Reception Thresholds for Sentences in Quiet and Noise for Monolingual English and Bilingual Mandarin-English Listeners

2010 ◽  
Vol 21 (04) ◽  
pp. 239-248 ◽  
Author(s):  
Andrew Stuart ◽  
Jianliang Zhang ◽  
Shannon Swink
Keyword(s):  
Masking Effect ◽  
Group Differences ◽  
Hearing In Noise ◽  
Significant Difference ◽  
Quasi Experimental ◽  
English Speaking ◽  
Continuous Noise ◽  
Noise Test ◽  
Release From Masking ◽  
L1 And L2

Background: Bilingual (BL) listeners' difficulties in adverse noise conditions are exacerbated when perceiving their second language (L2) relative to their first language (L1). Perception of L2 is also significantly poorer by BL listeners compared to native monolingual (ML) listeners. Purpose: The purpose of the study was to examine the effect of stationary and nonstationary energetic noise maskers on L1 and L2 speech perception in native and nonnative listeners. Research Design: A mixed multivariate quasi-experimental design was employed. Study Sample: Two groups of 12 ML English-speaking and BL Mandarin-English-speaking normal-hearing young adult female volunteers participated. Data Collection and Analysis: An adaptive technique was employed to determine reception thresholds for sentences (RTSs) in quiet and in backgrounds of competing continuous and interrupted noise. The noises differed only in their temporal continuity. The sentence stimuli employed consisted of the Hearing in Noise Test (HINT) and the Mandarin Hearing in Noise Test (MHINT). ML participants received the HINT stimuli while the BL participants received both HINT and MHINT stimuli. Between-group differences in RTSs were examined for the same stimuli (i.e., HINT) and for L1 stimuli (i.e., HINT vs. MHINT). Within-group differences in RTSs were examined with the BL participants' perception of L1 and L2 stimuli (i.e., MHINT vs. HINT). The amount of “release from masking” (i.e., the difference of RTS signal-to-noise ratios [SNRs] in interrupted and continuous noise) was also examined between and within groups. Results: In quiet there was no significant difference in mean RTSs between the BL and ML participants with their respective L1 stimuli; MLs had significantly lower mean RTSs in English compared to the BLs; and mean RTSs for the BLs were significantly lower for L1 versus L2 stimulus. In noise, a significantly higher RTS SNR was found for the MLs in continuous noise but not interrupted noise for L1 stimuli compared to the BLs; BLs had a significantly higher mean RTSs in English compared to the MLs; and BLs had significantly higher mean RTSs for L2 versus L1 stimuli. The release from masking was significantly greater for MLs compared to BLs with their respective L1 stimuli and with the same English stimuli. There was no significant difference for the BLs' release from masking with L1 versus L2 stimulus. Conclusion: BL listeners display significantly poorer performance when perceiving nonnative L2 sentences in quiet and in continuous and interrupted noise relative ML listeners. When listening to their respective native L1 sentences, only a difference in continuous noise was found. This difference was attributed to differential masking effect on the English stimuli. Similar performance in the interrupted noise between the ML and BL participants with L1 stimuli and the equivalent release from masking with the BL participants for both L1 and L2 stimuli suggest comparable basic auditory temporal resolving capacities between these ethnic groups.

Reception Thresholds for Sentences in Quiet, Continuous Noise, and Interrupted Noise in School-Age Children

2008 ◽  
Vol 19 (02) ◽  
pp. 135-146 ◽  
Author(s):  
Andrew Stuart
Keyword(s):  
Temporal Resolution ◽  
School Age Children ◽  
School Age ◽  
Signal To Noise ◽  
Processing Efficiency ◽  
Sentence Recognition ◽  
Significant Difference ◽  
Continuous Noise ◽  
Release From Masking ◽  
Effect Of Age

