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aural: exam 2 Flashcards

0
Q

CI controversy

A

CIs enhance the quality of life

CIs are a threat to deaf culture

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1
Q

Future of CI

A
  • partial implants with hearing aid for those w residual lo freq HL
  • intraoperative mapping
  • bilateral implantation: one vs two
  • implantation got asymm SNHL
  • soft tip array
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2
Q

Opinions in favor of CI

A
  • critical age for language acq
  • surgery not very invasive
  • access to hearing world (Ed, social)
  • sound awareness
  • function more normally in hearing world
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3
Q

CI opinions against

A
  • Ethically wrong
  • threat to Deaf culture
  • labels deafness as”disability”
  • invasive unnecessary surgery
  • adults can choose, children can’t
  • long term effects unknown
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4
Q

Auditory training

A

Teaching client to hear after listening device fitted

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5
Q

History of auditory training

A 
1791
1805 Paris 
1893 US Goldstein Central Inst for Deaf
Currier school NY
Gillespie NE
Clarke school ML
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6
Q

Aud train design principles

A

.

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7
Q

Aud train Skill level

A

Awareness: presence vs absence, action –> sound
Discrimination: same/different, pattern perception, long/short

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8
Q

Aud train stim units

A

Analytic: segments of speech (phonemes, syll), recognition of acoustic clues
Synthetic: recognizes overall meaning

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9
Q

Aud train activity type

A

Formal: structured indiv or grp- exercises, drills, reinforcements, ROUTINE
Informal: part of everyday life, conversations

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10
Q

Aud train Difficulty level

A

Vary set size: closed set, limited (context), open
Vary stimuli: words, phrases, sentences
Also: different vs similar (cognates), structured vs spontaneous, presentation (SNR)

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11
Q

Aud train threshold

A

Increase level of one variable if >80% correc

Decrease if <50%

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12
Q

Aud train objectives

A

Goal

Objective (measured outcome, time frame, milestones)

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13
Q

Analytic aud approach

A

Vowels- intensity, formants, acoustic features

Consonants- place, manner, voicing

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14
Q

Aud Vowel training: formants

A

First formant: high = more open, low = narrower (similar pairs:he/who, hid/hood, head/hawed, had/hod)
Second formant: high: more closed, lower: narrower (similar pairs: hid/head/had, hah/who)

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15
Q

Aud train objectives: vowels

A

Demonstrate sound awareness (animals)
Disc 1st Formant vowels (beet/ bat)
Disc 2nd formant pairs (bee/boo)
Disc 1st-2nd formant pairs (sheep/ship)

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16
Q

Aud train procedures: vowel

A 
Begin with a+v cues, to associate sound and look
Use carrier phrases "show me the"
Use pictures of objects
Increase set size: closed- limited-open
Take away speech reading visual cues
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17
Q

auditory training: consonants

A

Manner: stop, fricative, nasal, liquid
Voicing
Place: bilabial, labiodental, linguadental, alveolar, velar/palatal

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18
Q

Auditory Train objectives: consonants

A

Identify consonants differing in manner/voice: tap/map

Identify words with similar manner/voice but diff place: bog/dog

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19
Q

Auditory training objectives: synthesis

A

Awareness of suprasegmentals (intonation, stress, duration, loudness)
Disc of ss: up up vs uhhhp
ID # syll
Progress from single to multiword utterances
Closed set comprehension (show me)
Open set (directions to draw)

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20
Q

Auditory training: reinforcement

A

Quick easy interesting immediate appropriate

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21
Q

Aud train SPICE

A

3-12 yo
4 levels: detection, ss & percept, vowel & cons disc, connect speech
Formal analytic –> informal synthetic

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22
Q

Aud train hierarchy

A 
Familiar common expressions
Single  2 step directions 
Class instrux
Sequence 3 direx
Multi element direx
Sequence three events in story
Answer questions about story
Comprehension in noise
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23
Q

Speech reading

A

Visual AND auditory cues (absence of visual decrease recog 20%)

