published_or_final_version / abstract / Speech and Hearing Sciences / Master / Master of Science in Audiology

This study attempted to explore the strength and nature of relationships between specific intellectual information processing skills included in a multi-dimensional model conceived by Guilford, and measured by Meeker's Structure of Intellect - Learning Abilities Test, and specific musical aural discrimination skills as measured by Gordon's Musical Aptitude Profile. Three research questions were posed, which involved determining the strength and the nature of the relationship between MAP melodic, rhythmic, and aesthetic discrimination abilities and the intellectual information processing skills comprising the SOI - LA. Both instruments were administered to 387 fourth, fifth, and sixth graders from schools in the Dallas area. After a pilot study established the feasibility of the study and reliability estimates of the test instruments, multiple regression analysis determined that 10% to 15% of the variance between intellectual information-processing skills and the individual musical aural discrimination abilities was in common (r = +.32 to r = +.39). It was further determined that only six specific SOI intellectual dimensions, all involving the skills of "Cognition" and "Evaluation", were significantly related to the musical aural discrimination abilities. Through the use of the Coefficient of Partial Correlation, the strength of each individual information-processing skill's unique contribution to that covariance was determined. The study indicated that "Semantic" mental information processing skills, involving the ability to recall an abstract meaning or procedure given an external stimulus, play an extremely important part within this relationship. Skills of a "Figural" nature, which involve comprehending either a physical object or an non-physical idea and separating it from other impinging stimuli also enter into the relationship, although not to so high an extent. Finally, it was observed that the dimensions involving an understanding of "Systems", those mental skills which deal with groupings of figures, symbols, or semantic relationships, also was important to the relationship.

The present study explored whether musicians could (1) differentiate among the timbres of bass tubas of a single design, but constructed of different materials, (2) determine differences within certain ranges and articulations, and (3) possess different perceptual abilities depending on previous experience in low brass performance. Findings indicated that (1) tubas made to the same specifications and constructed of the same material differed as much as those of made to the same specifications, constructed of different materials; 2) significant differences in perceptibility which occurred among tubas were inconsistent across ranges and articulations, and differed due to phrase type and the specific tuba on which the phrase was played; 3) low brass players did not differ from other auditors in their perception of timbral differences.

The thesis deals with the development of perceptual perception of a boy with developmental dysphasia. The work is divided into two main parts - theoretical and practical. The theoretical part is divided into three chapters. The first chapter deals with the definitions of communication disorder - developmental dysphasia. It also includes etiology, symptomatology and classification of the disorder. The second chapter is devoted to the diagnosis of developmental dysphasia from the special pedagogical view. The third chapter focuses on therapy of the above mentioned communication skill and each of defects . The practical part is devoted to research during six-month work with the boy with developmental dysphasia. The main objective of this work was to determine ways how to develop perceptual perception of the boy with the communication disorder. Practical research contains a case study of the boy and monthly schedules, which were compiled and evaluated on the basis of observation records and the results of tests of visual and auditory perception. Powered by TCPDF (www.tcpdf.org)

Peut-on dissocier perception et mémoire auditives ? Intuitivement, il paraît impossible de mémoriser quelque chose que l’on n’a pas perçu. Pourtant, il existe des phénomènes auditifs pour lesquels la mémoire influence la perception. L’objectif de ce travail de thèse est de déterminer si la perception auditive et la mémoire auditive sont deux fonctions dissociables, sous-tendues par deux mécanismes différents. Deux études utilisant des stimuli auditifs différents (des bruits périodiques, et du rehaussement) ont été réalisées. Une population d’enfants et d’adultes autistes de haut niveau a été inclue aux participants. En effet, ces derniers présentent des particularités dans le traitement auditif. Ces particularités peuvent être interprétées à la lumière de capacités perceptives et/ou mnésiques, sans que rien ne permette de déterminer si l’une, l’autre ou les deux fonctions cognitives que sont la perception et la mémoire, sont impliquées. Les résultats conjugués de ces deux études indiquent que les participants porteurs d’autisme présentent un déficit développemental dans le traitement de la complexité temporelle quand leur mémoire auditive est préservée. Deux mécanismes différents semblent régir les deux grandes fonctions cognitives que sont la perception auditive et la mémoire auditive, qui seraient donc dissociées. / Can we separate auditory perception and auditory memory ? Intuitively, it seems impossible to remember something that was not perceived. However, there are auditory phenomena for which memory influences perception. The objective of this work is to determine whether the auditory perception and auditory memory are two separable functions, underpinned by two different mechanisms. Two studies using different auditory stimuli (periodic noise, and enhancement) were performed. A population of children and adults with high functioning autism was included. Indeed, they have features in auditory processing. These features can be interpreted in the light of perceptual and / or memory capacity without anything possible to determine whether one or the other or both cognitive functions such as perception and memory, are involved. The combined results of these two studies indicate that the participants with autism have a developmental deficit in processing temporal complexity when their auditory memory is preserved. Two different mechanisms seem to govern the two major cognitive functions such as auditory perception and auditory memory, which would therefore be separated.