Sentence recognition in noise was employed to investigate the development of temporal resolution in school-age children. Eighty children aged 6 to 15 years and 16 young adults participated. Reception thresholds for sentences (RTSs) were determined in quiet and in backgrounds of competing continuous and interrupted noise. In the noise conditions, RTSs were determined with a fixed noise level. RTSs were higher in quiet for six- to seven-year-old children (p = .006). Performance was better in the interrupted noise evidenced by lower RTS signal-to-noise ratios (S/Ns) relative to continuous noise (p < .0001). An effect of age was found in noise (p < .0001) where RTS S/Ns decreased with increasing age. Specifically, children under 14 years performed worse than adults. "Release from masking" was computed by subtracting RTS S/Ns in interrupted noise from continuous noise for each participant. There was no significant difference in RTS S/N difference scores as a function of age (p = .057). Children were more adversely affected by noise and needed greater S/Ns in order to perform as well as adults. Since there was no effect of age on the amount of release from masking, one can suggest that school-age children have inherently poorer processing efficiency rather than temporal resolution. Se utilizó el reconocimiento de frases en ruido para investigar el desarrollo de la resolución temporal en niños de edad escolar. Dieciocho niños con edades entre 6 y 15 años y 16 adultos jóvenes participaron. Los umbrales de recepción de frases (RTS) se determinaron en silencio y ante ruidos de fondo de competencia, continuos o interrumpidos. En condiciones de ruido, los RTS se determinaron contra un nivel fijo de ruido. Los RTS fueron más alto en silencio para los niños de seis a siete años de edad (p = .006). El desempeño fue mejor en medio de ruido interrumpido, con una tasa señal/ruido (S/N) menor para RTS, en relación al ruido continuo (p < .0001). Un efecto de la edad se encontró en medio de ruido (p < .0001) donde la S/N para RTS disminuyó conforma aumentó la edad. Específicamente, los niños menores de 14 años de edad funcionaron peor que los adultos. Se computó "liberación del enmascaramiento" sustrayendo las S/N para RTS en ruido interrumpido, de las de ruido continuo para cada participante. No existieron diferencias significativas en los puntajes de diferencia de las S/N para RTS como función de la edad (p = .057). Los niños se vieron más adversamente afectados por el ruido y necesitaron de mayores S/N para rendir tan bien como los adultos. Dado que no existió un efecto de la edad en la cantidad de liberación del enmascaramiento, uno puede sugerir que los niños de edad escolar tienen una eficiencia de procesamiento inherentemente más pobre que su resolución temporal.

scholarly journals Speech Perception in Children Under Noisy Situations

2011 ◽  
Vol 15 (02) ◽  
pp. 163-167
Author(s):  
Natália Fernanda Garro Monteiro ◽  
Samira Vilela Molina ◽  
Maria Cecília Bevilacqua ◽  
José Roberto Pereira Lauris ◽  
Adriane Lima Mortari Moret ◽  
...  
Keyword(s):  
Statistical Analysis ◽  
Speech Perception ◽  
Transverse Section ◽  
Hearing In Noise ◽  
Significant Difference ◽  
Noise Test ◽  
Impaired Children ◽  
Result Interpretation ◽  
Cognitive Alterations ◽  
Diffuse Noise

Summary Introduction: The ability to understand speech is impaired by many factors during evaluations, especially under noise, and it is still more complex for children under these conditions. Objective: To analyze the speech perception in children with a normal hearing in different noise situations. Method: Way of study transverse section. The Brazilian Hearing in Noise Test (HINT) was performed in 21 children aged between 7 and 14 with a standard hearing and no cognitive alterations. The sentence lists were randomly used in these situations: silence (S), frontal noise (FN); right-side noise (RN); left-side noise (LN); noise at 180°. (RT) and a comparison between the result of the compound noise (CN) and the diffuse noise in four sound areas at 45°; 135°; 225° e 315° (4 BXS). Results: The statistical analysis showed a significant difference among the following situations: RN with FN; BN with FN; and it was worse with 4 BXS, where a difference for RN, BN, CN, LN and FN was found. To analyze a correlation with age, it was significant regarding the age, as a result of HINT values only for the frontal noise. Conclusion: The significant differences in the results of speech perception among the different hearing conditions in the evaluated individuals suggest carefulness when choosing the stimulus in evaluations of speech perception in the noise in hearing-impaired children. Accordingly, researches in this field are necessary to determine the standards and variations related to its application and result interpretation.

Contralateral Suppression of Transient Otoacoustic Emissions and Sentence Recognition in Noise in Young Adults

2012 ◽  
Vol 23 (09) ◽  
pp. 686-696 ◽  
Author(s):  
Andrew Stuart ◽  
Alyson K. Butler
Keyword(s):  
Young Adults ◽  
Otoacoustic Emissions ◽  
Normal Hearing ◽  
Signal To Noise ◽  
Sentence Recognition ◽  
Contralateral Suppression ◽  
Significant Difference ◽  
Continuous Noise ◽  
Medial Olivocochlear ◽  
Release From Masking

