Audacity Software Analysis In Analyzing The Frequency And Character Of The Sound Spectrum

In the process of learning physics, experiments are needed that can help someone in gaining a deeper understanding of learning physics concepts and using technology in the learning process, especially learning sound waves. In this study, the aim is to be able to analyze the sound frequency with the help of Audacity software. Subjects used are 5 different cat sounds. The implementation of this research uses several tools such as a microphone, Audacity software on a laptop, and 5 cat sounds. This experiment was carried out by bringing the micro hope closer to the cat with 5 cm so that the sound was captured by the microphone which would later be transferred to the laptop and read by the audacity software. Furthermore, the data recorded in audacity were analyzed. From the results of the study, it can be said that a tool that can be used in practicum and can read and capture sound waves is effectively used in analyzing sound frequency, spectrum in the application of sound learning so that it can be used as one of the learning media in practicum on sound wave material at Junior high school.

Individual Differences in Phonetic Plasticity Across Native and Nonnative Contexts

Purpose Individuals vary in their ability to learn the sound categories of nonnative languages (nonnative phonetic learning) and to adapt to systematic differences, such as accent or talker differences, in the sounds of their native language (native phonetic learning). Difficulties with both native and nonnative learning are well attested in people with speech and language disorders relative to healthy controls, but substantial variability in these skills is also present in the typical population. This study examines whether this individual variability can be organized around a common ability that we label “phonetic plasticity.” Method A group of healthy young adult participants ( N = 80), who attested they had no history of speech, language, neurological, or hearing deficits, completed two tasks of nonnative phonetic category learning, two tasks of learning to cope with variation in their native language, and seven tasks of other cognitive functions, distributed across two sessions. Performance on these 11 tasks was compared, and exploratory factor analysis was used to assess the extent to which performance on each task was related to the others. Results Performance on both tasks of native learning and an explicit task of nonnative learning patterned together, suggesting that native and nonnative phonetic learning tasks rely on a shared underlying capacity, which is termed “phonetic plasticity.” Phonetic plasticity was also associated with vocabulary, comprehension of words in background noise, and, more weakly, working memory. Conclusions Nonnative sound learning and native language speech perception may rely on shared phonetic plasticity. The results suggest that good learners of native language phonetic variation are also good learners of nonnative phonetic contrasts. Supplemental Material https://doi.org/10.23641/asha.16606778

Improvement of memory-based reading recall using transcutaneous auricular vagus nerve stimulation

Expert reading acquisition is marked by fluent, effortless decoding and adequate comprehension skills and is required for modern daily life. In spite of its importance, many individuals struggle with reading comprehension even when decoding skills are adequate. Unfortunately, effective reading comprehension interventions are limited, especially for adults. A growing body of research suggests that non-invasive transcutaneous stimulation of the auricular vagus nerve (taVNS) may drive neural plasticity for low-level reading skills such as speech sound perception and letter-sound learning, but it is unknown whether taVNS can improve higher level skills as well. Thus, the current study was designed to evaluate whether taVNS paired with passage reading can improve reading comprehension performance. Twenty-four typically developing young adults were recruited and screened for baseline reading and working memory skills. Participants received either sham or active taVNS while reading short passages out loud. Immediately following each passage, participants answered a series of test questions that required either direct recall of passage details or more complete comprehension of the passage content. While taVNS did not improve the mechanics of reading (e.g., reading rate or accuracy), there was a significant benefit of active taVNS on test questions. This effect was driven by significant improvement on accuracy for memory questions while there was no effect of taVNS on comprehension question accuracy. These findings suggest that taVNS may be beneficial for enhancing memory, but its efficacy may be limited in higher cognitive domains.

Prenatal auditory learning in avian vocal learners and non-learners

Understanding when learning begins is critical for identifying the factors that shape both the developmental course and the function of information acquisition. Until recently, sufficient development of the neural substrates for any sort of vocal learning to begin in songbirds was thought to be reached well after hatching. New research shows that embryonic gene activation and the outcome of vocal learning can be modulated by sound exposure in ovo . We tested whether avian embryos across lineages differ in their auditory response strength and sound learning in ovo , which we studied in vocal learning (Maluridae, Geospizidae) and vocal non-learning (Phasianidae, Spheniscidae) taxa. While measuring heart rate in ovo , we exposed embryos to (i) conspecific or heterospecific vocalizations, to determine their response strength, and (ii) conspecific vocalizations repeatedly, to quantify cardiac habituation, a form of non-associative learning. Response strength towards conspecific vocalizations was greater in two species with vocal production learning compared to two species without. Response patterns consistent with non-associative auditory learning occurred in all species. Our results demonstrate a capacity to perceive and learn to recognize sounds in ovo , as evidenced by habituation, even in species that were previously assumed to have little, if any, vocal production learning. This article is part of the theme issue ‘Vocal learning in animals and humans’.

Management of Project-Based Learning Model at Sekolah Alam Junior High School

The purpose of this research is to learn more about how project-based learning models are planned, implemented, and evaluated at Sekolah Alam Cikeas Junior High School. This study employed a descriptive method and a qualitative approach. Observation, interviews, and documentation studies were used to gather data. This research shows thatthe management of project-based learning environmental education programs is carried out by the Sekolah Alam Cikeas Junior High School very well.The quality of the learning implementation has exceeded the quality of the implementation of environmentally sound learning when compared to other schools. The implementation of Project-Based Learning at Sekolah Alam Cikeas Junior High School, which focuses on character and moral development, will produce students who can compete in academics and overall quality.Management that has been done in an organised manner makes Project Based Learning implemented in a more measured manner and produces output as expected without wasting existing resources.