The purpose of the study was to explore whether musicians experience Garner interference among the auditory dimensions of pitch and loudness. Specifically, the study explored whether the dimensions of intonation and loudness, when presented to musicians in a five-note musical pattern, were perceived as integral or separable in nature.

A research report in partial fulfilment of the requirements for the degree of Masters of Arts in Audiology by coursework and research report in the Faculty of Humanities, University of the Witwatersrand, 2016 / Auditory-verbal therapy (AVT) is an intervention approach used as part of an aural (re)habilitation programme conducted by an audiologist with deaf or hard-of-hearing (HOH) children. AVT is a refinement of the oral-aural approach and emphasizes listening instead of visual input. Previous research has focused on AVT in developed countries; however, there is limited available research in developing countries such as South Africa. This study explores and describes the relevance of AVT provided by audiologists in Gauteng, South Africa. The specific objectives of the study were to explore the differences between AVT and general paediatric aural rehabilitation therapies conducted by audiologists; the impact of language on the implementation of AVT and the challenges associated with AVT training. A qualitative research design was used. A purposive sampling strategy was used to identify and recruit participants. Ten audiologists currently conducting aural rehabilitation were selected to participate in the study. The sample size was divided into five audiologists who had obtained the LSL certification (equivalent to AVT certification) and five audiologists without the LSL certification. A pilot study was conducted prior to data collection to determine the applicability of the research study. Thereafter semi-structured interviews were conducted, using an interview schedule. Thematic analysis was employed and themes were described qualitatively. Results revealed the emergence of three resounding themes which included challenges, differences in therapy approaches, and implementation and contributing factors to the success of AVT. The results concluded the need for the implementation of newborn hearing screening programmes to assist with early identification and detection of hearing loss. The study identifies a strong need for the increase in the number of certified LSL therapists in South Africa and additional AVT comprehensive programmes to be implemented at various institutions in Gauteng. Awareness regarding the success of AVT implementation needs to be raised. Finally, the HPCSA needs to revisit and explicitly define the role of audiologists interacting with deaf or HOH children with the LSL qualification being a mandatory postgraduate pre-requisite for working in the field of aural rehabilitation. Key words: Auditory-verbal therapy; aural rehabilitation; deaf; hard-of-hearing. / GR2017