Background: One purported role of the medial olivocochlear (MOC) efferent system is to reduce the effects of masking noise. MOC system functioning can be evaluated noninvasively in humans through contralateral suppression of otoacoustic emissions. It has been suggested that the strength of the MOC efferent activity should be positively associated with listening performance in noise. Purpose: The objective of the study was to further explore this notion by examining contralateral suppression of transient evoked otoacoustic emissions (TEOAEs) and sentence recognition in two noises with normal hearing young adults. Research Design: A repeated measures multivariate quasi-experimental design was employed. Study Sample: Thirty-two normal hearing young adult females participated. Data Collection and Analysis: Reception thresholds for sentences (RTSs) were determined monaurally and binaurally in quiet and in competing continuous and interrupted noises. Both noises had an identical power spectrum and differed only in their temporal continuity. “Release from masking” was computed by subtracting RTS signal-to-noise ratios in interrupted from continuous noise. TEOAEs were evoked with 80 dB peSPL click stimuli. To examine contralateral suppression, TEOAEs were evaluated with 60 dB peSPL click stimuli with and without a contralateral 65 dB SPL white noise suppressor. Results: A binaural advantage was observed for RTSs in quiet and noise (p < .0001) while there was no difference between ears (p >.05). In noise, performance was superior in the interrupted noise (i.e., RTSs were lower vs. continuous noise; p < .0001). There were no statistically significant differences in TEOAE levels between ears (p >.05). There was also no significant difference in the amount of suppression between ears (p = .41). There were no significant correlations or predictive linear relations between the amount of TEOAE suppression and any indices of sentence recognition in noise (i.e., RTS signal-to-noise ratios and release from masking; p > .05). Conclusions: The findings are not consistent with the notion that increased medial olivocochlear efferent feedback, as assessed via contralateral suppression of TEOAEs, is associated with improved speech perception in continuous and interrupted noise.

scholarly journals THE APPLICATION OF INSTAGRAM ACTIVITY TO IMPROVE STUDENTS` MOTIVATION IN ENGLISH SPEAKING

2018 ◽  
Vol 2 (1) ◽  
pp. 49
Author(s):  
Lisa Rakhmanina ◽  
Yuneva Yuneva
Keyword(s):  
Teaching And Learning ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
Quasi Experimental ◽  
Speaking Skill ◽  
High Motivation ◽  
English Speaking ◽  
Inferential Analysis ◽  
The Difference

This study was aimed at finding out: (1) the significant difference in speaking achievement between the students who were trained with Instagram activity and those who were not; (2) the significant difference in motivation toward English Speaking between before and after the students were trained using Instagram Activity technique; (3) the interaction between teaching strategies and motivation toward students’ speaking ability; and (4) the students’ feedbacks concerning the Instagram Activity shown by the difference in students’ speaking achievement. This study applied a quasi experimental study. The instruments used to find out the data were questionnaire and tests. The calculation of the study was applying descriptive and inferential analysis. The study result showed that Instagram activity in English speaking class was applied during the process of the teaching and learning in the classroom. It showed significant different on students` English achievement from pre-test to post-test between the students with low and high motivation. It means that Instagram activity could improve students` English speaking skill and could also motivate students to learn more.

Can a Remotely Delivered Auditory Training Program Improve Speech-in-Noise Understanding?

2015 ◽  
Vol 24 (3) ◽  
pp. 333-337 ◽  
Author(s):  
Harvey B. Abrams ◽  
Kirsten Bock ◽  
Ryan L. Irey
Keyword(s):  
Training Program ◽  
Hearing Aids ◽  
Auditory Training ◽  
Control Group ◽  
Attractive Alternative ◽  
Time On Task ◽  
Speech In Noise ◽  
Hearing In Noise ◽  
Significant Difference ◽  
Noise Test

PurposeThe aims of this study were to determine if a remotely delivered, Internet-based auditory training (AT) program improved speech-in-noise understanding and if the number of hours spent engaged in the program influenced postintervention speech-in-noise understanding.MethodTwenty-nine first-time hearing aid users were randomized into an AT group (hearing aids + 3 week remotely delivered, Internet-based auditory training program) or a control group (hearing aids alone). The Hearing in Noise Test (Nilsson, Soli, & Sullivan, 1994) and the Words-in-Noise test (Wilson, 2003) were administered to both groups at baseline + 1 week and immediately at the completion of the 3 weeks of auditory training.ResultsSpeech-in-noise understanding improved for both groups at the completion of the study; however, there was not a statistically significant difference in postintervention improvement between the AT and control groups. Although the number of hours the participants engaged in the AT program was far fewer than prescribed, time on task influenced the postintervention Words-in-Noise but not Hearing in Noise Test scores.ConclusionAlthough remotely delivered, Internet-based AT programs represent an attractive alternative to resource-intensive, clinic-based interventions, their demonstrated efficacy continues to remain a challenge due in part to issues associated with compliance.

