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74 Matching questions

  1. What were the first two schools to promote auditory training in the US?
  2. Visemes
  3. Which phonmes are more visible than others (consonants)
  4. McGurk Effect
  5. Auditory Continuous Permformance test ACPT
  6. Manner (5) F.S.A.G
  7. Pitchranking
  8. Are vowels visible?
  9. What does NIHL look like
  10. 3 Major CI companies
  11. How fast does the average person speak?
  12. Canonical babbling
  13. Symptoms and effects
  14. Identification
  15. Loundess balancing
  16. Variables that effect speaking rate
  17. C level
  18. Prevalence
  19. Place (5 places) The man with the van with his thumb in a glove drove the ship
  20. Internal Components of CI
  21. 5db rule
  22. Possible complcations
  23. Dichotic Digists
  24. Sound discrimination
  25. Most difficult consonant feature for a deaf person to identify
  26. History of CI
  27. Candidacy for Adults (for Auditory Training)
  28. Coarticulation
  29. Consonant auditory training objectives PVM
  30. Skills that correlate with sucess of speech reading
  31. Vilignace-
  32. Normal steps taking before a CI surgery
  33. ACPT
  34. Tonotopical organized
  35. Formal training vs informal training
  36. Health effects of NIHL
  37. Difference in Auditory Treatment for post-lingually and pre-lingually deafened children
  38. TWA
  39. CI Candidacy for Adults
  40. Electrode pairs
  41. What are the 4 design principles of auditory training A.S.A.D?
  42. Easiest consonant features for deaf people to distinguish
  43. What is the optimal SNR for comprehensionfor people of normal hearing?
  44. What does a CI do
  45. Audiovisual intergration
  46. Comprehension
  47. Suprasegmental
  48. Vowels- formants
  49. Candidacy for Children (for Auditory Training)
  50. Goals of Auditory Training
  51. Cochlear Ossification
  52. 2 classifications of noise
  53. Analytic Tranining
  54. Vowel Auditory Training Objective
  55. Homophenes
  56. Interleaved pulsatile stimulation
  57. 3 stages of auditory training?
  58. Auditory Skill (4 levels)
  59. Mapping CI
  60. T level
  61. 2 types of noise induced loss
  62. Intersection density
  63. Time Compressed Speech
  64. Patter perception
  65. Auditory Cortex
  66. Synthetic Training
  67. Goals with hearing conservation in aural rehabilition plan
  68. SNR (signal to noise ratio)
  69. Who is Raymond Carhart?
  70. Sound Awareness
  71. Battery life of a CI
  72. External Components of CI
  73. Talker effect
  74. CI Couneling covers
  1. a Ability to distinguish between words or phrases that differ in number of syllables
  2. b Nasal and voice
  3. c Asses child attention/vigilance
  4. d
    Part of brain that processes auditory info
  5. e No, not associated with distinct mouth movements but are more acoustically salient to people with HL
  6. f Maximum comfort level
    Maximum level sound can be listened at comfortably for a long period of time
  7. g Electronic threshold of CI- just aware of sound
  8. h +6 DB
  9. i -Emotion
    -Social Etiquette
    -Articulation style
  10. j Bilabial- lip to lip "man"
    Labiodental- teeth to lip "van"
    Linguadental- tongue to lip "thumb"
    Palatal- tongue to palat (roof of mouth) "ship"
    Velar- tongue to back of mouth "glove"
  11. k Type of stimulus unit- training emphasizes meaning and context but not each word
  12. l
    Auditory Skill
  13. m "Awareness plus the three 'ions'"
  14. n Cochlear Corp- 1st mult channel device
    Advanced Bionic
  15. o Auditory training designed to contrast the features of articulation 1)Place 2)Voicing 3)Manner
  16. p 1. placement
    2. goals
    3. objectives
  17. q +30 million Americans are exposed to hazardous sound levels on daily basis
    -Excessive noise is most commone cause of hearing loss
    -10 million Americans have experianced loss b/c of this
  18. r Damage occures in 3-6kHX region of cochlea
  19. s Speech sounds that appear idential on the lips
  20. t Ability to tell if two sounds or different or the same
  21. u 1790- Volta put eletrode in ear
    1950- Djourno developed electrical auditory prothesis
    1960-1970- Dr. William House and Dr. Graham Clare research wearable device
    1957- Eyries put this in an ear
    1980- C.I widely used
    1990- FDA approves C.I for children
  22. v -Prelingually defeaned
    -Post lingually deafened
  23. w Place
  24. x TTS- muffled hearing, fullness or pressure in ear, tinnitus
    NIHL- loss in HF sounds
    Decreased speech discrimintation
  25. y
    Speech Processor
  26. z Visual word decoding
    working memory
    lexical identification speed
    phonological processing
    verbal inference making
  27. aa What we hear influences what we see and vice versa (visual intergration)
  28. ab Intergrates 3 dimensions of attention
    -Alertness- readiness to recieve stimulus
    -Selection- perceiving stimuli as being different and requiring a specific response
    -Effort- effect invest in test
  29. ac Post op management
    Realistic espectations
  30. ad C.I (sound) processing stragety- trains of pulses are delivered across electrodes in non simulatenous fashion
    (pew pew pew pew pew)
  31. ae For each 5b increase in intensity permissible noise exposure is halved
  32. af Fatigue, anexiety, social withdrawl, depression, hypertension, stress, sleep disturbances
  33. ag Programming the speech processor so stimulation follows contour of imcoming speech level (if not balanced popping sounds are heard, or no speech info)
  34. ah ...