A avaliação vocal é realizada predominantemente por meio da avaliação perceptivoauditiva, sendo dependente de conhecimentos teóricos prévios e de treinamento prático e dinâmico. Entretanto, ainda são escassas as iniciativas educacionais que se utilizam das novas tecnologias para o ensino da avaliação perceptivoauditiva da voz. A utilização de estratégias com novas tecnologias de informação e comunicação, hoje tão presentes e familiarizadas no meio universitário, apresentam o intuito de facilitar e otimizar o processo de ensino e aprendizagem. Desta forma, este estudo teve o propósito de elaborar e avaliar um curso a distância em um ambiente virtual de aprendizagem sobre essa temática. Elaborou-se um curso a distância sobre a avaliação perceptivoauditiva da voz organizado em quatro módulos principais: 1. Noções básicas de anatomia e fisiologia da fonação; 2. Ouvindo vozes; 3. Avaliação perceptivoauditiva da voz e 4. Aplicabilidade da avaliação perceptivoauditiva da voz, além de um adicional com vídeos sobre curiosidades e sugestão de material complementar para estudo. O ambiente virtual de aprendizagem (AVA) também apresentou diversas ferramentas educacionais como textos, imagens ilustrativas, videoaulas, vídeos, arquivos de áudio, atividades práticas individuais, fóruns, além de recursos de interatividade entre alunos e tutora. Este material foi antecipadamente avaliado por três especialistas que avaliaram o material positivamente como uma inovadora e importante ferramenta educacional que poderá ser utilizada na formação de estudantes na área de voz. Foram convidados a participar do curso a distância, 133 alunos do 1o ao 4o ano de um curso de graduação em Fonoaudiologia de uma Universidade do interior paulista. Concordaram em participar 33 estudantes e desses, nove concluíram o curso. Os alunos responderam a avaliações de conteúdo nos momentos pré e pós-curso, de forma presencial e a avaliações de cada módulo, realizadas por meio de questões específicas e atividades práticas, no próprio site. Ao término do curso os alunos também responderam a uma avaliação motivacional do AVA. Observou-se diferença estatisticamente significante na média de acertos nas provas pré e pós-curso dos alunos, nas questões teóricas (p= 0,031), nas práticas (p=0,000) e no total (p=0,002), demonstrando que o material elaborado foi capaz de aumentar o conhecimento dos estudantes a respeito de seu tema. O AVA apresentou alto índice de satisfação motivacional e foi avaliado por todos os participantes como um curso impressionante, de acordo com o instrumento de avaliação motivacional utilizado. Conclui-se que foi possível elaborar um ambiente virtual de aprendizagem (AVA), em formato de curso a distância, sobre a temática da avaliação perceptivoauditiva da voz e que o material elaborado apresenta um importante potencial de ensino e aprendizagem sobre esse tema. / The vocal assessment is predominantly performed through auditory-perceptual assessment, being dependent on prior theoretical knowledge and practical and dynamic training. Meanwhile, educational initiatives that use new technologies for auditory-perceptual assessment are still scarce. The using of strategies with new information technologies and communication, nowadays so presents and acquainted in the university environment, show in order to facilitate and optimize the process of teaching and learning. Thus, this study aimed to develop and evaluate a distance learning course in a virtual learning environment on this theme. It was elaborated a distance learning course on auditory-perceptual assessment of voice organized into four main modules: 1. Basic anatomy and physiology of phonation; 2. Hearing voices; 3. Auditory-perceptual assessment of voice and 4. Applicability of auditory-perceptual assessment of voice, as well as an additional with videos of curiosities and suggesting complementary material to study. The virtual learning environment (VLE) also presented several educational tools such as text, illustrative images, video classes, videos, audio files, individual practical activities, forums, and interactivity between students and tutor. This material was evaluated advance for three experts, who evaluated the material positively as an innovative and important educational tool that can be used in training students in the voice area. Were invited to participate to the distance learning course, 133 students from 1st to 4th year of an undergraduate degree in Speech Therapy of a University in the São Paulo interior. Agreed to participate 33 students, which nine completed the course. Students responded the evaluation of content in pre-and post-course, in person and the evaluations of each module, carried out through specific issues and practical activities on the site. At the end of the course the students also answered a motivational assessment of VLE. It was possible observed statistically significant difference in the mean score in the tests from pre and post course of the students, the theoretical issues (p = 0.031), in practice (p = 0.000) and overall (p = 0.002), demonstrating that the prepared material was able to increase knowledge students about their subject. The VLE showed high level of motivational satisfaction and it was evaluated by all participants as an impressive course, according to the motivational assessment tool used. Concluded that it was possible to develop a virtual learning environment (VLE), in the distance course format, on the issue of auditory-perceptual assessment of voice and that the prepared material has a significant potential for teaching and learning on this theme.

