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.

A Questionnaire Survey of Current Rehabilitation Practices for Adults With Normal Hearing Sensitivity Who Experience Auditory Difficulties

2020 ◽  
Vol 29 (4) ◽  
pp. 738-761
Author(s):  
Tess K. Koerner ◽  
Melissa A. Papesh ◽  
Frederick J. Gallun
Keyword(s):  
Hearing Aids ◽  
Questionnaire Survey ◽  
Patient Population ◽  
Clinical Care ◽  
Normal Hearing ◽  
Auditory Training ◽  
Training Methods ◽  
Hearing Sensitivity ◽  
Considerable Benefit ◽  
High Level

Purpose A questionnaire survey was conducted to collect information from clinical audiologists about rehabilitation options for adult patients who report significant auditory difficulties despite having normal or near-normal hearing sensitivity. This work aimed to provide more information about what audiologists are currently doing in the clinic to manage auditory difficulties in this patient population and their views on the efficacy of recommended rehabilitation methods. Method A questionnaire survey containing multiple-choice and open-ended questions was developed and disseminated online. Invitations to participate were delivered via e-mail listservs and through business cards provided at annual audiology conferences. All responses were anonymous at the time of data collection. Results Responses were collected from 209 participants. The majority of participants reported seeing at least one normal-hearing patient per month who reported significant communication difficulties. However, few respondents indicated that their location had specific protocols for the treatment of these patients. Counseling was reported as the most frequent rehabilitation method, but results revealed that audiologists across various work settings are also successfully starting to fit patients with mild-gain hearing aids. Responses indicated that patient compliance with computer-based auditory training methods was regarded as low, with patients generally preferring device-based rehabilitation options. Conclusions Results from this questionnaire survey strongly suggest that audiologists frequently see normal-hearing patients who report auditory difficulties, but that few clinicians are equipped with established protocols for diagnosis and management. While many feel that mild-gain hearing aids provide considerable benefit for these patients, very little research has been conducted to date to support the use of hearing aids or other rehabilitation options for this unique patient population. This study reveals the critical need for additional research to establish evidence-based practice guidelines that will empower clinicians to provide a high level of clinical care and effective rehabilitation strategies to these patients.

Distinctive Phonetic Features as Relevant and Irrelevant Stimulus Dimensions in Speech-Sound Discrimination Learning

1974 ◽  
Vol 17 (3) ◽  
pp. 417-425
Author(s):  
Stuart I. Ritterman ◽  
Nancy C. Freeman
Keyword(s):  
College Students ◽  
Discrimination Learning ◽  
Irrelevant Dimension ◽  
Speech Sound ◽  
Irrelevant Stimulus ◽  
Relevant Dimension ◽  
Phonetic Features ◽  
Sound Discrimination ◽  
Nonsense Syllables

Thirty-two college students were required to learn the relevant dimension in each of two randomized lists of auditorily presented stimuli. The stimuli consisted of seven pairs of CV nonsense syllables differing by two relevant dimension units and from zero to seven irrelevant dimension units. Stimulus dimensions were determined according to Saporta’s units of difference. No significant differences in performance as a function of number of the irrelevant dimensions nor characteristics of the relevant dimension were observed.

Foundations of Language Development in Deaf and Hard-of-Hearing Infants

2020 ◽  
pp. 19-32
Author(s):  
Dani Levine ◽  
Daniela Avelar ◽  
Roberta Michnick Golinkoff ◽  
Kathy Hirsh-Pasek ◽  
Derek M. Houston
Keyword(s):  
Language Development ◽  
Language Learning ◽  
Cochlear Implants ◽  
Hearing Aids ◽  
Hard Of Hearing ◽  
Social Processes ◽  
Effective Interventions ◽  
Hearing Devices ◽  
Language Input ◽  
Hearing Children

Copious evidence indicates that, even in the first year of life, children’s language development is beginning and is impacted by a wide array of cognitive and social processes. The extent to which these processes are dependent on early language input is a critical concern for most deaf and hard-of-hearing (DHH) children, who, unlike hearing children, are usually not immersed in a language-rich environment until effective interventions, such as hearing aids or cochlear implants, are implemented. Importantly, some cognitive and social processes are not dependent on the early availability of language input and begin to develop before children are fitted for hearing aids or cochlear implants. Interventions involving parent training may be helpful for enhancing social underpinnings of language and for maximizing DHH children’s language learning once effective hearing devices are in place. Similarly, cognitive training for DHH children may also provide benefit to bolster language development.

scholarly journals Speech Sound Production in 2-Year-Olds Who Are Hard of Hearing

