Auditory Form Research Articles

ASSESSMENT OF TEACHING METHOD PREFERENCES AMONG DENTAL AND MEDICAL STUDENTS

Objectives: The objectives of this study were to evaluate the teaching approach choices among dental and medical college students. Methodology: This survey examines how medical and dental students use their visual, auditory, reading-writing, and kinesthetic senses. It is a descriptive cross-sectional survey. Results: According to VARK, it was found in the current survey that most students chose a single mode of learning (uni modal) – roughly 77% of clinical students and 83% of dentistry students. Tri modal was found to be the least preferred among medical students, with bi modal coming in second with 22% of scientific students and 15% of dentistry students. About 1% of dentistry students were observed using a quad modal method. A-auditory approach was found to be the most popular among medical students, with a median of 2.80, followed by utilizing OK-kinesthetic with a mean of 1.89, and R/W-studying or writing with a mean of 1.65 dentistry college students. A–auditory become the maximum desired approach with a median of two forty, accompanied by okay – kinesthetic with a mean of 2.01 and 1.67for R/W – analyzing or writing Conclusion: According to the study’s findings, kinesthetic mode used most frequently to observe the auditory form of instruction. Both dentistry and medical students were shown to prefer the written style over the visual one. Most of the students selected more than one learning option or had multimodal options.

FORMATION OF SPELLING KNOWLEDGE AND SKILLS OF STUDENTS IN THE PROCESS OF PERFORMING MENTAL ACTIONS

In this article, we used methods of analysis, synthesis, comparison, and systemization. The generalization of theoretical positions of scientific work has been developed and the feasibility of the study of the selected problem has been demonstrated; based on a modern methodology, theoretical and methodological principles and specificities of linguistic norms and rules in the production of practical skills and skills from the Ukrainian language in the fifth-grade students are substantiated.An effective method of their formation is proposed, the components of which are defined: innovative approaches, general-practice, and lingua didactic principles, the use of didactic material, the study of spelling of the Ukrainian language as a dynamic system, the assimilation of spelling norms based on knowledge about the structure of the word, systematic assimilation of spelling material, a skillful combination of theory and practice in learning, the selection of effective exercises, methods, and techniques that will increase the literacy of five-graders. It was established that when learning language material and developing language skills, students need to name new terms, update the content of the grammatical concepts that they already have, so that, by merging them, forming a new rule. Specific examples of this approach are given when studying the suffix (“a significant part of the word that stands at the root and serves to create new words”). It is emphasized that this rule should be formulated completely, precisely, without rotation, using accepted motivation. The role of additional questions has been highlighted in studying the substance of itsformulation. It is determined that among the most effective ways of conscious mastery of grammatical concepts and rules is the reception of comparison, which develops logical thinking, teaches to highlight their characteristic features in comparing phenomena.The expediency of using such a technique as comparing certain grammatical phenomena with the corresponding rules, such as to find in the text presented in visual or auditory form, spellings studied in order to avoid possible spelling mistakes is proved. As a result of the conducted research, it was found out that the collective understanding of the studied linguistic material in the lesson promotes a better understanding of the mastered terms.
 Keywords: spelling; grammar; orphogram and rules; spelling skills and abilities; cognitive activities; word structure; prefix; suffix; derived and non-derived words; comparison.

How can instructions and feedback with external focus be shaped to enhance motor learning in children? A systematic review.