A avaliação para diagnóstico da perda auditiva em idosos é comumente realizada com o mesmo protocolo dos pacientes adultos, porém, essa população apresenta características audiológicas distintas, devido ao envelhecimento global do sistema auditivo periférico e central. A queixa principal da perda auditiva associada ao envelhecimento é a dificuldade de compreensão de fala, principalmente em ambientes com ruído competitivo. Desta forma, a avaliação audiológica convencional é fundamental, porém insuficiente para avaliar as queixas auditivas do idoso, uma vez que os testes utilizados não permitem uma avaliação da compreensão da fala em situações do dia-a-dia, incluindo as situações com ruído competitivo. Assim, a realização de testes que avaliam a percepção de fala no ruído é imprescindível na avaliação da percepção de fala nesta população. A literatura da área evidencia relação entre os limiares audiométricos e as habilidades de percepção da fala, mas os estudos desta relação na presença de ruído competitivo são escassos. Objetivo: investigar a influência da idade, do grau da perda auditiva e da configuração da curva audiométrica na percepção de fala na presença de ruído competitivo em idosos com perda auditiva. Materiais e métodos: Participaram 164 indivíduos (93 do gênero masculino e 71 do gênero feminino), idade entre 60 a 90 anos, divididos nos grupos: G1 126 indivíduos, 49 do gênero feminino e 77 do gênero masculino, com configuração abrupta; G2 - 38 indivíduos, 22 do gênero feminino e 16 do gênero masculino, com configuração descendente. Os critérios de inclusão foram: idade igual ou maior à 60 anos; perda auditiva sensorioneural bilateral simétrica; indivíduos não usuários de aparelho de Aparelho de Amplificação Sonora Individual (AASI); ausência de alterações cognitivas. Foi realizado o teste de percepção de fala por meio do Hearing Noise in Test (HINT), nas modalidades mono e binaural, com fone auricular. A análise estatística foi composta pela Regressão Linear Múltipla. Resultados: A configuração e o grau da perda auditiva de maior ocorrência foi, respectivamente, abrupta e moderado. Ao considerar a configuração, a média ISO e a idade como variáveis independentes, os valores de R² ajustado variaram, na modalidade binaural de 28% a 65%, e na modalidade monoaural de 42% a 65%. Quanto à configuração, grau da perda auditiva e idade, os valores de R² ajustado variaram, na modalidade binaural de 20% a 48%, e na modalidade monoaural de 37% a 58%. A diferença ocorreu quanto à idade, média ISO e grau da perda auditiva (p0,05) em todas as condições do HINT, exceto na condição de ruído à esquerda na modalidade binaural, na qual houve diferença apenas para média ISO. Os valores de da média ISO foram maiores em comparação à idade. Conclusão: A configuração audiométrica não influenciou o desempenho dos indivíduos idosos no HINT, no entanto, houve influência da idade e da perda auditiva (grau e média ISO). A perda auditiva apresentou maior influência na percepção de fala, tanto no silencio como no ruído e nas modalidades de escuta monoraural e binaural, em comparação à idade. / The evaluation of hearing loss in elderly is generally realized with the same patients adults protocol, however, the elderly population presents audiological characteristic different, because the overall aging of the central and peripheral auditory system. The main complaint of presbycusis is the difficulty to understand the speech, mainly in places with competitive noise. This way, the conventional evaluation audiological is fundamental, however not enough to evaluate the audiological complaint of elderly, because this tests do not measure the perception speech in day-to-day, including situation with competitive noise. To realize test that measure the speech perception in noise is indispensable in elderly population. The literature show relation between audiometric thresholds and speech perception abilities, but the investigations about this relation when there is competitive noise are scarce. Aim: To investigate the influence of age, hearing loss degree and audiogram configuration in speech perception in noise in elderly with hearing loss. Methods: 164 individuals (93 male and 71 female), age between 60 and 90 years old, divided in groups: G1 126 individuals, 49 female and 77 male, with gradually falling audiogram configuration; G2 38 individuals, 22 female and 16 male, with a abruptly falling audiogram configuration. The inclusion criteria were: age 60 years old; sensorineural hearing loss (bilateral and symmetrical); individuals not users of hearing aid; absence of cognitive alterations. It was realized the Hearing Noise in Test (HINT), in the mono and binaural modalities, with earphones. The statistical analysis was composed by Multiple Linear Regression. Results: The configuration and degree of hearing loss of highest occurrence was, respectively, abruptly falling and moderate. When considering the audiogram configuration, ISO mean and age as independent variables, the R² adjusted varied in the binaural modality from 28% to 65%, and in the monaural modality from 42% to 65%. About the configuration, degree of hearing loss and age, the R² adjusted varied in the binaural modality from 20% to 48% and in the monaural modality from 37% to 58%. The difference occurred with respect to age, ISO mean and degree of hearing loss (p0.05) in all HINT conditions, except in the left noise condition in the binaural modality, in which there was difference only to the ISO mean. The values of of the ISO mean were higher in comparison to the age. Conclusion: The audiogram configuration did not influence the performance of elderly individuals in the HINT, however, there was influence of age and hearing loss (ISO mean and degree). The hearing loss had a greater influence on speech perception, both in silence and in noise, and in monorail and binaural listening modalities, compared to age.

