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Educational Audiology > Test 2 > Flashcards

Test 2 Flashcards

1
Q

Vowel characteristics

A

Low frequency

High energy

Low intelligibility

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2
Q

Consonant characteristics

A

High frequency

Low energy

High intelligibility

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3
Q

Audibility (articulation) index

A

Speech banana

100 dots = weighted distribution of dots

AI of .76 means 76% of phonemes audible to that person

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4
Q

2 speech acoustic principles

A

Concerned with relative, not absolute values

Great deal of redundancy in speech acoustics

(Various cues available simultaneously)

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5
Q

Speech acoustics cueing categories

A

Frequency

Frequency over time

Time

Intensity

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6
Q

Formants

A

Bands/concentrations of energy within certain frequencies

Use this info to identify vowels

Broad peaks of resonance as breath passes through vocal tract

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7
Q

Formant/frequency ratio

A

F2 divided by F1

Used to identify or label vowels

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8
Q

/S/

A

Very difficult to understand with HL and important in English

Males: 3500-8500Hz
Females: 4500-9000Hz

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9
Q

Frequency over time

A

Formant transitions(changes in energy)

Rapid changes that go from one position to a steady position for vowels

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10
Q

Rising formant transitions

A

Formant starts at lower frequency then rises to steady state frequency of vowel

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11
Q

Falling formant transitions

A

Formant starts at higher frequency then goes down to steady state position

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12
Q

Steady state transition

A

Basically a straight line going into vowels

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13
Q

Information from F1 and F2 transitions

A

Give info about phoneme being produced

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14
Q

Info from F1

A

Manner of articulation

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15
Q

Info from F2

A

Place of articulation

More difficult for HH person b/c higher frequency with rapid transitions

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16
Q

Speech acoustic redundancy

A

Multiple speech cues simultaneously are easier for normal hearing people

HH listeners might rely on one cue more than another

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17
Q

Voicing bar

A

Low frequency band of energy

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18
Q

Timing cue examples

A

Voice onset time - when did vocal cords vibrate after air release

Impact on vowel - vowels last longer in voiced environment (beat vs bead)

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19
Q

Spectrograph

A

Used to create spectrograms

Olde version used heated stylus to burn paper

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20
Q

Sound

A

Individual’s perception of a pattern of vibrations that originate from a source in the environment

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21
Q

Acoustic speech features

A

Nonsegmentals (duration, intensity, frequency)

Segmentals (vowels - tense/lax, open/closed, consonants - manner, place, voicing)

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22
Q

Nonsegmentals

A

Duration -seconds, time. Length of sound how it starts, changes, and finishes

Intensity - dB, loudness. Force or power of sound

Frequency - Hz, pitch. Number of sound waves at ear each second

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23
Q

4 levels of auditory skills

A

Detection (most basic, not perceiving)

Discrimination

Identification

Comprehension

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24
Q

Detection

A

Ability to respond to presence or absence of sound

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25
Q

Discrimination

A

Ability to perceive differences in suprasegmental features or in acoustic properties of speech sounds

26
Q

Identification

A

Ability to reproduce a speech stimulus by naming or identifying through pointing to a picture or repeating the speech heard

27
Q

Comprehension

A

To understand the meaning of what has been heard

28
Q

Visuals of acoustic info

A

Speech acoustics audiogram

Vowel/consonant formant charts

Consonant formant table

29
Q

Fundamental frequency

A

Rate at which vocal folds vibrate

Male- 125Hz

Female - 250Hz

Child - 325Hz

30
Q

Vowel perception primary cue

A

Formant/frequency ratio cue

Child with HH may make mistakes normal hearing child wouldn’t make

Lower frequency (back vowels) better for HH

31
Q

Vowel classifications

A

Back

Central

Front

32
Q

HA listening check

A

No output

Muffled sound

Feedback

Distortion

Intermittent sound

Ling sounds while changing volume, squeeze HA for intermittent sound

33
Q

Ling sounds

A

At extremes of speech banana , if all are heard then it’s possible for all speech sounds to be produced clearly