24
Speech reading skill factors
Young Age Prelingual HL willingness to guess Knowledge of Context cues: vocab, grammar, world
25
Lip reading facial cues
Place of consonants Prosody (eyebrows raised etc) Lipreaders focus on diff parts of face: upper face -eye nose mouth
26
Lip reading facilitators/inhibitors
``` Visibility Rapidity Coarticulation Visemes homophenes Talker effects ```
27
Lip reading: visibility
Voicing invisible | Vowels invisible BUT acoustically salient for HL
28
Rapidity
Avg 150-250 wpm (4-7 syll or 15 phonemes per sec) | EYE registers only 9-10 movements
29
Coarticulation
Same phoneme looks diff based on following vowel beet/boot Looks diff based on stress
30
Visemes vs homophenes
Visemes:look same on lips (p b m) Homophenes: words look same on mouth (47-56% English language!!)
31
Talker effects
Same sound looks diff on diff ppl Degree of mouth widening etc Accents
32
Mcgurk effect
Different visual/auditory stimuli- visual overrides auditory
33
Audiovisual integration
Perceive a v Integrate signals Make phonetic lexical decisions
34
Neighborhood activation model
Words differ by one phoneme Some neighborhoods more populated cat vs orange
35
Residual hearing and lip reading
Extract ss patterns Semantics Voicing
36
Factors affecting speech reading
Talker Message Environment Listener
37
Speech reading inhibitors: talker effects
Mumble, look away, chew gum, smiles too wide, no facial exp, shout, talk too fast or slow, beard mustache, dark glasses, cover mouth, unfamiliar, male (fundamental freq?), accent
38
Clear speech
Lecture style- slower, enunciated, key words, pauses | 34% visual only recog vs 20% conversational
39
Lip reading inhibitor: message
Longer, low freq words, words w dense neighborhood, no linguistic context
40
Lip reading inhibitors: environment
Background noise or reverb | Viewing angle
41
Speech reading inhibitors: perceiver
``` Residual hearing Type of loss Visual acuity Emotional state Stress level ```
42
Speech reading training
Standardized tests not very valid Training to lip read is not as helpful without auditory input Teach recipient to take advantage of cues, maximize environment
43
Rules of conversation
``` Attend w interest All participate in exchange Particip choose topic and participate Turn taking Topic maintenance Share but be succinct and clear ```
44
Effect of HL on conversations
``` Interrupting- throws off speaker Requests for clarifications Confusion, disrupted grounding Loud, seem disinterested Inappropriate topic changes Disrupted turn taking, long pauses Expansive Gestures throw off listener Talker reduces detail as result, superficial easier ```
45
Hand gestures
Emblematic- cultural "peace" vs "victory" Iconic- describes item, action Metaphoric- "crazy" Deictic- locate things in space Beat- emphasis, unimportance Regulatory- guide flow, (drop hands @ end of turn)
46
Communication strategies
Towards partner: Tell what behaviors impede speech reading Message tailoring- set the stage for easy response (either/or vs open ended) Metacommunication
47
Constructive strategy
Enhance comm environ; lighting distance, SNR, seating, visual noise
48
Maladaptive strategies
Bluff Withdraw Dominate Self pity or anger
49
Adaptive strategies
Coping mechanism for emotion Relaxation Consciously Attend to visual Reduce anxiety
50
Anticipatory strategies
``` Learn names before hand Familiarize self w topic Read current events Read ahead MOSTLY EFFECTIVE FOR UNFAMILIAR EVENT ```
51
Receptive Repair strategy
Used by listener when MSG is not understood SPECIFIC Repeat, rephrase, ID topic, confirm, ask for elab, write, finger spell NONSPECIFIC huh what?
52
Bluff
Pretend to understand | Can appear insensitive dull uninterested
53
Social vs self stigma
Social- devalued bc deviate from norm | Self- internalize: shame & embarrassment, feels less valuable
54
Expressive repair strategies
Speak kid Repeat message w best speech Speak slower w short sentences and gestures
55
Effectiveness of repair strategies
Rephrase better than verbatim Elaboration adds to confusion Specific Repair strategy shows where breakdown occurs while nonspecific disrupts flow
56
Repair strategy user characteristics
NOT LIKELY IF Low Ed Sudden HL Minimal benefit from aids or CI
57
Conversational styles
Passive cooperative at all costs Aggressive blame others Passive aggressive- bluff then get upset later Assertive- takes responsibility and manages in considerate way
58
Communication behaviors
Interactive- cooperative, take responsibly Non interactive- passive, does not contribute to convo Dominating- act aggressive

aural (2 decks)

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