Auditory Style Research Articles

Web-Based Comparison of Two Styles of Auditory Presentation: All TTS versus Rapidly Mixed Tts and Recordings

A current controversy in the interactive voice response (IVR) community is whether and under which conditions designers should use recorded audio when portions of the interface must be generated by text -to-speech (TTS). The purpose of this study was to examine user preferences for a very extreme case—a prompt that incorporates multiple units of dynamic information in a single sentence. Two groups of IBM employees listened to and compared two auditory styles of information presentation (all information given by a single TTS voice and alternating recorded audio and the TTS voice.) The groups listened to both presentation styles in counterbalanced order and then indicated their preference and degree of preference. The percentage of respondents indicating a preference for the all TTS style was significantly greater than the percentage indicating a preference for the mixture of recorded and TTS.

Developing the Keele Assessment of Auditory Style (KAAS): A Factor-Analytic Study of Cognitive Trait Predisposition for Audition

The current study explored the existence of an auditive-specific orientation among everyday ordinary individuals from the general public and professional orchestra musicians (N = 256). A personality-based cognitive trait grounded on predisposition or sensory preference for audition is referred to as an Auditory Style. The study developed and refined the Keele Assessment of Auditory Style (KAAS), and examined the underlying dimensions through factor analysis. The study found Auditory Style to be normally distributed, and while not rooted on the development of musical ability, professional orchestra musicians clearly demonstrated significantly higher scores than individuals from the general public. The underlying four dimensions of Auditory Style were interpreted as: Awareness, Responsiveness, Sensitivity, and Preference. Post-hoc analysis exhibited distinct factorial solutions for musicians and the general public, pointing to the possibility that characteristic stylistic profiles of each subgroup exist. Finally, the study showed that higher scoring professional orchestra musicians reported a discrete set of characteristic behaviors and attitudes.

Match or mismatch? Learning styles and teaching styles in EFL

Learning styles are a student's “natural, habitual and preferred ways” of absorbing and processing a second language. This study investigated Reid's (1987) hypothesis that a mismatch between teaching and learning styles causes learning failure, frustration and demotivation. Data were collected through Reid's questionnaire, interviews and tests using 206 EFL students and 46 EFL teachers at a Hong Kong university. It was found that learners favoured Kinesthetic and Auditory and disfavoured Individual and Group styles,while teachers favoured Kinesthetic, Group and Auditory styles and disfavoured Tactile and Individual styles; Western teachers also disfavoured Auditory styles. There was therefore a mismatch regarding Group and Auditory styles. Interviews revealed that 72% of the students were frustrated by a mismatch between teaching and learning styles; 76% said it affected their learning, often seriously; and 81% of the teachers agreed with Reid's hypothesis. The correlations between learning style, proficiency and discipline were also checked. Learners who favoured Group styles were significantly less proficient. Conclusions are that EFL teachers should teach in a balanced style in order to accommodate different learning styles.

Hemispheric asymmetries in auditory processing and cognitive style

Hemispheric asymmetries in auditory processing and cognitive style

Prediction of adults' reading performance as a function of auditory and visual cognitive styles and intelligence.

120 students were administered the Auditory Cognitive Styles Test and the Matching Familiar Figures Sequential Presentation Test to assess cognitive style. Estimates of intelligence were based on the California Test of Mental Maturity. Performances were used to predict achievement on the Diagnostic Reading Test: comprehension, vocabulary, and total reading. Canonical correlation indicated an over-all relationship between the cognitive style variables and intelligence in the predictor set and the three reading measures of the criterion set. Only intelligence and errors on the auditory test contributed significantly to the variance of the reading measures. Importance of auditory factors in understanding adults' reading is supported.

Auditory and visual cognitive styles and adult reading performance.

College students performed match-to-sample tasks in the visual and auditory modalities. These tasks assessed reflective and impulsive cognitive styles. Cognitive style performance was related to achievement on a standardized test that measured Comprehension, Rate, Vocabulary, and Total reading achievement. Differential performance on several of these reading measures was a function of classification by auditory cognitive style, but not for visual style. Auditory assessment of cognitive style may have important implications for adults' as well as children's reading.

On Hearing and Inspiration in the Composition of Music

The observation that composers experience inspiration as a source external to the self is considered, using reports of early and modern composers. This is related both to earlier psychoanalytic work on creative inspiration and to modern ego psychology. The postulation that an auditory sensory style in composers has early developmental roots and becomes their primary sensory mode is considered together with some possible determinants in its development.

Auditory perceptual patterns of process and reactive schizophrenics.

Abstract The auditory perceptual patterns of 25 process schizophrenics, 23 reactive schizophrenics, and a matched control group were evaluated through the use of The Sound Test, an auditory projective technique. The results indicated that the auditory perceptual style differentiated significantly and systematically between the process and reactive schizophrenics, and between the schizophrenics and the clinically normal groups. The results of The Sound Test were further discussed in terms of scanning, field articulation, and ideational gating mechanisms.