sound ◽  
Posterior Part ◽  
Passive Listening ◽  
Epileptic Patients ◽  
Auditory Response ◽  
Posterior Insula ◽  
Auditory Cortices ◽  
Weak Connectivity ◽  
Intracranial Electrodes

ABSTRACTThe human auditory sensory area, which includes primary and non-primary auditory cortices, has been considered to locate in the supra-temporal lobe for more than a century. Recently, accumulating evidence shows that the posterior part of insula responses to sounds under non-task states with relevant short latencies. However, whether posterior insula (InsP) contribute to forming auditory sensation remains unclear. Here we addressed this issue by recording and stimulation directly on the supra-temporal and insular areas via intracranial electrodes from 53 epileptic patients. During passive listening to a non-speech sound, the high-γ (60-140 Hz) active rate of InsP (68.8%) was approximate to the non-primary auditory areas (72.4% and 79.0%). Moreover, we could not distinguish InsP from supra-temporal subareas by either activation, latency, temporal pattern or lateral dominance of sound induce high-γ. On the contrary, direct electrical stimulation evoked auditory sensations effectively on supra-temporal subareas (> 65%), while sparsely on InsP (9.49%). The results of cortico-cortical evoked potentials (CCEPs) showed strong bidirectional connectivity within supra-temporal areas, but weak connectivity between supra-temporal areas and InsP. These findings suggest that even the InsP has similar basic auditory response properties to the primary or non-primary cortex, it may not directly participate in the formation of auditory perception.

scholarly journals Auditory Perception and Ultrasound Biofeedback Treatment Outcomes for Children With Residual /ɹ/ Distortions: A Randomized Controlled Trial

2020 ◽  
Vol 63 (2) ◽  
pp. 444-455 ◽  
Author(s):  
Jonathan L. Preston ◽  
Elaine R. Hitchcock ◽  
Megan C. Leece
Keyword(s):  
Auditory Perception ◽  
Speech Therapy ◽  
Controlled Trial ◽  
Speech Sound ◽  
Prognostic Indicator ◽  
Perceptual Training ◽  
Self Monitoring ◽  
Fine Grained ◽  
Before And After ◽  
Perceptual Acuity

Purpose This study evaluated whether outcomes from treatment, which includes ultrasound visual feedback (UVF), would be more or less effective when combined with auditory perception training for children with residual /ɹ/ errors. Method Children ages 8–16 years with /ɹ/ distortions participated in speech therapy that included real-time UVF of the tongue. Thirty-eight participants were randomized to speech therapy conditions that included a primary focus on articulation using UVF or a condition that included auditory perceptual training plus UVF (incorporating category goodness judgments and self-monitoring). Generalization of /ɹ/ production accuracy to untrained words was assessed before and after 14 hr of therapy. Additionally, the role of auditory perceptual acuity was explored using a synthetic /ɹ/–/w/ continuum. Results There was no difference between the treatment groups in rate of improvement of /ɹ/ accuracy (increase of 34% for each group; p = .95, η p 2 = .00). However, pretreatment auditory acuity was associated with treatment progress in both groups, with finer perceptual acuity corresponding to greater progress ( p = .015, η p 2 = .182). Conclusion Similar gains in speech sound accuracy can be made with treatment that includes UVF with or without auditory perceptual training. Fine-grained perceptual acuity may be a prognostic indicator with treatment. Supplemental Material https://doi.org/10.23641/asha.11886219

Morphological Awareness Skills of Second- and Third-Grade Students With and Without Speech Sound Disorders

2020 ◽  
Vol 51 (3) ◽  
pp. 603-616
Author(s):  
Kenn Apel ◽  
Victoria S. Henbest
Keyword(s):  
Word Reading ◽  
Speech Sound ◽  
Morphological Awareness ◽  
Literacy Skills ◽  
Receptive Vocabulary ◽  
Real Word ◽  
Speech Sound Disorders ◽  
Word Level ◽  
Third Grade Students ◽  
Pseudoword Reading