This systematic review investigates the effectiveness of instructions and feedback with external focus applied with reduced frequency, self-controlled timing and/or in visual or auditory form, on the performance of functional gross motor tasks in children aged 2 to 18 with typical or atypical development. Four databases (PubMed, Web of Science, Scopus, Embase) were systematically searched (last updated May 31st 2021). Inclusion criteria were: 1. children aged 2 to 18 years old; 2. Instructions/feedback with external focus applied with reduced frequency, self-controlled timing, and/or visual or auditory form as intervention, to learn functional gross motor tasks; 3. Instructions/feedback with external focus applied with continuous frequency, instructor-controlled timing, and/or verbal form as control; 4. performance measure as outcome; 5. (randomized) controlled studies. Article selection and risk of bias assessment (with the Cochrane risk of bias tools) was conducted by two reviewers independently. Due to heterogeneity in study characteristics and incompleteness of the reported data, a best-evidence synthesis was performed. Thirteen studies of low methodological quality were included, investigating effectiveness of reduced frequencies (n = 8), self-controlled timing (n = 5) and visual form (n = 1) on motor performance of inexperienced typically (n = 348) and atypically (n = 195) developing children, for acquisition, retention and/or transfer. For accuracy, conflicting or no evidence was found for most comparisons, at most time points. However, there was moderate evidence that self-controlled feedback was most effective for retention, and limited evidence that visual analogy was most effective for retention and transfer. To improve quality of movement, there was limited evidence that continuous frequency was most effective for retention and transfer. More methodologically sound studies are needed to draw conclusions about the preferred frequency, timing or form. However, we cautiously advise considering self-controlled feedback, visual instructions, and continuous frequency. Registration: Prospero CRD42021225723. https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42021225723.

Verb processing in children with developmental language disorder

Speed, accuracy, and type of errors during word processing in children with developmental language disorder (DLD) have often been in the focus of various lexical studies. Results of these studies are uniform: children with DLD show slow and less accurate processing. Less is known about the speed and accuracy of verb processing. Therefore, the aim of this study is to explore whether there are differences in the speed and accuracy of verb processing between children with DLD and their typical developing chronological peers (TDC) and younger, language age-matched peers (TDC-y), with special attention to the type of errors produced. The participants in this pilot study were 30 children between the ages of 7;11 and 11 years. Average age of children with DLD was 10;2; TDC children 9;9; and TDC-y children were 8,1. Research procedure included stimulus word presented in auditory form, and children’s task was to choose which one of the three presented pictures on computer screen represent the verb they just heard. Results showed no statistically significant differences regarding speed and accuracy between groups of participants. The difference in proportion of errors in picture selection task did not reach statistical significance when it comes to phonological mistakes, nor when it comes to semantic errors. However, the proportion of phonological errors had a tendency of highest scores in group of children with DLD, while proportion of semantic errors was highest in TDC-y. According to findings from this study, it seems important to emphasize the importance of phonological exercises parallel with exercises focused on vocabulary span in work with children with DLD. Number of exposures to the new word in children with DLD can play a significant role in speed of processing but it can also lead to overlearning affecting research outcomes. Children with DLD who participated in this study had been enrolled in speech and language therapy for several years. Future studies should, among other, also control this variable.

EFFICACY OF MASS MEDIA IN ENGLISH LANGUAGE TEACHING

In today’s world where technology permeates in every nook and corner, it is indispensable for the language teachers to forgo the use of mass media in the classroom. Effective usage of mass media can foster learner’s learning experience. Moreover, it also enhances the collaborative learning among learners. Researches have proved that the use of mass media either an auditory form or visual form acts as a stimulus in enhancing the four basic skills, listening, speaking, reading, and writing in a much more exciting and effective manner. Therefore, the present paper attempts to study the efficacy of mass media in teaching English to undergraduate Engineering students in the university. Moreover, the study discusses the possibilities and limitations in exploiting the mass media in the English classroom.

Intelligibility in Context Scale: Sensitivity and specificity in the Jamaican context