/a/ /u/ /sh/ /S/

34
Q

No output issue (2 reasons)

A

Check batteries (use battery tester, replace)
Place battery correctly
Right type of battery
Corrosion in battery compartment

External switches (not off or telecoil)

35
Q

No output (3 reasons)

A

Earmold - impacted with wax

Tubing - collapsed, clogged, moisture

Moisture

36
Q

Weak/muffled sound

A

Almost dead battery (tested 1.0 volts or less = garbage)

Battery leak = garbage

Dirty/clogged mic screen

Earmold clogged

37
Q

Feedback issues

A

Volume set too high

Improperly fit earmold

Tubing crack

Check earmold/tubing feedback

Check earhook feedback

Check internal feedback

38
Q

Distortion issues

A

Battery terminal corrosion

Change battery

Check mic (dirty or clogged)

Excessive wax in ear

Earmold needs venting

Moisture in HA

defective volume control

39
Q

Intermittent issues

A

Battery corrosion

Tubing collapsed or bent

Defective volume control

40
Q

Routine HA care

A

Avoid high temps

Avoid moisture

Battery - replacements, remove at night

Clean earmold with soap and water

Protect from hard knocks

Turn off when removing

Repairs by audiologist

41
Q

Transmission

A

Sound passes through surface into space beyond it

42
Q

Absorption

A

Surface absorbs sound like sponge

43
Q

Reflection

A

Sound strikes surface and changes direction like ball bouncing off wall

One angle

44
Q

Diffusion

A

Sound strikes surface and is scattered in many directions

Multiple angles

45
Q

Key variable for an echo

A

Time

46
Q

Reverberation

A

Technical term for echo

47
Q

Reverberation time

A

Amount of time it takes for signal to decrease by 60dB in room

How echoic/reverberant a space is

More sound waves bouncing off objects = more echoic

48
Q

Absorption coefficient

A

How absorbent surfaces are in a room

Reciprocally related to RT

Greater absorption coefficient = shorter RT

49
Q

Ways to increase absorption coefficient

A

Carpeting

Curtains/drapes

Cork board/sound panels

Dropped ceiling tiles (acoustic tiles)

Tennis balls for chairs

Baffles

50
Q

Signal to noise ratio

A

Simple comparison that’s useful for estimating how understandable speech is in a room

Sound of voice - background noise = S/N ratio

Want a more positive S/N ratio

51
Q

Good RT

A

0.4 seconds

52
Q

Observing room for sound

A

Create noise survey/noise map

Determine sources of noise

Perform troubleshooting where child usually is

53
Q

Anechoic chamber

A

Room with no echo; truly soundproof

RT of 0.0 seconds

Wedges made of fiberglass insulation material

54
Q

KEMAR

A

Knowls electronic mannequin for auditory research

55
Q

Inverse square law

A

Double distance from sound, sound decreases by 6dB

56
Q

Children at risk for poor classroom acoustics

A

Children with HL

younger than 13yo

Artic disorders

Lang learning problems

Learning disabilities

Non native English speakers

History otitis media

Auditory processing disorders

57
Q

Upward spread of masking

A

When there’s a lot of energy that can mask speech energy that’s trying to be perceived

58
Q

Effects of noise on hearing in classroom

A

Masks speech sounds

Voice fatigue

Increased listening effort

Developmental factors

59
Q

Causes of high noise in classrooms

A

Loud heating, ventilation, air

Lights, pencil sharpeners, movement

Noise outside building

Hallway noise

60
Q

Noise reduction

A

Subtract noise level in receiving room to noise level in source room

High NR is good

61
Q

Assistive listening devices

A

Personal FM system

Sound field FM system

Induction loop

Infrared systems

Hard wired FM systems

Educational Audiology (3 decks)

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