scholarly journals Through pedagogical cycle approach a study on the improvement of Korean listening ability

2017 ◽  
Vol null (43) ◽  
pp. 239-270
Author(s):  
정대현
Keyword(s):  
Listening Ability

Treatment Noncompliance as a Function of Therapist Attributes and Social Support

1984 ◽  
Vol 29 (3) ◽  
pp. 212-216 ◽  
Author(s):  
Ronald J. Dyck ◽  
Anthony S. Joyce ◽  
Hassan F.A. Azim
Keyword(s):  
Social Support ◽  
Premature Termination ◽  
Family Members ◽  
Short Term ◽  
Treatment Termination ◽  
Therapist Competence ◽  
The Social ◽  
Listening Ability ◽  
Treatment Noncompliance

Premature termination of short-term psychotherapy was examined as a function of therapist and social support variables. Patient perceived therapist competence, knowledge, relaxed manner, understanding of the help wanted, attitude, acceptance, listening ability, and sensitivity differentiated Continuers from Terminators. Although few of the social support variables were related to the mode of treatment termination, Continuers were found to be more likely than Terminators to have discussed attendance at the Clinic with others, especially family members. These findings were discussed in terms of their relevance to treatment of the emotionally ill and to the training of clinicians.

THE EFFECTIVENESS OF USING IMAGE MEDIA AND REALIA MEDIA ON THE LISTENING ABILITY OF CHILDREEN AGED 4-5 YEARS

2020 ◽  
Vol 2 (1) ◽  
pp. 38
Author(s):  
Indah Patih Kurniawati Putri Hardini
Keyword(s):  
Random Sampling ◽  
Sampling Method ◽  
Comparative Method ◽  
Instructional Media ◽  
Listening Ability ◽  
One Way Anova ◽  
Cluster Random Sampling

<p><span class="fontstyle0">The aim of this research is to find the effectiveness of pictures and realia usage towards the listening capability of children at 4-to-5 year old. </span><span class="fontstyle0">This research uses comparative method to compare two groups that is pictures and realia as the instructional media. Meanwhile, the variable on this research is the listening capability of the children. </span><span class="fontstyle0">The population of this research is all students of Gugus 9 Bugenvil Kindergarten School Surakarta grade A. The chosen samples are Berita Hidup Kindergarten School, Indriyasana Kindergarten School, Paramayoga Kindergarten School, and Animah Kindergarten School. They are chosen by using the cluster random sampling method. The data is collected through performances, interview, and documentation. In analyzing the data, the researcher uses One Way ANOVA. The result of this research shows that there is no difference between the listening capabilities of children at 4-to-5 year old based on the pictures and realia usage. The use of instructional media either pictures or realia must considers the number of the children in a class and also the size of the instructional media itself, therefore it can be effective.</span> <br /><br /></p>

scholarly journals Self-Monitoring of Listening Abilities in Normal-Hearing Children, Normal-Hearing Adults, and Children with Cochlear Implants

2012 ◽  
Vol 23 (03) ◽  
pp. 206-221 ◽  
Author(s):  
Ann M. Rothpletz ◽  
Frederic L. Wightman ◽  
Doris J. Kistler
Keyword(s):  
Cochlear Implants ◽  
Normal Hearing ◽  
Objective Condition ◽  
Self Monitoring ◽  
Subjective Condition ◽  
Adults And Children ◽  
Listening Ability ◽  
Children With Hearing Loss ◽  
Listening Task ◽  
Hearing Children

