Brainscape's Knowledge GenomeTM


Top Flashcards (Certified)
All Flashcards

Educational Audiology > Test 2 > Flashcards

Test 2 Flashcards

1
Q

Vowel characteristics

A

Low frequency

High energy

Low intelligibility

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Consonant characteristics

A

High frequency

Low energy

High intelligibility

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

2 speech acoustic principles

A

Concerned with relative, not absolute values

Great deal of redundancy in speech acoustics

(Various cues available simultaneously)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Speech acoustics cueing categories

A

Frequency

Frequency over time

Time

Intensity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Formant/frequency ratio

A

F2 divided by F1

Used to identify or label vowels

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

/S/

A

Very difficult to understand with HL and important in English

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Frequency over time

A

Formant transitions(changes in energy)

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Rising formant transitions

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Falling formant transitions

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Steady state transition

A

Basically a straight line going into vowels

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Information from F1 and F2 transitions

A

Give info about phoneme being produced

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Info from F1

A

Manner of articulation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Info from F2

A

Place of articulation

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Voicing bar

A

Low frequency band of energy

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Spectrograph

A

Used to create spectrograms

Olde version used heated stylus to burn paper

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Sound

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Acoustic speech features

A

Nonsegmentals (duration, intensity, frequency)

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

4 levels of auditory skills

A

Detection (most basic, not perceiving)

Discrimination

Identification

Comprehension

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Detection

A

Ability to respond to presence or absence of sound

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Discrimination
Ability to perceive differences in suprasegmental features or in acoustic properties of speech sounds
26
Identification
Ability to reproduce a speech stimulus by naming or identifying through pointing to a picture or repeating the speech heard
27
Comprehension
To understand the meaning of what has been heard
28
Visuals of acoustic info
Speech acoustics audiogram Vowel/consonant formant charts Consonant formant table
29
Fundamental frequency
Rate at which vocal folds vibrate Male- 125Hz Female - 250Hz Child - 325Hz
30
Vowel perception primary cue
Formant/frequency ratio cue Child with HH may make mistakes normal hearing child wouldn't make Lower frequency (back vowels) better for HH
31
Vowel classifications
Back Central Front
32
HA listening check
No output Muffled sound Feedback Distortion Intermittent sound Ling sounds while changing volume, squeeze HA for intermittent sound
33
Ling sounds
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
No output issue (2 reasons)
Check batteries (use battery tester, replace) Place battery correctly Right type of battery Corrosion in battery compartment External switches (not off or telecoil)
35
No output (3 reasons)
Earmold - impacted with wax Tubing - collapsed, clogged, moisture Moisture
36
Weak/muffled sound
Almost dead battery (tested 1.0 volts or less = garbage) Battery leak = garbage Dirty/clogged mic screen Earmold clogged
37
Feedback issues
Volume set too high Improperly fit earmold Tubing crack Check earmold/tubing feedback Check earhook feedback Check internal feedback
38
Distortion issues
Battery terminal corrosion Change battery Check mic (dirty or clogged) Excessive wax in ear Earmold needs venting Moisture in HA defective volume control
39
Intermittent issues
Battery corrosion Tubing collapsed or bent Defective volume control
40
Routine HA care
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
Transmission
Sound passes through surface into space beyond it
42
Absorption
Surface absorbs sound like sponge
43
Reflection
Sound strikes surface and changes direction like ball bouncing off wall One angle
44
Diffusion
Sound strikes surface and is scattered in many directions Multiple angles
45
Key variable for an echo
Time
46
Reverberation
Technical term for echo
47
Reverberation time
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
Absorption coefficient
How absorbent surfaces are in a room Reciprocally related to RT Greater absorption coefficient = shorter RT
49
Ways to increase absorption coefficient
Carpeting Curtains/drapes Cork board/sound panels Dropped ceiling tiles (acoustic tiles) Tennis balls for chairs Baffles
50
Signal to noise ratio
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
Good RT
0.4 seconds
52
Observing room for sound
Create noise survey/noise map Determine sources of noise Perform troubleshooting where child usually is
53
Anechoic chamber
Room with no echo; truly soundproof RT of 0.0 seconds Wedges made of fiberglass insulation material
54
KEMAR
Knowls electronic mannequin for auditory research
55
Inverse square law
Double distance from sound, sound decreases by 6dB
56
Children at risk for poor classroom acoustics
Children with HL younger than 13yo Artic disorders Lang learning problems Learning disabilities Non native English speakers History otitis media Auditory processing disorders
57
Upward spread of masking
When there's a lot of energy that can mask speech energy that's trying to be perceived
58
Effects of noise on hearing in classroom
Masks speech sounds Voice fatigue Increased listening effort Developmental factors
59
Causes of high noise in classrooms
Loud heating, ventilation, air Lights, pencil sharpeners, movement Noise outside building Hallway noise
60
Noise reduction
Subtract noise level in receiving room to noise level in source room High NR is good
61
Assistive listening devices
Personal FM system Sound field FM system Induction loop Infrared systems Hard wired FM systems

Educational Audiology (3 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions