Nonsense-syllable recognition in noise using monaural and binaural listening strategies

1999 ◽  
Vol 105 (3) ◽  
pp. 1821-1830 ◽  
Author(s):  
Michael D. Arsenault ◽  
Jerry L. Punch
Keyword(s):  
Nonsense Syllable ◽  
Listening Strategies ◽  
Binaural Listening

scholarly journals Increasing the Effectiveness of Hearing Aid Directional Microphones

2021 ◽  
Vol 42 (03) ◽  
pp. 224-236
Author(s):  
Charlotte T. Jespersen ◽  
Brent C. Kirkwood ◽  
Jennifer Groth
Keyword(s):  
Real World ◽  
Speech Intelligibility ◽  
Signal To Noise Ratio ◽  
Hearing Aid ◽  
Binaural Hearing ◽  
Laboratory Studies ◽  
Directional Microphones ◽  
Directional Microphone ◽  
Listening Strategies ◽  
Binaural Listening

AbstractDirectionality is the only hearing aid technology — in addition to amplification — proven to help hearing aid users hear better in noise. Hearing aid directionality has been documented to improve speech intelligibility in multiple laboratory studies. In contrast, real-world studies have shown a disconnect between the potential of the technology and what hearing aid users experience in their daily life. This article describes the real-world studies that inspired ReSound to take a different approach to applying directional microphone technology. This approach is based on the idea that hearing aid directionality can leverage natural binaural hearing and inherent listening strategies. The directional strategy includes three listening modes that will be explained. These are the Spatial Cue Preservation mode, the Binaural Listening mode, and the Speech Intelligibility mode. The strategy and the advantages it provides in terms of sound quality, spatial hearing, and improved signal-to-noise ratio with maintained awareness of surroundings are explained.

Reliability and Stability of Various Hearing-Aid Outcome Measures in a Group of Elderly Hearing-Aid Wearers

1996 ◽  
Vol 39 (5) ◽  
pp. 923-935 ◽  
Author(s):  
Larry E. Humes ◽  
Dan Halling ◽  
Maureen Coughlin
Keyword(s):  
Outcome Measures ◽  
Hearing Aids ◽  
Repeated Measures ◽  
Nonsense Syllable ◽  
Hearing Aid ◽  
Objective Measure ◽  
The Elderly ◽  
Elderly Persons ◽  
Hearing Aid Use ◽  
Hearing Handicap

Twenty elderly persons with hearing impairment were fit with binaural in-the-ear hearing aids and followed for a 6-month period post-fit. Several hearing-aid outcome measures were obtained at 0, 7, 15, 30, 60, 90, and 180 days post-fit. Outcome measures included (a) objective measures of benefit obtained with nonsense-syllable materials in quiet (CUNY Nonsense Syllable Test, NST) and sentences in multitalker babble (Hearing in Noise Test, HINT); (b) two subjective measures of benefit, one derived from pre-fit/post-fit comparisons on a general scale of hearing handicap (Hearing Handicap Inventory for the Elderly, HHIE) and the other based on a subjective scale of post-fit hearing-aid benefit (Hearing Aid Performance Inventory, HAPI); (c) a questionnaire on hearing-aid satisfaction; (d) an objective measure of hearing-aid use; and (e) a subjective measure of hearing-aid use. Reliability and stability of each measure were examined through repeated-measures analyses of variance, a series of test-retest correlations, and, where possible, scatterplots of the scores against their corresponding 95% critical differences. Many of the measures were found to be both reliable and stable indicators of hearing-aid outcome.

Binaural speech-to-noise loudness ratio at the speech reception threshold in vehicles

2021 ◽  
Vol 69 (2) ◽  
pp. 173-179
Author(s):  
Nilolina Samardzic ◽  
Brian C.J. Moore
Keyword(s):  
Speech Intelligibility ◽  
New Method ◽  
Traditional Methods ◽  
Speech Reception ◽  
Typical Error ◽  
Transmission Index ◽  
Speech Transmission ◽  
Articulation Index ◽  
Speech Intelligibility Index ◽  
Binaural Listening

Traditional methods for predicting the intelligibility of speech in the presence of noise inside a vehicle, such as the Articulation Index (AI), the Speech Intelligibility Index (SII), and the Speech Transmission Index (STI), are not accurate, probably because they do not take binaural listening into account; the signals reaching the two ears can differ markedly depending on the positions of the talker and listener. We propose a new method for predicting the intelligibility of speech in a vehicle, based on the ratio of the binaural loudness of the speech to the binaural loudness of the noise, each calculated using the method specified in ISO 532-2 (2017). The method was found to give accurate predictions of the speech reception threshold (SRT) measured under a variety of conditions and for different positions of the talker and listener in a car. The typical error in the predicted SRT was 1.3 dB, which is markedly smaller than estimated using the SII and STI (2.0 dB and 2.1 dB, respectively).