Background: Self-monitoring has been shown to be an essential skill for various aspects of our lives, including our health, education, and interpersonal relationships. Likewise, the ability to monitor one's speech reception in noisy environments may be a fundamental skill for communication, particularly for those who are often confronted with challenging listening environments, such as students and children with hearing loss. Purpose: The purpose of this project was to determine if normal-hearing children, normal-hearing adults, and children with cochlear implants can monitor their listening ability in noise and recognize when they are not able to perceive spoken messages. Research Design: Participants were administered an Objective-Subjective listening task in which their subjective judgments of their ability to understand sentences from the Coordinate Response Measure corpus presented in speech spectrum noise were compared to their objective performance on the same task. Study Sample: Participants included 41 normal-hearing children, 35 normal-hearing adults, and 10 children with cochlear implants. Data Collection and Analysis: On the Objective-Subjective listening task, the level of the masker noise remained constant at 63 dB SPL, while the level of the target sentences varied over a 12 dB range in a block of trials. Psychometric functions, relating proportion correct (Objective condition) and proportion perceived as intelligible (Subjective condition) to target/masker ratio (T/M), were estimated for each participant. Thresholds were defined as the T/M required to produce 51% correct (Objective condition) and 51% perceived as intelligible (Subjective condition). Discrepancy scores between listeners’ threshold estimates in the Objective and Subjective conditions served as an index of self-monitoring ability. In addition, the normal-hearing children were administered tests of cognitive skills and academic achievement, and results from these measures were compared to findings on the Objective-Subjective listening task. Results: Nearly half of the children with normal hearing significantly overestimated their listening in noise ability on the Objective-Subjective listening task, compared to less than 9% of the adults. There was a significant correlation between age and results on the Objective-Subjective task, indicating that the younger children in the sample (age 7–12 yr) tended to overestimate their listening ability more than the adolescents and adults. Among the children with cochlear implants, eight of the 10 participants significantly overestimated their listening ability (as compared to 13 of the 24 normal-hearing children in the same age range). We did not find a significant relationship between results on the Objective-Subjective listening task and performance on the given measures of academic achievement or intelligence. Conclusions: Findings from this study suggest that many children with normal hearing and children with cochlear implants often fail to recognize when they encounter conditions in which their listening ability is compromised. These results may have practical implications for classroom learning, particularly for children with hearing loss in mainstream settings.

Een Onderzoek Naar De Effecten Van Luister- En Leesvaardigheids-Training

1986 ◽  
Vol 26 ◽  
pp. 7-17 ◽  
Author(s):  
Heiko Anceaux
Keyword(s):  
Control Group ◽  
Light Weight ◽  
Research Project ◽  
Ability Test ◽  
School Year ◽  
Class B ◽  
Ability Tests ◽  
Listening Ability ◽  
Grammar Tests ◽  
High Degree

This article discusses the final written results of a research project carried out in a number of first-year forms in three Dutch schools for secondary education. In each of the three schools the research project offered a light-weight extra listening programme in class A, and a light-weight extra reading programme in class B, while the regular programme for French was carried out in class C, which served as a control group. At the end of the school year the pupils' reading and listening ability, grammatical knowledge and vocabulary (receptive as well as productive) were evaluated in classes, and C. The general conclusion is that at the elementary level a light-weight extra listening programme does indeed lead to a high degree of listening ability when compared with the other groups. This holds good to an even slightly greater extent for the light-weight extra reading programme. Moreover, it appears that the extra reading programme also leads to a high degree of listening ability. The control groups who had the greatest amount of grammatical training, do indeed score highest in grammar tests, but this knowledge does not become apparent at all in the ability tests /reading and listening). The results of the vocabulary tests are hardly clear. It is probable that at this level reading promotes the acquisition of a productive vocabulary. In the ability test girls generally score higher than boys.

Dichotic Perception and Memory Following Electroconvulsive Treatment for Depression

1990 ◽  
Vol 157 (3) ◽  
pp. 366-372 ◽  
Author(s):  
Karl M. Williams ◽  
William G. Iacono ◽  
Ronald A. Remick ◽  
Patrick Greenwood
Keyword(s):  
Dichotic Listening ◽  
Neuropsychological Functioning ◽  
Electroconvulsive Treatment ◽  
Depressed Patients ◽  
Dichotic Listening Task ◽  
Additional Group ◽  
History Of ◽  
Listening Ability ◽  
Listening Task ◽  
Normal Controls

Verbal and visuospatial memory and dichotic listening performance were examined in 15 acutely depressed patients with no history of ECT, 17 depressed patients currently in remission, 15 remitted depressed patients who had received ECT six months or more in the past, and 20 normal controls. The neuropsychological functioning of an additional group of 10 acutely depressed patients was also studied before and two weeks after ECT. The results revealed some evidence of logical and autobiographical memory impairment two weeks following ECT, but no evidence that ECT impaired dichotic listening ability. Rather, a normalisation of hemispheric laterality was apparent on the dichotic listening task following ECT and the concomitant relief from depression. There was also no evidence of cognitive dysfunction on any task in individuals who were tested six months or more following their last ECT treatment.

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