scholarly journals Conceptual Scoring of Receptive and Expressive Vocabulary Measures in Simultaneous and Sequential Bilingual Children

2014 ◽  
Vol 23 (4) ◽  
pp. 574-586 ◽  
Author(s):  
Megan Gross ◽  
Milijana Buac ◽  
Margarita Kaushanskaya
Keyword(s):  
Bilingual Children ◽  
Group Differences ◽  
Typically Developing ◽  
Expressive Vocabulary ◽  
Opportunity To Respond ◽  
Significant Difference ◽  
Expressive Modality ◽  
English Speaking ◽  
Language Measures ◽  
The Average Range

Purpose The authors examined the effects of conceptual scoring on the performance of simultaneous and sequential bilinguals on standardized receptive and expressive vocabulary measures in English and Spanish. Method Participants included 40 English-speaking monolingual children, 39 simultaneous Spanish–English bilingual children, and 19 sequential bilingual children, ages 5–7. The children completed standardized receptive and expressive vocabulary measures in English and also in Spanish for those who were bilingual. After the standardized administration, bilingual children were given the opportunity to respond to missed items in their other language to obtain a conceptual score. Results Controlling for group differences in socioeconomic status (SES), both simultaneous and sequential bilingual children scored significantly below monolingual children on single-language measures of English receptive and expressive vocabulary. Conceptual scoring removed the significant difference between monolingual and simultaneous bilingual children in the receptive modality but not in the expressive modality; differences remained between monolingual and sequential bilingual children in both modalities. However, in both bilingual groups, conceptual scoring increased the proportion of children with vocabulary scores within the average range. Conclusion Conceptual scoring does not fully ameliorate the bias inherent in single-language standardized vocabulary measures for bilingual children, but the procedures employed here may assist in ruling out vocabulary deficits, particularly in typically developing simultaneous bilingual children.

scholarly journals Implementation of Flipped Classroom Model and Its Effectiveness on English Speaking Performance

2019 ◽  
Vol 14 (09) ◽  
pp. 130 ◽  
Author(s):  
Mohamad Yahya Abdullah ◽  
Supyan Hussin ◽  
Kemboja Ismail
Keyword(s):  
Undergraduate Students ◽  
Flipped Classroom ◽  
Sampling Technique ◽  
Oral Proficiency ◽  
Proficiency Tests ◽  
Willingness To Participate ◽  
Significant Difference ◽  
Quasi Experimental ◽  
English Speaking ◽  
Speaking Performance

In this study, combined method using pre and post oral proficiency tests, observation, and focus group interviews were used to examine the effectiveness of using flipped classroom model on English speaking performance. The study population consists of 27 undergraduate students who were attending the course of Advanced Communication Skills, in the academic year of 2018. A purposeful sampling technique, specifically quasi-experimental procedure was employed in this study. The analysis of quantitative and qualitative data showed that the application of FCM was an effective approach in the EFL speaking classroom. The results of paired-sample t-test indicated that there was a significant difference between pre and post oral proficiency tests t (26) = -14.83, p<0.001. Moreover, it was found that students’ involvement and willingness to participate in the English conversational tasks and their level of commitment and English speaking performance have increased gradually. In light of the findings, the study recommended encouraging teachers to employ modern technologies in their teaching strategies, particularly FCM.

Acoustic Hemifields in the Spatial Release from Masking of Speech by Noise

2003 ◽  
Vol 14 (09) ◽  
pp. 518-524 ◽  
Author(s):  
D.P. Phillips ◽  
B.K. Vigneault-MacLean ◽  
S.E. Boehnke ◽  
S.E. Hall
Keyword(s):  
Speech Intelligibility ◽  
Angular Separation ◽  
Hearing In Noise ◽  
Noise Masker ◽  
Spatial Release ◽  
Neurophysiological Data ◽  
Significant Release ◽  
Left And Right ◽  
Noise Test ◽  
Release From Masking