2014 ◽  
Vol 23 (2) ◽  
pp. 91-104 ◽  
Author(s):  
Sophie E. Ambrose ◽  
Lauren M. Unflat Berry ◽  
Elizabeth A. Walker ◽  
Melody Harrison ◽  
Jacob Oleson ◽  
...  
Keyword(s):  
Socioeconomic Status ◽  
Hearing Loss ◽  
Hearing Aids ◽  
Hard Of Hearing ◽  
Sound Production ◽  
Speech Sound ◽  
Linguistic Variables ◽  
Vowel Production ◽  
Severe Hearing Loss ◽  
Children's Speech

Purpose The purpose of the study was to (a) compare the speech sound production abilities of 2-year-old children who are hard of hearing (HH) to children with normal hearing (NH), (b) identify sources of risk for individual children who are HH, and (c) determine whether speech sound production skills at age 2 were predictive of speech sound production skills at age 3. Method Seventy children with bilateral, mild-to-severe hearing loss who use hearing aids and 37 age- and socioeconomic status–matched children with NH participated. Children's speech sound production abilities were assessed at 2 and 3 years of age. Results At age 2, the HH group demonstrated vowel production abilities on par with their NH peers but weaker consonant production abilities. Within the HH group, better outcomes were associated with hearing aid fittings by 6 months of age, hearing loss of less than 45 dB HL, stronger vocabulary scores, and being female. Positive relationships existed between children's speech sound production abilities at 2 and 3 years of age. Conclusion Assessment of early speech sound production abilities in combination with demographic, audiologic, and linguistic variables may be useful in identifying HH children who are at risk for delays in speech sound production.

Use of hearing AIDS

1976 ◽  
Vol 14 (12) ◽  
pp. 45-46
Keyword(s):  
Hearing Loss ◽  
Middle Ear ◽  
Hearing Aids ◽  
Conductive Hearing Loss ◽  
Auditory Training ◽  
Lip Reading ◽  
Conductive Hearing

Up to 3 million people in Britain might be helped by hearing aids.1 2 Most are over 65 years of age, but some are infants. All should be referred to specialist centres for assessment as soon as possible. Hearing aids generally help most in disorders of the middle ear (conductive hearing loss); they can also help those with sensorineural and other forms of hearing loss. The use of an aid often needs to be supplemented by lip reading and other means of auditory training.1 3

Auditory training system for improvement of auditory perception ability in blind soccer.

2021 ◽  
Vol 263 (2) ◽  
pp. 4290-4294
Author(s):  
Mari Ueda
Keyword(s):  
Visual Impairment ◽  
Auditory Perception ◽  
Personal Experience ◽  
Vision Loss ◽  
Training System ◽  
Auditory Training ◽  
Audio Information ◽  
High Degree ◽  
Game Performance

Blind soccer is a sport designed for people with visual impairment. All players (except the goalkeepers) are people with visual impairment but not limited to complete vision loss (i.e. without any ability to see; blind in both eyes) . Considering the various degrees of the disability, all players put on an eye mask for a complete vision blockage so they just rely on their audio sensation for the location of the ball and the goals to drift, shoot, and defend as a game with a high degree of movement. Different from conventional soccer games, the ball makes a sound in which the callers at the back of the shooting goal provide audio guidance in order to make the game highly dependent on audio information. However, the ability to recognize and locate rely solely on training and personal experience of individual players that essential audio information of the game has never been analyzed in a scientific manner and theories about distance positioning is especially inadequate. Hence, this study aims to utilize the audio sensation for better game performance. First, we focus on the distance attenuation feature when the ball spins, which is followed by a description about an audio training system for distance positioning from sounds.

Another Approach to Evaluating Speech Sound Discrimination

1969 ◽  
Vol 35 (9) ◽  
pp. 745-747 ◽  
Author(s):  
Ronald Goldman ◽  
Macalyne Fristoe
Keyword(s):  
Speech Sound ◽  
Sound Discrimination

Auditory perception of Mexican children with profound bilateral hearing loss receiving auditory verbal therapy

2020 ◽  
pp. 026565902096996
Author(s):  
Damaris F Estrella-Castillo ◽  
Héctor Rubio-Zapata ◽  
Lizzette Gómez-de-Regil
Keyword(s):  
Hearing Loss ◽  
Hearing Aids ◽  
Oral Language ◽  
Auditory Perception ◽  
Extended Family ◽  
Developed Countries ◽  
Profound Hearing Loss ◽  
Bilateral Hearing Loss ◽  
Auditory Recognition ◽  
Auditory Verbal Therapy

