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Learning from the Longitudinal Outcomes of Children with Hearing Impairment (LOCHI) study: summary of 5-year findings and implications
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Investigating the interaction between dichotic deficits and cognitive abilities using the Dichotic Digits difference Test (DDdT) part 2
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Cortical auditory evoked potentials in (un)aided normal-hearing and hearing-impaired adults
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Development of telscreen : a telephone-based speech-in-noise hearing screening test with a novel masking noise and scoring procedure
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The Dichotic Digits difference Test (DDdT) : development, normative data, and test-retest reliability studies part 1
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Cortical auditory-evoked potentials in response to multitone stimuli in hearing-impaired adults
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Results from a national central auditory processing disorder service : a real-world assessment of diagnostic practices and remediation for central auditory processing disorder
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The Development of the Mealings, Demuth, Dillon, and Buchholz Classroom Speech Perception Test
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The Effect of different open plan and enclosed classroom acoustic conditions on speech perception in Kindergarten children
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Abstract:
Open plan classrooms, where several classes are in the same room, have recently re-emerged in Australian primary schools. This paper explores how the acoustics of four Kindergarten classrooms [an enclosed classroom (25 children), double classroom (44 children), fully open plan triple classroom (91 children), and a semi-open plan K-6 "21st century learning space" (205 children)] affect speech perception. Twenty-two to 23 5-6-year-old children in each classroom participated in an online four-picture choice speech perception test while adjacent classes engaged in quiet versus noisy activities. The noise levels recorded during the test were higher the larger the classroom, except in the noisy condition for the K-6 classroom, possibly due to acoustic treatments. Linear mixed effects models revealed children's performance accuracy and speed decreased as noise level increased. Additionally, children's speech perception abilities decreased the further away they were seated from the loudspeaker in noise levels above 50 dBA. These results suggest that fully open plan classrooms are not appropriate learning environments for critical listening activities with young children due to their high intrusive noise levels which negatively affect speech perception. If open plan classrooms are desired, they need to be acoustically designed to be appropriate for critical listening activities. ; 12 page(s)
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URL: http://hdl.handle.net/1959.14/1051118
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An Assessment of different sized open plan and enclosed kindergarten classroom listening environments
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Effect of audibility on spatial release from speech-on-speech masking
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The Audiological journey and early outcomes of twelve infants with auditory neuropathy spectrum disorder from birth to two years of age
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Investigating the acoustics of a sample of open plan and enclosed Kindergarten classrooms in Australia
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The Impact of auditory processing and cognitive abilities in children
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Estimating hearing thresholds in hearing-impaired adults through objective detection of cortical auditory evoked potentials
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Bigger is better : increasing cortical auditory response amplitude via stimulus spectral complexity
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An Evaluation of the performance of two binaural beamformers in complex and dynamic multitalker environments
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Evaluation of headphone effects on performance in the LiSN & Learn auditory training software
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Effect of audibility on spatial release from speech-on-speech masking
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