ADVANCING THE STATE OF THE ART IN L2 SPEECH PERCEPTION-PRODUCTION RESEARCH: REVISITING THEORETICAL ASSUMPTIONS AND METHODOLOGICAL PRACTICES

One of the basic goals of second language (L2) speech research is to understand the perception-production link, or the relationship between L2 speech perception and L2 speech production. Although many studies have examined the link, they have done so with strikingly different conceptual foci and methods. Even studies that appear to use similar perception and production tasks often present nontrivial differences in task characteristics and implementation. This conceptual and methodological variation makes meaningful synthesis of perception-production findings difficult, and it also complicates the process of developing new perception-production models that specifically address how the link changes throughout L2 learning. In this study, we scrutinize theoretical and methodological issues in perception-production research and offer recommendations for advancing theory and practice in this domain. We focus on L2 sound learning because most work in the area has focused on segmental contrasts.

Examining group differences in between-participant variability in non-native speech sound learning

Many studies on non-native speech sound learning report a large amount of between-participant variability. This variability allows us to ask interesting questions about non-native speech sound learning, such as whether certain training paradigms give rise to more or less between-participant variability. This study presents a reanalysis of Fuhrmeister and Myers (Attention, Perception, and Psychophysics, 82(4), 2049-2065, 2020) and tests whether different types of phonetic training lead to group differences in between-participant variability. The original study trained participants on a non-native speech sound contrast in two different phonological (vowel) contexts and tested for differences in means between a group that received blocked training (one vowel context at a time) and interleaved training (vowel contexts were randomized). No statistically significant differences in means were found between the two groups in the original study on a discrimination test (a same-different judgment). However, the current reanalysis tested group differences in between-participant variability and found greater variability in the blocked training group immediately after training because this group had a larger proportion of participants with higher-than-average scores. After a period of offline consolidation, this group difference in variability decreased substantially. This suggests that the type and difficulty of phonetic training (blocked vs. interleaved) may initially give rise to differences in between-participant variability, but offline consolidation may attenuate that variability and have an equalizing effect across participants. This reanalysis supports the view that examining between-participant variability in addition to means when analyzing data can give us a more complete picture of the effects being tested.

Students Perceptions, System Characteristics and Online Learning During the COVID-19 Epidemic School Disruption

Due to the emergency educational consequences of the COVID-19 epidemic, it is necessary to find an effective and alternative way of learning. Moreover, during this epidemic, the Chinese Ministry of Education announced the “Disrupted Classes, Undisrupted Learning” initiative, offering flexible online learning. With the aim of facilitating a sound learning environment when using online learning systems, various kinds of tools can be applied. Tencent Meeting is one tool that offers various learning features. This study aimed to investigate how students perceived the effect of the Tencent Meeting system features on the two main determinants of the TAM model, namely perceived ease of use (PEOU) and perceived usefulness (PU). The study further analyzed the effects of these two determinants on learning performance. Data were analyzed using regression analysis. The study found the Tencent Meeting system features could account for 55.1% of PEOU and 40% of PU. Another finding shows that PEOU and PU had a significant effect on the students' learning performance. Finally, a discussions and implications are presented.

The Problem-Solving Skills Profile of Tsanawiyah Islamic School Students in the Vibration, Wave, and Sound Learning Materials

The purpose of this study is to determine the profile of problem-solving instruments which applied in Tsanawiyah Islamic School on vibration, waves, and sound learning materials based on the expert validation assessment and student’s responses. This study used a pre-experimental design method, namely a one-shot case study and it was implemented in Tsanawiyah Islamic School. The sampling technique used purposive sampling using one class. Data collections used problem-solving skills instrument. The expert validation results showed that all of the instrument tests were very valid and it was declared fit for use. Student’s responses from 15 questions were valid because the instrument tests have difficulty level with medium category, although there was one number of the question has difficult category. The distinguishing power showed a good and a very good category although two numbers of questions were less categories. The problem-solving skills profile in Tsanawiyah Islamic School showed a good category in the expert validation noralthough student’s responses although there was a shortage. The limitation of the profile problem solving skills was hindsight from expert validation and students responses. The future research must be better and it can use appropriate learning model for this research like Model SEA-MEA (Self Efficacy Academic-Means Ends Analysis).

Pedagogically Sound Learning Objects: Towards a Useful Classification

In spite of the numerous discussions in literature, the learning object remains an illdefined concept. In this paper, rather than attempting to clearly define what a learning object is, I discuss kinds of computer-based creations that might be recognized as a learning object by the community involved in design and use of technology-based educational resources. This discussion is supported by a small-scale inquiry into kinds of learning objects identified from a collection of resources developed by some teachers and instructional designers in Singapore. Six unique categories of potential learning objects were noted and defined through the inquiry: presentation object, practice object, information object, simulation object, conceptual model and contextual representation. These kinds of learning objects are discussed in this paper. The paper opens a possibility for the proposed categories to be challenged or for more categories of learning objects to emerge in further inquiries involving examination of larger repositories of learning objects.