Profound hearing loss can have serious and irreversible consequences for oral language development in children, affecting spoken and written language acquisition. Auditory-verbal therapy has been widely applied to children with hearing loss with promising results, mainly in developed countries where cochlear implants are available. An evaluation was done of auditory perception in 25 children 5 to 8 years of age, with profound hearing loss, users of 4- or 5-channel hearing aids, and enrolled in a personalized auditory-verbal therapy program. Regarding initial auditory perception skills, children performed better on the Noises and Sounds block than on the Language block. By subscales, top performance was observed for auditory analysis (Noises and Sounds) and auditory recognition (Language). A series of t-tests showed that significant improvement after Auditory-verbal therapy occurred in global scores for Noises and Sounds and for Language blocks, regardless of sex, urban or rural community origin, nuclear or extended family. The study provides evidence of deficiencies in auditory in children with profound bilateral hearing loss and how this might improve after receiving Auditory-verbal therapy. Nevertheless, the descriptive study design prevents conclusions regarding the effectiveness of the therapy. Subsequent research must take into account intrinsic and environmental factors that might play a mediating role in the benefits of Auditory-verbal therapy for auditory perception.

Generalization of Sensory Auditory Learning to Top-Down Skills in a Randomized Controlled Trial

2015 ◽  
Vol 26 (01) ◽  
pp. 019-029 ◽  
Author(s):  
Cristina B. Murphy ◽  
Andressa K. Peres ◽  
Elaine C. Zachi ◽  
Dora F. Ventura ◽  
Luciana Pagan-Neves ◽  
...  
Keyword(s):  
Controlled Trial ◽  
Speech Sound ◽  
Auditory Training ◽  
Control Group ◽  
Typically Developing ◽  
Speech Sound Disorder ◽  
Top Down ◽  
Significant Group ◽  
Attention Skills ◽  
Sensory Training

Background: Research has shown that auditory training improves auditory sensory skills; however, it is unclear whether this improvement is transferred to top-down skills, such as memory, attention, and language, and whether it depends on group characteristics in regard to memory and attention skills. Purpose: The primary goal of this research was to investigate the generalization of learning from auditory sensory skills to top-down skills such as memory, attention, and language. We also aimed to compare whether this generalization process occurs in the same way among typically developing children and children with speech sound disorder. Research Design: This study was a randomized controlled trial. Study Sample: Typically developing 7- to 12-yr-old children and children with speech sound disorder were separated into four groups: a trained control group (TDT; n = 10, age 9.6 ± 2.0 yr), a nontrained control group (TDNT; n = 11, age 8.2 ± 1.6 yr), a trained study group (SSDT; n = 10, age 7.7 ± 1.2 yr), and a nontrained study group (SSDNT; n = 8, age 8.6 ± 1.2 yr). Intervention: Both trained groups underwent a computerized, nonverbal auditory training that focused on frequency discrimination, ordering, and backward-masking tasks. The training consisted of twelve 45 min sessions, once a week, for a total of 9 hr of training, approximately. Data Collection and Analysis: Near-transfer (Gap-In-Noise [GIN] and Frequency Pattern Test) and far-transfer measures (auditory and visual sustained attention tests, phonological working memory and language tests) were applied before and after training. The results were analyzed using a 2 × 2 × 2 mixed-model analysis of variance with the group and training as the between-group variables and the period as the within-group variable. The significance threshold was p ≤ 0.05. Results: There was a group × period × training interaction for GIN [F (1.35) = 7.18, p = 0.011], indicating a significant threshold reduction only for the TDT group (Tukey multiple comparisons). There was a significant group × period interaction [F (1.35) = 5.52, p = 0.025] and a training × period interaction for visual reaction time [F (1.35) = 4.20, p = 0.048], indicating improvement in the SSDT group and worsening in both nontrained groups. There was also a significant group × training × period interaction [F (1.35) = 4.27, p = 0.046] for the auditory false alarms, with a significant improvement after training only for the SSDT group. Analysis of variance also revealed that all groups exhibited approximately the same level of gains for all measures, except for GIN [F (3,38) = 4.261, p = 0.011] and visual response time [F (3.38) = 4.069, p = 0.014]. Conclusions: After training, the TDT group demonstrated a significant improvement for GIN and the SSDT exhibited the same for sustained attention, indicating learning generalization from an auditory sensory training to a top-down skill. For the other measures, all groups exhibited approximately the same level of gains, indicating the presence of a test-retest effect. Our findings also show that the memory span was not related to the learning generalization process given that the SSDT exhibited a more pronounced gain in attention skills after the sensory training.

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