ABSTRACT The present study investigated the sensitivity and specificity of the English Intelligibility in Context Scale (ICS) and the ICS-Jamaican Creole (ICS-JC) translation with bilingual preschool-aged Jamaican children. Participants in this study were 262 English-Jamaican Creole simultaneous bilingual children (aged 3;3 to 6;3, M = 4;11, SD = 7.8). The ICS and ICS-JC were administered to parents in auditory form, rather than written form. Although recent evidence has demonstrated the validity and reliability of the ICS as an assessment tool in various languages, further data are needed to determine diagnostic accuracy of the ICS and ICS-JC in Jamaican children. The sensitivity and specificity of both tools were high in this cohort of children, indicating that in the Jamaican context, these versions of the ICS could be used as screening tools to identify children who require further assessment of speech sound disorders. A cut-off score of 4.12 was used for both tools to achieve high sensitivity (0.84) and specificity (0.70) values for the ICS, as well as high sensitivity (0.84) and specificity (0.71) for the ICS-JC. The results of this study also demonstrate that administration of the auditory ICS is a valid way of collecting parent reports about children’s speech intelligibility, which has implications for use of the ICS in languages with no written form or with parents who have a low level of literacy in the languages they use. This investigation is relevant not only to this underserved population but broadens knowledge of research-based tools for working with bilingual children.

Insights into fish auditory structure–function relationships from morphological and behavioural ontogeny in a maturing sciaenid

Knowledge of the relationship between auditory form and function is necessary to understand the role of hearing in fish ecology, as well as the potential impacts of anthropogenic noise and environmental change on hearing-mediated functions. We explored the functional significance of otolith (ear stone) morphology in a large predatory sciaenid, Argyrosomus japonicus (Temminck and Schlegel), by comparing ontogenetic changes in otolith structure to changes in habitat, diet and swimming activity. We examined an otolith metric that has previously been linked to habitat use and activity in fishes, the relative sensory area (sulcus to otolith area ratio, S:O), and a new metric that quantifies the protuberant structure (calcareous concrescence) found on the distal surface of sciaenid otoliths (otolith perimeter to area ratio, P:SA). Strong allometric growth of the sulcus acusticus was detected in the sagitta of A. japonicus ranging from 7 to 80 cm TL. Both S:O and P:SA changed rapidly until A. japonicus reached 50 cm TL, after which only a gradual increase in relative sensory area was detected. The aspect ratio of the caudal fin (CAR, an index of swimming activity) abruptly increased in A. japonicus at 41–50 cm TL. These changes coincide with an observed shift in diet from benthic invertebrates to pelagic fish, a shift in foraging habitat and an increase in foraging activity.

Cross-modal information transfer and the effect of concurrent task-load.

People's everyday lives offer plenty of situations where complex processing of information takes place, in which information needs to transfer across modalities to achieve a behavioral goal. The study examined the differential effects on object detection by a visual, verbal, or auditory cue held in working memory (WM), and the role of concurrent cognitive task-load on the final detection of that cue. Three experiments, all using same stimuli set but in different modalities, subjects held in memory a representation of a novel cue for a speeded detection in a search display at the end of each trial. The cue stimulus could be an image (visual), the name (verbal) or the sound (auditory) of a common animal or object. A mental arithmetic task was interleaved between the cue presentation and the cue detection. The results showed that information held in WM, either in verbal or auditory form, can efficiently transfer across modalities to complete a visual detection task for a representation of the initial WM-cue. The speed of detection was not affected by the cross-modal transfer of cue information but there was some detrimental effect on detection that could distinctively be attributed to the cognitive task-load. Together, these findings may provide some evidence for the role of the episodic buffer component of WM in integrating multimodal information originated from different sources, hence supporting the notion of the supramodal nature of WM. The results have been discussed in light of Baddeley's and Cowan's theoretical WM frameworks. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

АУДИАЛЬНОЕ МЫШЛЕНИЕ В СТРУКТУРЕ ХУДОЖЕСТВЕННОГО ПОЗНАНИЯ

The author examines auditory thinking as a means of rational cognition of irrational phenomena, a means of modelling the acoustic worldview. The study focuses on social determination of auditory thinking, which is a means of non-verbal communication. Non-verbalized meaning presented in an auditory form is the most efficient means to influence human mentality, mass consciousness, to establish models of social behaviour. Auditory thinking reconstructs and transforms unconscious thoughts, emotions to clear, subjectified acoustic models. Audition not only represents objective reality but transforms it, promotes the formation and manifestation of new ideals.