The Hearing-in-Noise Test (HINT) is able to measure the benefit to speech intelligibility in noise conferred when the noise masker is displaced 90 degrees in eccentricity from a speech source located at zero degrees azimuth. Both psychoacoustic and neurophysiological data suggest that the perceptual benefit of the 90-degree azimuth separation would be greatest if the speech and noise were presented in different acoustic hemifields, and would be smallest if the two sources were in the same acoustic hemifield. The present study tested this hypothesis directly in ten normal-hearing adult listeners. Using the HINT stimuli, we confirmed the hypothesis. Release from masking scores averaged 8.61 dB for "between-hemifield" conditions, 6.05 dB for HINT conditions, and 1.27 dB for "within-hemifield" conditions, even though all stimulus configurations retained a 90-degree angular separation of speech and noise. These data indicate that absolute separation of speech and noise alone is insufficient to guarantee a significant release from masking, and they suggest that what matters is the location of the stimulus elements relative to the left and right spatial perceptual channels. La Prueba de Audición en Ruido (HINT) permite medir los beneficios para la inteligibilidad del lenguaje en ruido que ocurre cuando el enmascarador de ruido es desplazado 90 grados de la fuente de lenguaje localizada a 0 grados azimut. Tanto los datos psicoacústicos como neurofisiológicos sugieren que el beneficio perceptual de la separación de 90 grados azimut sería mayor si el lenguaje y el ruido fueran presentados en diferentes hemicampos acústicos, y sería menor si las dos fuentes estuvieran en el mismo hemicampo. El presente estudio evaluó esta hipótesis directamente en diez sujetos adultos normo-oyentes. Utilizando los estímulos del HINT, confirmamos la hipótesis. Los puntajes de liberación del enmascaramiento promediaron 8.61 dB para las condiciones de "entre-hemicampos". 6.05 dB para las condiciones del HINT, y 1.27 para las condiciones "dentro del hemicampo", a pesar de que la configuración de todos los estímulos retuvo una separación angular de 90 grados entre el lenguaje y el ruido. Estos datos indican que la separación absoluta del ruido y lenguaje solos es insuficiente para garantizar una liberación significativa del enmascaramiento, y sugieren que lo que importa es la localización de los elementos del estímulo con relación a los canales perceptuales espaciales derecho e izquierdo.

scholarly journals Use of Charades in Enhancing Higher Institute Students’ Speaking Skills

2021 ◽  
Vol 3 (4) ◽  
pp. 15-38
Author(s):  
DALVINDER KAUR A/P KOLDIP SINGH ◽  
Azlina Abdul Aziz
Keyword(s):  
Positive Perception ◽  
Single Group ◽  
Factors Affecting ◽  
Speaking Proficiency ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Speaking Skill ◽  
English Speaking ◽  
Speaking Skills

English speaking skill is one of the most challenging skills that has to be taught by teachers, and there are many factors affecting students' low speaking proficiency. Hence, charades are implemented in this study. The purpose of this research is to study the improvement of English-speaking skills among college students through implementing Charades in the classroom. This study consists of two objectives. The first objective is to determine the effectiveness of charades in improving learners’ speaking skills, and the second objective is to investigate learners’ perception of charades. This study involves 18 students from Chenderoh Community College. Charades were implemented in their speaking lessons. This is single-group quasi-experimental research. Data was collected through pre and post-test and questionnaire. Speaking scores were analyzed through paired T-test. After the data analysis, there is a significant difference between pre and post-test. Students showed a positive perception of charades.

Stick Figure and Think, Talk And Write: Integrating Media With Teaching Strategy For A Better Writing Competence

2017 ◽  
Vol 2 (1) ◽  
pp. 46
Author(s):  
Eva Sudarwati ◽  
Shynta Amalia
Keyword(s):  
Teaching Strategy ◽  
T Test ◽  
Narrative Writing ◽  
Control Groups ◽  
Stick Figure ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Mean Differences ◽  
And Control ◽  
Writing Competence

Abstract This study attempts to see the effect of Think, Talk, and Write strategy on the students’ narrative writing competence. Considering the importance of the use of teaching media, this study tries to integrate Stick Figure as a teaching media in Think, Talk, and Write Strategy. A quasi experimental study was conducted to see the improvement of the students’ narrative writing competence. It involved 42 students who were selected on the basis of convenience sampling and assigned into two groups; experimental and control groups. The statistical analyses of paired sample t-test in experimental group showed that there was significant improvement on the students’ writing competence before (M=5.77, SD= 2.342) and after (M= 11.79, SD= 2.342), t(21)=12.059, p<0.05.Moreover, the result of independent t-test between experimental and control groups showed a significant difference. It can be seen that the mean differences was 3.79545 and the significance value is lower than 0.05, 0.000<0.05.

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