Hi Quiz 3

Front 1

the parts of the model of communication

Back 1

1. source 2. message 3. receiver 4. feedback 5. environment

Front 2

segmental

Back 2

individual speech sounds

Front 3

suprasegmental

Back 3

rate, rhythm, intonation

Front 4

the newborn infant can

Back 4

make gross discriminations between various auditory signals

Front 5

selective listening with infants is extended to speech stimuli

Back 5

within a few weeks

Front 6

the normal human ear is capable of perceiving auditory signals comprising frequencies from about

Back 6

20 to 20,000 Hz

Front 7

the maximum range of intensity we are able of processing cocurs at ____ to _____ Hz and varies from __ to ___ dbSPL

Back 7

3000 to 4000. 0 to 130 dBSPL

Front 8

the normal ear is capable of perceiving approximately ____________ distinguishable tones within the audible range of hearing

Back 8

340,000

Front 9

the range of intensity normally found in speech is small.

Back 9

45dBHL

Front 10

the most powerful phoneme is

Back 10

/c/ au

Front 11

the weakest phoneme is

Back 11

theta

Front 12

the weakest vowel is

Back 12

/i/

Front 13

typical male speakers produce speech with an overall intensity that is about ___dB greater than female speakers

Back 13

3dB

Front 14

the points of peak amplitude are known as

Back 14

formants

Front 15

formants provide important cues for the identification of

Back 15

vowels

Front 16

the consonants in English display a ______ high frequency spectral composition

Back 16

broader

Front 17

the five featurs of consonants

Back 17

voicing, nasality, affrication, duration, place

Front 18

suprasegmental features

Back 18

intonation, rhythm, stress, pitch

Front 19

the overall spectrum of speech is composed of acoustical energy from

Back 19

50 - 10,000 Hz

Front 20

the duration of individual speech sounds in our langauge covers a range from about

Back 20

30 to 300 msec

Front 21

vowels generally have a ____ duration than consonants

Back 21

longer

Front 22

the dynamic movements of the articulators in the production of adjacent phonemes produce acoustical byproducts termemed

Back 22

transitional cues.

Front 23

detection

Back 23

being aware of sound

Front 24

discrimination

Back 24

ability to distinguish amoung individual speech stimuli

Front 25

identification

Back 25

identify or label what one has heared by pointing to, naming

Front 26

attention

Back 26

focusing on the speaker and the message being conveyed

Front 27

memory

Back 27

ability to retain or store verbal information

Front 28

closure

Back 28

the perceived speech elements must be brought together in a meaningful whole.

Front 29

most hearing impaired listeners experience only _________ difficulty in vowel perception

Back 29

minimal

Front 30

vowel phonemes ___ and ___ were found to have the most difficulty

Back 30

/o/ /E/

Front 31

the most frequently missed phonemes by hearing impaired adults are

Back 31

d, s, p, k, theta

Front 32

the most common errors in consonant phoneme perception occur with the ______________ feature, followed by _______

Back 32

place of articulation, mannar of articulation

Front 33

the perception of sh, ch, and ja, was very dependent on sensitivity between

Back 33

1000 and 2000 Hz

Front 34

the more redundant the message,

Back 34

the more readily it can be perceived by the listener.

Front 35

structural constraints

Back 35

the predictable manner in which linguistic units are chained together according to the rules of english

Front 36

semantic constraints

Back 36

allow the listener to predict the type of vocab

Front 37

situational constraints

Back 37

location, time and place, environment influence what we say

Front 38

noise

Back 38

refers to a host of factors that can actually reduce the information present for a listener to use

Front 39

topical constraints

Back 39

the use of langauge bears some relationship with the context in which it is used. for example, in a stadium at a football game

Front 40

ray carhart considered auditory training

Back 40

a process of teaching the child or adult with gearing impairment to take full advantage of available auditory clues. awareness of sound, gross discrimination of nonverbal stimuli, and gross and fine discrimination of speech

Front 41

erber described auditory training as

Back 41

the creation of special communication conditions in which teachers and auds help hearing impaired children acquire many of the auditory perception abilities that normally hearing children acquire naturally.

Front 42

when considering auditory training for adults, two general objectives are usually relevanat

Back 42

1. learning to maximize the use of auditory and other related cues available for the perception of speech 2. adjustment and orientation to facilitate the optimum use of amplification, including cochlear implants and tactile devices

Front 43

the altimate aim of auditory training is

Back 43

to achieve maximum communication potential by developing the auditory sensory channel to its fullest.

Front 44

goldstein's acoustic method

Back 44

centered around systematic stimulation with individual speech sounds, syllables, words and sentences to improve speech perception

Front 45

until world war II, the primary focus of auditory training was

Back 45

its use with severely/ profoundly deaf children

Front 46

carhart's believed that listening skills

Back 46

are normally learned early in life and when a hearing loss occurs in later childhood or in adulthood, some of the person's auditory skills may become impaired even though they were intact prior to the onset of the hearing loss

Front 47

carhart outlined 4 major steps involved in auditory training

Back 47

1. awareness of sound 2. gross discriminations 3. broad discrim among simple speech patterns 4. finer discriminations for speech

Front 48

_____________ combined with a person's hearing was also encouraged by carhart

Back 48

speechreading

Front 49

carhart wanted auditory training to be conducted in three commonly encountered situations

Back 49

1. relatively intense background noise 2. the presence of a competing speech signal 3. listening on the telephone

Front 50

according to carhart, the use of _________ is vital in auditory training

Back 50

use of hearing aids

Front 51

auditory training is most commonly used in

Back 51

children with prelingual sensorineural hearing impairment.