  35. ai Fricative- air through constricted mouth 'hsssss'
    Affricates- fricative + stop "ch"
  36. aj Transient or impulse
    Continuous noises- constant for at least .2 seconds (more damaging)
  37. ak Consonants with lip closure
    Consonants with tongue towards front of mouth
  38. al DB of sound interest
    - DB of background noise
  39. am Type of stimulus unit- training emphasized recognition of individual speech sounds or syllables
  40. an Child (6-11) listens to words and raises thumb every time hears 'dog'
    15 minutes
    20 monosyllabic words are repeated and arragned to form 96 word list
  41. ao Prelingually deaf:
    -Must learn to 'attend to' sound
    -Have no memory of sound or knowledge how it works
    Postlingually deaf
    -Can start with more difficult taks
    -Normally initially able to better deduce meaning from sound
  42. ap 3-5 days or 9-17 hours (rechargable)
  43. aq Listener able to label auditory stimuli
  44. ar Change in status in hearing due to
    -Ototoxic drugs
  45. as - Recognize and interpret speech
    - Use residual hearing to maximum capability
    -Will not change hearing but will enhance ability to utilize sound
  46. at -designed to contrast vowels with different formants
    1) vowel awarness 2)distinguish between sounds 3)identitify
  47. au Variations in pitch, rate, intensity, prosody (rythm) and duration imposed on segmentals (words and phonemes)
  48. av Resonances in the vocal tract cause some frequences to have more energy than others
    1st and 2 formants distinguish vowels from one another
  49. aw Advanced form of babbling, 10 months
  50. ax Time-weighted average- equates a sound level of 8 hours
  51. ay Same phoneme may look different when spoken in combination with another, influenced by vowel following consontant
  52. az Listener able to understand meaning of spoken message
  53. ba Determind ability to discriminate pitches from stumulation of basal to apical electrodes (two electrodes are stimulated, one after the other, patient says which is higher)
  54. bb 150 to 250 words per minute
  55. bc -Bypasses hair cells in choclea (damaged by SNHL),
    -Stimulates auditory nerve directly
    -Neural impulses are sent to the brain as if the chochlea had been stimulated via acoustic input
  56. bd Tiny exposed balls or rings on electrode array wire comprised of positive and negative polarity contacts
    + + ++ + +
    { { { { { {
    - - - - - -
  57. be Formal takes place in a set, structured setting
    Informal intergrates training into everyday life
  58. bf Acoustic trauma- permanent
    Temporary Threshold Shift- TSS (may case permanent threshold shift after time- PTS)
  59. bg Educate individuals on how to preserve and protect residual hearing
  60. bh Same sound may look different when spoken by a different person
  61. bi Tests temporal processing
    Assesses how CANS processes degrade acoustic stimuli over time
    "Say the word ___"
  62. bj 1. Evaluation
    2. Assesment of hearing
    3. Assesment of Otologic and general health
    4. Assesment Physchological status
  63. bk The cochlea is oranized tonotopical with low frequecies at apex (center) and high frequencies on basal end (part near round window)
  64. bl Bilateral, SNHL
    50% less sentence rec in ear to be implated
    60% or less in better ear
  65. bm Currier in NY
    Gillespie in Nebraska
  66. bn Occurs when information form the auditory and visual signal combine to form a unified perception
  67. bo Evalautes binaural intergration skills
    -relies on ability of two brain hemispheres to communicate with each other
    -Student's ability to process mult stimuli
  68. bp Common with mengitius
    Electrode may be partially inserted
  69. bq Most basic auditory skill level- awareness of when a sound is present and when it is not
  70. br The "father of audiology," developed programs to help soldiers with hearing loss from WWII
  71. bs Words that look identical on the lips 47-56% of words in Enlish are homophenes
  72. bt Loss of residual hearing
    Fluid accumulation under incision site
    Irration over site
    Facila Nerve Paralysis
    Post-op middle ear infection
    Pain in implant site
    Facial nerve stimulation during programing
    Risk of anesthesia and surgery
    Leakage in cochlear fuilds
    Risk of menigitis
  73. bu
    Electrode array (composed of electrode pairs)
  74. bv Determine threshold (T level)
    Maximum comfort level- C level
    Loudness Balancing