Cognitive Load and Situation Awareness for Soldiers: Using an Auditory Detection Response Task

We examined the cognitive load and situation awareness of tactical decision makers processing information with a battle management system. We presented information in visual and auditory form. To measure workload, we used an auditory detection response task (DRT). We found that DRT performance was worse with faster message presentation and with auditory presentation, indicating greater workload in those conditions. We also found that situation awareness was lower with faster presentation. However, we found that auditory presentation produced greater situation awareness than visual presentation. These results are partially consistent with results of a previous study (Hollands, Spivak, & Kramkowski, in press), but suggest that workload and situation awareness can sometimes diverge.

Neural Comodulation of Independent Brain Processes Related to Multitasking.

Distracted driving is regarded as an integrated task requiring different regions of the brain to receive sensory data, coordinate information, make decisions, and synchronize movements. In this paper, we applied an independent modulator analysis (IMA) method to temporally independent electroencephalography (EEG) components to understand how the human executive control system coordinates different brain regions to simultaneously perform multiple tasks with distractions presented in different modalities. The behavioral results showed that the reaction time (RT) in response to traffic events increased while multitasking. Moreover, the RT was longer when the distractor was presented in an auditory form versus a visual form. The IMA results showed that there were performance-related IMs coordinating different brain regions during distracted driving. The component spectral fluctuations affected by the modulators were distinct between the single- and dual-task conditions. Specifically, more modulatory weight was projected to the occipital region to address the additional distracting stimulus in both visual and auditory modality in the dual-task conditions. A comparison of modulatory weights between auditory and visual distractors showed that more modulatory weight was projected to the frontal region during the processing of the auditory distractor. This paper provides valuable insights into the temporal dynamics of attentional modulation during multitasking as well as an understanding of the underlying brain mechanisms that mediate the synchronization across brain regions and govern the allocation of attention in distracted driving.

The Impact of Prenatal Chronic Auditory Stimulation to the Development of Chicken Embryos’ Hippocampus: What Have Been Done and the Established Protocol

Auditory stimulation can differently modulate the development of auditory system and hippocampus. Using chicken embryos make it possible for researchers to focus on examining the direct impact of chronic auditoric stress to the development of fetal brain, especially to hippocampus without confounding factors from mother and placenta. We focus to review studies that examined the influence of prenatal chronic auditory stimulation exposure (both as environmental enrichment and as stressor) to the development of chicken embryos’ hippocampus. We wanted to gather information on what have been done and the what would be the established auditory stimulation protocol. We searched all in vivo studies in chicken that used prenatal chronic auditory stimulation to observed the changes in the developing hippocampus. The comparison was made in terms of characteristics of the studies, auditory stimulation regimen, parameters studied, results, conclusion and suggestion for further research. Eight studies fulfilled the selection criteria and were included in the analysis. Discussion: Researchers have been exploring the influence of auditory stimulation in form of music, species-specific sound and noise to the developing chicken embrios’ brainstem auditory nuclei, auditory imprinting area and hippocampus. They have used moderate intensity (65 dB) and high intensity (110 dB). The hippocampal parameters observed were morphology, molecular/biochemistry and behavioral/cognitive changes. Chicken embrios are representative for studying the impact of prenatal chronic auditory stimulation to the developing brain. Studies have convincingly shown the benefits of species-specific sound and music exposure and the negative effects of noise to the developing hippocampus. However, further research are still needed to address some issues. In doing so, researchers may replicate the established auditory stimulation protocol that have been consistently used in the studies reviewed.

Сравнительный анализ возможностей оперативной памяти у курсантов военных образовательных организаций

The article is devoted to the analysis of the possibilities of operative (audial and visual) memory among cadets of military educational organizations. As a result of an empirical study of the mnemonic abilities of 56 cadets of the Military University of the Ministry of Defense of the Russian Federation, it was found that the perception of information in a visual form has a greater impact on the volume and quality of the stored material than the presentation of information in an auditory form. A technique was used to present 10 words in various forms and memorize. The revealed originality of the representative mnemonic systems of operative memory of servicemen (military cadets) serves as a basis for improving the educational process, combat training and personnel management.