Front 52

auditory training in recent times has been

Back 52

with conclear implant recipients

Front 53

WIPI

Back 53

word intelligibility by picture identification - four lists of 25 monosyllabic words. closed set. used with children

Front 54

NU-CHIPS

Back 54

northwestern university children's perception of speech. 50 monosyllabic nouns

Front 55

ling 5 sound test

Back 55

/a/ /u/ /i/ /s/ /sh/. up to 1000 should detect vowels. up to 2000 should detect /sh/ and up to 4000 should detect /s/

Front 56

TAC

Back 56

test of auditory comprehension - for children ages 4-12 with moderate to profound HL. speech discrim, memory,, figure-ground discrim, story comp

Front 57

GASP

Back 57

glendonald auditory screening procedure. based on a model of auditory perception. 1. phoneme detection 2. word identification 3. sentence comprehension. eber said gasp can aid in planning aud training.

Front 58

DASL

Back 58

developmental approach to successful listening. sound awareness, phonetic listening, auditory comp. children from 3 years of age can be evaluated.

Front 59

CCT

Back 59

california consonant test. test consonants in initial and final position. this is more sensitive to the speech difficulties experienced by hight freq. loss

Front 60

spin

Back 60

Speech perception in noise. high and low probability.

Front 61

MAC

Back 61

minimal auditory capabilities for assessing auditory and visual skills of profound hearing impaired people. if other tests are too difficult use this one.

Front 62

CID

Back 62

central institute for the deaf

Front 63

analytic

Back 63

attempts to break speech into smaller componants. exercies that emphases same - different discrim of vowel or consonant phonemes in syllables.

Front 64

synthetic

Back 64

emphasizes a more global approach to speech perception, stressig the use of clues derived from syntax

Front 65

pragmatic

Back 65

training the communicator to control communication variables such as level of speech, signal to noise ratio

Front 66

erber's approaches to auditory training

Back 66

1. conversational approach, 2. moderately structured approach. 3. practice on specific tasks

Front 67

conversational approach

Back 67

the teacher adapts to the child's responses by presenting auditory tasks in a systematic mannar derived from any cell in the matrix

Front 68

moderately structured approach

Back 68

applies a closed set auditory identification task, but follows this activity with some speech devel. and related comprehansion task.

Front 69

DASL II

Back 69

developmental approach to successful listening - . sound awareness, phonetic listening, auditory comprehension.

Front 70

SKI-HI

Back 70

comprehensive identification and home intervention treatment program for infants with hearing impairment

Front 71

SPICE

Back 71

speech perception instructional curriculum and evaluation - provides a guide for clinicians in evaluating and developing auditory skills in children with prof. hearing loss. four levels. detection, suprasengmental, voweland consonant perception, connected speech.

Front 72

consonant recognition training

Back 72

used with adults and relies primarily on an analytic approach. it frequently incorporates speech reading into a combined audio-visual approach.

Front 73

communication training

Back 73

communication strategies and pragmatics. anticipatory strategies, repair strategies,

Front 74

WATCH

Back 74

watch talkers mouth. ask specific questions. talk about your hearing loss. change the situation. health care knowledge.

Front 75

average voice

Back 75

65 dbSPL at 1 meter

Front 76

average shout

Back 76

85 dBSPL at 1 meter

Front 77

average whisper

Back 77

45 dBSPL at 1 meter

Front 78

fo for males

Back 78

130Hz fundamental

Front 79

fo for females

Back 79

260 hz fundamental

Front 80

auditory training

Back 80

1. uses residual hearing 2. trains mind 3. uses sensory aids

Front 81

four design principles

Back 81

1. auditory skill 2. stimuli 3. activity type 4. difficulty level

Front 82

different levels of auditory skills

Back 82

1. awareness 2. descrimination 3. identification 4. comprehension

Front 83

stimulus units

Back 83

1. analytic - phoneme, syllable, word 2. synthetic - sentence, communication, discourse, (meaning of utterance)

Front 84

analytic auditory approach

Back 84

vowels are more intense in lower frequencies, and are more audible to most. formants - back, front, central, high, mid, low. consonants - focus on place, manner and voicing characteristics.

Front 85

activity type

Back 85

informal training - part of daily routine, incorporated into other activities. formal - highly structured, usually one on one training

Front 86

difficulty level

Back 86

1. stimulus set, unit, similarity, context, task, SNR

Front 87

analytic

Back 87

1. discriminate vowels that differ in first formant information 2. identify words with different vowels using a four item resonse set. identify words with different vowels from an open set of vocabulary.

Front 88

synthetic

Back 88

1. discriminate between a declarativea nd interrogative sentencce 2. carry on a conversation 3. follow the instructions of simple commands

Front 89

speech perception tests look at

Back 89

- how well listeners understand speech - reflect handicap created by HL - classify degree and type of HL - baseline measure for treatment - determine benefit from sensory aid.