Purpose Morphological awareness is the ability to consciously manipulate the smallest units of meaning in language. Morphological awareness contributes to success with literacy skills for children with typical language and those with language impairment. However, little research has focused on the morphological awareness skills of children with speech sound disorders (SSD), who may be at risk for literacy impairments. No researcher has examined the morphological awareness skills of children with SSD and compared their skills to children with typical speech using tasks representing a comprehensive definition of morphological awareness, which was the main purpose of this study. Method Thirty second- and third-grade students with SSD and 30 with typical speech skills, matched on age and receptive vocabulary, completed four morphological awareness tasks and measures of receptive vocabulary, real-word reading, pseudoword reading, and word-level spelling. Results Results indicated there was no difference between the morphological awareness skills of students with and without SSD. Although morphological awareness was moderately to strongly related to the students' literacy skills, performance on the morphological awareness tasks contributed little to no additional variance to the children's real-word reading and spelling skills beyond what was accounted for by pseudoword reading. Conclusions Findings suggest that early elementary-age students with SSD may not present with concomitant morphological awareness difficulties and that the morphological awareness skills of these students may not play a unique role in their word-level literacy skills. Limitations and suggestions for future research on the morphological awareness skills of children with SSD are discussed.

Reading Risk in Children With Speech Sound Disorder: Prevalence, Persistence, and Predictors

2020 ◽  
Vol 63 (11) ◽  
pp. 3714-3726
Author(s):  
Sherine R. Tambyraja ◽  
Kelly Farquharson ◽  
Laura Justice
Keyword(s):  
At Risk ◽  
Sound Production ◽  
Speech Therapy ◽  
Speech Sound ◽  
Reading Difficulties ◽  
School Age Children ◽  
Speech Sound Disorder ◽  
Word Decoding ◽  
School Year ◽  
School Based

Purpose The purpose of this study was to determine the extent to which school-age children with speech sound disorder (SSD) exhibit concomitant reading difficulties and examine the extent to which phonological processing and speech production abilities are associated with increased likelihood of reading risks. Method Data were obtained from 120 kindergarten, first-grade, and second-grade children who were in receipt of school-based speech therapy services. Children were categorized as being “at risk” for reading difficulties if standardized scores on a word decoding measure were 1 SD or more from the mean. The selected predictors of reading risk included children's rapid automatized naming ability, phonological awareness (PA), and accuracy of speech sound production. Results Descriptive results indicated that just over 25% of children receiving school-based speech therapy for an SSD exhibited concomitant deficits in word decoding and that those exhibiting risk at the beginning of the school year were likely to continue to be at risk at the end of the school year. Results from a hierarchical logistic regression suggested that, after accounting for children's age, general language abilities, and socioeconomic status, both PA and speech sound production abilities were significantly associated with the likelihood of being classified as at risk. Conclusions School-age children with SSD are at increased risk for reading difficulties that are likely to persist throughout an academic year. The severity of phonological deficits, reflected by PA and speech output, may be important indicators of subsequent reading problems.

Facilitating Parental Involvement in Speech Therapy for Children With Speech Sound Disorders: A Survey of Speech-Language Pathologists' Practices, Perspectives, and Strategies

2020 ◽  
Vol 29 (4) ◽  
pp. 1987-1996
Author(s):  
Sherine R. Tambyraja
Keyword(s):  
Parental Involvement ◽  
Online Survey ◽  
Speech Therapy ◽  
Speech Sound ◽  
Speech Sound Disorders ◽  
Speech Sound Disorder ◽  
Speech Language Pathologists ◽  
School Based ◽  
Homework Completion

Purpose This study investigated the extent to which speech-language pathologists (SLPs) facilitate parents' completion of homework activities for children with speech sound disorder (SSD). In addition, this study explored factors related to more consistent communication about homework completion and strategies considered particularly effective for supporting this element of parental involvement. Method Licensed SLPs serving at least one child with SSD were invited to participate in an online survey. Questions relevant to this study gathered information regarding (a) frequency of communication about homework distribution and follow-up, (b) demographic and workplace characteristics, and (c) an open-ended question about the specific strategies used to support parental involvement and completion of homework activities. Results Descriptive results indicated considerable variability with respect to how frequently SLPs engaged in communication about homework completion, but that school-based SLPs were significantly less likely to engage in this type of follow-up. Strategies considered effective, however, were similar across therapy contexts. Conclusion These results suggest potentially important differences between school-based services and therapy in other contexts with respect to this particular aspect of service provision for children with SSD.

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