Orthoepia of suprasegmental properties as a prerequisite for communication skills

The main objective of this study is to bring experience from the development of suprasegmental phenomena to pupils learning to read, fluently speaking with the emphasis on raising the language level and cultivating the auditory form of correct speaking and literary Slovak.

The challenge of forgetting: Neurobiological mechanisms of auditory directed forgetting.

Directed forgetting (DF) is considered an adaptive mechanism to cope with unwanted memories. Understanding it is crucial to develop treatments for disorders in which thought control is an issue. With an item-method DF paradigm in an auditory form, the underlying neurocognitive processes that support auditory DF were investigated. Subjects were asked to perform multi-modal encoding of word-stimuli before knowing whether to remember or forget each word. Using functional magnetic resonance imaging, we found that DF is subserved by a right frontal-parietal-cingulate network. Both qualitative and quantitative analyses of the activation of this network show converging evidence suggesting that DF is a complex process in which active inhibition, attentional switching, and working memory are needed to manipulate both unwanted and preferred items. These results indicate that DF is a complex inhibitory mechanism which requires the crucial involvement of brain areas outside prefrontal regions to operate over attentional and working memory processes. Hum Brain Mapp 39:249-263, 2018. © 2017 Wiley Periodicals, Inc.

Teaching a Student With Autism Spectrum Disorder On-Topic Conversational Responses With an iPad: A Pilot Study

Scripts in written or auditory form have been used to teach conversational skills to individuals with autism spectrum disorder (ASD), but with the proliferation of handheld tablet devices the scope to combine these 2 formats has broadened. The aim of this pilot study was to investigate if a script-based intervention, presented on an iPad conversational app, would be effective in teaching basic conversation skills within a school setting. A multiple baseline with probe design across scripts was employed to teach a student with ASD on-topic responses. Experimental control was demonstrated across 2 of the 3 baselines. Surprisingly, a substantial degree of generalisation was evident, which may have compromised demonstration of experimental control. This app may be a practical and effective tool for teaching on-topic responses to an individual with ASD, and further research is warranted.

Memory as embodiment: The case of modality and serial short-term memory

Classical explanations for the modality effect—superior short-term serial recall of auditory compared to visual sequences—typically recur to privileged processing of information derived from auditory sources. Here we critically appraise such accounts, and re-evaluate the nature of the canonical empirical phenomena that have motivated them. Three experiments show that the standard account of modality in memory is untenable, since auditory superiority in recency is often accompanied by visual superiority in mid-list serial positions. We explain this simultaneous auditory and visual superiority by reference to the way in which perceptual objects are formed in the two modalities and how those objects are mapped to speech motor forms to support sequence maintenance and reproduction. Specifically, stronger obligatory object formation operating in the standard auditory form of sequence presentation compared to that for visual sequences leads both to enhanced addressability of information at the object boundaries and reduced addressability for that in the interior. Because standard visual presentation does not lead to such object formation, such sequences do not show the boundary advantage observed for auditory presentation, but neither do they suffer loss of addressability associated with object information, thereby affording more ready mapping of that information into a rehearsal cohort to support recall. We show that a range of factors that impede this perceptual-motor mapping eliminate visual superiority while leaving auditory superiority unaffected. We make a general case for viewing short-term memory as an embodied, perceptual-motor process.