Introdução: Os efeitos da idade no sistema auditivo periférico e central interagem com mudanças na diminuição do suporte cognitivo, sendo que a perda da audição pode agravar os efeitos de um déficit cognitivo. Se na demência essa relação é bem estudada, no Comprometimento Cognitivo Leve (CCL) ainda não há estudos que avaliem suas relações com a perda auditiva. Objetivo: Avaliar pacientes idosos com Comprometimento Cognitivo Leve submetidos a um programa de treinamento auditivo formal e compará-los a dois grupos de idosos com Comprometimento Cognitivo Leve: um grupo submetido a um programa de treinamento placebo e um grupo de idosos que não sofreu intervenção e correlacionar os resultados obtidos nos testes de Processamento Auditivo (Central) (PA(C)) com os obtidos na avaliação cognitiva. Método: Participaram do estudo 25 indivíduos com Comprometimento Cognitivo Leve, divididos em três grupos: Grupo Estudo (dez sujeitos), Grupo Placebo (dez sujeitos) e Grupo Controle (cinco sujeitos) com idades entre 69 e 91 anos. Todos os indivíduos foram submetidos à avaliação cognitiva e à avaliação do processamento auditivo (central). O Grupo Estudo foi submetido a um programa de treinamento auditivo em cabina acústica durante oito sessões, reavaliado em relação ao Processamento Auditivo (Central) e, na semana seguinte, à cognição. De igual forma, o Grupo Placebo foi submetido a um programa de treinamento placebo durante oito sessões e às reavaliações cognitivas e do processamento auditivo (central). O Grupo Controle foi submetido a uma nova avaliação do processamento auditivo (central) após oito semanas e, na semana posterior, à avaliação da cognição. Resultados: O perfil cognitivo dos idosos dos três grupos estudados não apresentou diferenças estatisticamente significantes na primeira avaliação cognitiva. A segunda avaliação cognitiva mostrou uma piora dos escores obtidos pelos três grupos nos testes CAMCOG e de Memória de Rivermead (RBMT), sendo que o Grupo Placebo obteve escores melhores quando comparados aos demais grupos. Em relação ao teste de dígitos, notamos uma melhora nos escores obtidos pelos Grupos Placebo e Estudo e uma piora do Grupo Controle, sendo que o Grupo Placebo demonstrou o melhor desempenho. Os dados obtidos na segunda avaliação do processamento auditivo (central) mostram diferenças estatisticamente significantes nos testes fala com ruído e SSI, o que mostra que os grupos se diferenciaram após os programas de intervenção, sendo que o Grupo Estudo obteve melhores escores do que os demais, mostrando uma evolução em todos os testes aplicados e, consequentemente, uma melhora das habilidades auditivas estimuladas. Conclusões: Após a análise crítica dos resultados deste estudo, podemos concluir que o treinamento auditivo foi eficaz na melhora das habilidades auditivas do processamento auditivo (central) em idosos com CCL; apesar de existir uma correlação entre os testes comportamentais auditivos e os cognitivos, não foi possível identificá-la talvez devido ao pequeno número da amostra do estudo; e, finalmente, que a evolução do comprometimento cognitivo leve é suscetível a modificações decorrentes de processos de intervenção que estimulem as habilidades cognitivas, retardando a progressão da doença. / Introduction: The effect of aging in the peripheral and central auditory system interacts with changes in the decrease of cognitive support, as long as the hearing lost may aggravate the effects of a cognitive deficit. In dementia this relation is well studied, but for the Mild Cognitive Impairment (MCI) there are still no studies that evaluate its relation to hearing loss. Aim: Evaluate elderly patients with Mild Cognitive Impairment that underwent a formal auditory training program and compared them to two groups of elderly with Mild Cognitive Impairment: One group that underwent a placebo training program and other with no intervention and, correlate the results of the (Central) Auditory Processing (PA(C)) with the results of the cognitive evaluation. Methods: Participated in the study 25 individuals with Mild Cognitive Impairment, divided in three groups: Study Group (ten subjects), Placebo Group (ten subjects) and Control Group (five subjects) with age range between 69 and 91 years old. All individuals were evaluated for through cognitive and (central) auditory processing functions. The Study Group underwent a program of auditory training in an acoustic booth during eight sessions then the (central) auditory processing was reevaluated and, in the following week the cognition was reevaluated. The Placebo Group underwent a placebo training program during eight sessions that followed by (central) auditory and cognitive reevaluations. The Control Group underwent a new (central) auditory processing evaluation after eight weeks and, in the following week a cognitive evaluation was taken. Results: The cognitive profile of the three groups studied did not show significant statistical differences in the first cognitive evaluation taken. The second cognitive evaluation showed worse results obtained by the three groups in the Cambridge Cognition Exam (CAMCOG) and Rivermead Memory (RBMT) tests. The Placebo Group obtained better scores when compared to the other groups. In relation to the digits test there was an improvement of the scores regarding the Placebo and Study Groups and an aggravation of the scores of the Control Group. The Placebo Group demonstrated better performance in this test. Data obtained from the second (central) auditory processing evaluation showed significant statistical differences in speech in noise and SSI tests, demonstrating that groups were different after the intervention programs. The Study Group obtained better scores compared to the others showing an evolution in all tests applied and, consequently, an improvement in the auditory abilities stimulated. Conclusions: After a critical analysis of the results of this study, we can conclude that: Auditory training was efficient in the improvement of the auditory abilities of the (central) auditory processing in elderly with MCI; although there is correlation between auditory behavioral and cognitive tests, it was not possible to identify it may be due to the small number of subjects in this study; and, finally, the evolution of the mild cognitive impairment is susceptible to modifications resulted from processes of intervention that stimulate the cognitive abilities, retarding the progression of the disease.