Investigating the Emergence of Digital Platforms for Listening Learning Proficiency

Al-Lisan ◽  
2021 ◽  
Vol 6 (2) ◽  
pp. 209-224
Author(s):  
Tira Nur Fitria
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
British Broadcasting Corporation ◽  
Listening Skills ◽  
Voice Of America ◽  
Digital Platforms ◽  
British Council ◽  
Listening Strategies ◽  
Learning English

This study investigates the use of any platforms in English language teaching and learning, especially in listening skills. This research design is qualitative. From the result, it shows that some technologies available both online or offline include applications or platforms that provide many choices for listening to English, they are. 1) Music platform. These platforms can be found in PlayStore, such as Joox and Spotify recommends songs for listening skills. 2) Youtube channel. Many YouTube channels for learning English listening skills include 1) Voice of America (VOA), BBC Learning English, Learn English with TV Series, English with Lucy, and Oxford Online English. 3) Podcasts. Both BBC (British Broadcasting Corporation) and VoA (Voice of America). These Podcasts offer listening skills. The other podcasts are “The English We Speak, Podcast in English, Better at English, Luke’s English Podcast, Espresso English Podcast, Anchor FM” etc. 4) Websites that are pretty representative in practicing the listening skills such as Sound English, ESL-Lab, English listening, Ello, learn English British Council, Daily ESL, Story Nory, Story Line, which can be accessed. Learning English through several applications above can be an alternative for students in practicing and improving their English listening skills. Listening exercises can be carried out by using interesting listening strategies when learning English. It depends on the teachers/lecturers who teach listening subjects and the students who learn English materials.

Normally Hearing Children's Responses to a Nonsense Syllable Test (NST; Edgerton & Danhauer, 1979)

1985 ◽  
Vol 50 (1) ◽  
pp. 100-103 ◽  
Author(s):  
Jeffrey L. Danhauer ◽  
Anne Lewis ◽  
Bradly Edgerton
Keyword(s):  
Nonsense Syllable

Four Types of Reinforcement Processes in Humans

1979 ◽  
Vol 45 (3) ◽  
pp. 955-962 ◽  
Author(s):  
Yutaka Haruki ◽  
Hideko Ito ◽  
Yoshitaka Oue ◽  
Kaneo Nedate
Keyword(s):  
Graduate Student ◽  
Nonsense Syllable ◽  
Motivational Factor ◽  
The Third ◽  
Fourth Type ◽  
Test Card ◽  
External Reinforcement ◽  
The Subject ◽  
Female Graduate Student

The hypothesis tested was that the type of reinforcement (with regard to the administrator and the recipient) is responsible for differentiating the efficiency of learning in humans. The first type, termed external reinforcement, is one in which the experimenter controls and the subject receives the reinforcement. The second type is self-reinforcement, i.e., the subject controls and receives the reinforcement. The third type ( internal reinforcement) reverses the subject-experimenter relationship employed in the first type. The fourth type ( alien reinforcement) occurs when the experimenter replaces the subject's role played in the second type. In Exp. I, 30 male undergraduates learned to choose as correct a nonsense syllable among four such syllables on each test card. A male graduate student served as the experimenter. Results indicated that the subjects can learn the task under the conditions of the fourth type of reinforcement as well as the first type. The fourth type was superior in its effect on learning. In Exp. II, 19 male undergraduates learned to choose one of the four meaningful words, and a female graduate student served as experimenter. Neither the second nor the third type was effective. It was concluded that the type of reinforcement in which the experimenter is reinforced by himself seems most effective in facilitating learning, due probably to some motivational factor.

Correlation between Listening Anxiety and Listening Strategies of Chinese Postgraduate Students of Science and Engineering: A Case Study at SUES

2016 ◽  
Vol 6 (4) ◽  
Author(s):  
Shengli Wang
Keyword(s):  
Foreign Language ◽  
First Year ◽  
Chi Square ◽  
Postgraduate Students ◽  
Listening Anxiety ◽  
Medium Level ◽  
Chi Square Test ◽  
Listening Proficiency ◽  
Listening Strategies

<p>English listening is one of the five basic skills such as listening, speaking, reading, writing and translation that a Chinese postgraduate should acquire, and it is also the most significant one. In this study, 194 first-year postgraduate students at Shanghai University of Engineering Science were invited to report their strategies use and listening anxiety in the questionnaire with the 5-Likert Indirect Foreign Language Listening Strategies Scale and the 5-Likert Foreign Language Listening Anxiety Scale. The SPSS13.0 was used to analyze the descriptive statistics, reliability analysis, correlation analysis, Chi-square test and One-way ANOVA, which indicated a medium listening anxiety and a medium level of strategies use. Metacognitive strategies were more frequently used than social and affective strategies, the correlation between listening proficiency and listening anxiety was significantly negative, correlation between listening proficiency and indirect listening strategies was significantly positive, and that between indirect listening strategies and listening anxiety was significantly negative. Indirect listening strategies were useful to allay listening anxiety and would be incorporated into our normal classroom teaching.</p>

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