Deathcore, creativity, and scientific thinking

Major scientific breakthroughs are generally the result of materializing creative ideas, the result of an inductive process that sometimes spontaneously and unexpectedly generates a link between thoughts and/or objects that did not exist before. Creativity is the cornerstone of scientific thinking, but scientists in academia are judged by metrics of quantification that often leave little room for creative thinking. In many scientific fields, reductionist approaches are rewarded and new ideas viewed skeptically. As a result, scientific inquiry is often confined to narrow but safe disciplinary ivory towers, effectively preventing profoundly creative explorations that could yield unexpected benefits. This paper argues how apparently unrelated fields specifically music and belief systems can be combined in a provocative allegory to provide novel perspectives regarding patterns in nature, thereby potentially inspiring innovation in the natural, social and other sciences. The merger between basic human tensions such as those embodied by religion and music, for example the heavy metal genre of deathcore, may be perceived as controversial, challenging, and uncomfortable. However, it is an example of moving the thinking process out of unconsciously established comfort zones, through the connection of apparently unrelated entities. We argue that music, as an auditory art form, has the potential to enlighten and boost creative thinking in science. Metal, as a fast evolving and diversifying extreme form of musical art, may be particularly suitable to trigger surprising associations in scientific inquiry. This may pave the way for dealing with questions about what we don´t know that we don´t know in a fast-changing planet.

Electroencephalographic neurofeedback: Level of evidence in mental and brain disorders and suggestions for good clinical practice

The technique of electroencephalographic neurofeedback (EEG NF) emerged in the 1970s and is a technique that measures a subject's EEG signal, processes it in real time, extracts a parameter of interest and presents this information in visual or auditory form. The goal is to effectuate a behavioural modification by modulating brain activity. The EEG NF opens new therapeutic possibilities in the fields of psychiatry and neurology. However, the development of EEG NF in clinical practice requires (i) a good level of evidence of therapeutic efficacy of this technique, (ii) a good practice guide for this technique. Firstly, this article investigates selected trials with the following criteria: study design with controlled, randomized, and open or blind protocol, primary endpoint related to the mental and brain disorders treated and assessed with standardized measurement tools, identifiable EEG neurophysiological targets, underpinned by pathophysiological relevance. Trials were found for: epilepsies, migraine, stroke, chronic insomnia, attentional-deficit/hyperactivity disorder (ADHD), autism spectrum disorder, major depressive disorder, anxiety disorders, addictive disorders, psychotic disorders. Secondly, this article investigates the principles of neurofeedback therapy in line with learning theory. Different underlying therapeutic models are presented didactically between two continua: a continuum between implicit and explicit learning and a continuum between the biomedical model (centred on "the disease") and integrative biopsychosocial model of health (centred on "the illness"). The main relevant learning model is to link neurofeedback therapy with the field of cognitive remediation techniques. The methodological specificity of neurofeedback is to be guided by biologically relevant neurophysiological parameters. Guidelines for good clinical practice of EEG NF concerning technical issues of electrophysiology and of learning are suggested. These require validation by institutional structures for the clinical practice of EEG NF.

Impact of Music on Cardiac Patients

Abstract. Controlled studies and clinical observations can elucidate the influence of music on blood pressure and heart rate, but do not explain underlying mechanisms. Clarification of contradictory scientific results requires an understanding of corresponding psycho-neuroendocrinological processes and is also indispensable to patient-centered cardiac music therapy interventions. The paper is intended to complement the thematic issue on music therapy in cardiology (MTK 25 (1), 2014). To identify neural and neuroendocrine modules linking auditory and neurocardiac systems. This should facilitate a diagnosis-specific application of music for cardiac patients. Review of empirical, neuroanatomic, and interdisciplinary medical findings about cerebral music processing. Meta-synthesis and construction of a theoretical framework that explains the impact of music on blood pressure and heart rate. Music-induced cardiac processes can be elucidated by neural and neuroendocrine modules linking auditory processing areas and neurocardiac centers. Efferent projections from the auditory pathway as well as top–down projections arising from the auditory cortex form specific functional circuitries. Overlapping and interacting projections from cortical and subcortical regions to associative processing organs (e. g., the insular cortex) integrate both physiologically and cognitively processed sound factors (i. e., the dualistic model). Via corresponding modules the auditory system is indirectly linked to hypothalamic nuclei, influencing the hypothalamic–pituitary–adrenal axis as well as vasopressin- and oxytocin-related processes. Connections with the locus coeruleus refer to noradrenergic sound–heart regulation. Physiological mechanisms interacting with individual musical experiences require the synopsis of evidence-based findings, neuroendocrinological explanations, and differential psychological profiles for reliable treatment planning.