Aural Presentation Research Articles

Assessment of Learning Style Profiles on Newly Joined MBBS Students during the Foundation Course

Introduction: Information enters brain by three main ways - Sight, hearing, and touch, which one is used by individual mostly becomes their own learning style. Most of students have a combination of learning styles. One of them is dominant than others. AIM of this study: To identify various learning styles and if possible dominant/also prominent dominant styles which each individual student of 1st MBBS fresh students at the foundation course. Materials and methods: The study conducted was a cross sectional study done among 150 students enrolled in MBBS course for the year 2019-2020 at NRIIMS. A pro-forma / questionnaire is prepared by using VARK approach. Data was collected by using that VARK proforma. Study procedure: During regular working hours, the first-year undergraduate medical students were briefed about the study. The questionnaire was then distributed in the form of hard copies to the first year M.B.B.S students. Variables and their evaluation: Students were distributed into one of the following categories: Unimodal-Having only of the V, A, R, or K preferences; Bimodal-Having two preferences (VR, VA, VK, AR, AK,RK) ; Scores were given accordingly. Statistical analysis: The data was entered into a Microsoft excel sheet and the score were statistically analyzed to determine the percentage of students in each category Results: Response rate for the study was 75.3% and majority were Females comprising 44.6%. Bimodal learning style is most preferred than Unimodal learning style corresponding to 87.6% and 12.3% respectively. Among the strong Unimodal learners Aural, Visual, Reading/writing, and kinesthetic preferences were documented by 4.4%, 3.5%, 2.6%,1.8% students respectively. In Bimodal style combination of visual and auditory styles are most preferred by 27.4% participants. Least commonly employed learning style was combination of Reading/Writing and kinesthetic style and it was reported by only 8.9% of students. Conclusion: In the present study amongst first year medical students Bi-Modal learning style, with a combination of Visual and Aural presentation is the most preferred learning style. With the help of VARK questionnaire, it is recommended to test all the medical students. This will/ can be used to identify their most desired learning styles. This helps to improve educational goals by choosing most appropriate teaching methods.

Effects of Visual and Aural Presentation Styles and Rhythm on Working Memory as Measured by Monosyllabic Sequential Digit Recall.

Although information is frequently paired with music to enhance recall, there is a lack of basic research investigating how aspects of recorded music, as well as how it is presented, facilitate working memory. Therefore, the purpose of this study was to determine the effects of visual and aural presentation styles, rhythm, and participant major on working memory as measured by sequential monosyllabic digit recall performance. We isolated visual and aural presentation styles and rhythm conditions during six different treatment stimuli presented on a computer screen in the study: (a) Visual Rhythm; (b) Visual No Rhythm; (c) Aural Rhythm; (d) Aural No Rhythm; (e) Visual + Aural Rhythm; (f) Visual + Aural No Rhythm. Participants' (N = 60; 30 nonmusic majors and 30 music majors) task was to immediately recall the information paired with music within each condition. Analyses of variance indicated a significant difference between the visual and visual + aural presentation style conditions with the visual + aural condition having more accurate recall. While descriptive data indicated that rhythm tended to facilitate recall, there was no significant difference between rhythm and no rhythm conditions. Nonmusic major participants tended to have slightly more accurate recall than music major participants, although this difference was not significant. Participants tended to have higher recall accuracy during primacy and recency serial positions. As participants had most accurate recall during the visual + aural presentation style conditions, it seems that the multi-sensory presentation modes can be effective for teaching information to be immediately recalled as long as they do not contain too much information and overload the limited storage capacity of working memory. Implications for clinical practice, limitations, and suggestions for future research are provided.

Internet Architecture and Disability

The Internet is essential for education, employment, information, and cultural and democratic participation. For tens of millions of people with disabilities in the United States, barriers to accessing the Internet, including the visual presentation of information to people who are blind or visually impaired, the aural presentation of information to people who are deaf or hard of hearing, and the persistence of Internet technology, interfaces, and content without regard to prohibitive cognitive load for people with cognitive and intellectual disabilities collectively pose one of the most significant civil rights issues of the information age. Yet disability law lacks a comprehensive theoretical approach for fully facilitating Internet accessibility. The prevailing doctrinal approach to Internet accessibility seeks to treat websites as metaphorical “places” subject to Title III of the ADA, which requires places of public accommodations to be accessible to people with disabilities. While this place-centric approach to Title III has succeeded to a significant degree in making websites accessible over the last two decades, large swaths of the Internet — more broadly construed to include Internet technologies beyond websites — remain inaccessible to millions of people with a variety of disabilities. As limitations of a place-based approach to Title III become clearer, a new framework for disability law is needed in an increasingly intermediated Internet. Leveraging the Internet law literature on perspectives, this article recognizes the place-centric approach to Title III as normatively and doctrinally “internal,” in the terminology of internet law scholars It offers a framework for supplementing this internal approach with an external approach that contemplates the layered architecture of the Internet, including its constituent content, Web and non-Web applications, access networks operated by Internet service providers, and devices and the role of disability and other bodies of law, particularly including telecommunications law and attendant policy issues, such as net neutrality, in making them accessible.

Salience in Second Language Acquisition: Physical Form, Learner Attention, and Instructional Focus.

We consider the role of physical form, prior experience, and form focused instruction (FFI) in adult language learning. (1) When presented with competing cues to interpretation, learners are more likely to attend to physically more salient cues in the input. (2) Learned attention is an associative learning phenomenon where prior-learned cues block those that are experienced later. (3) The low salience of morphosyntactic cues can be overcome by FFI, which leads learners to attend cues which might otherwise be ignored. Experiment 1 used eye-tracking to investigate how language background influences learners’ attention to morphological cues, as well as the attentional processes whereby different types of FFI overcome low cue salience, learned attention and blocking. Chinese native speakers (no L1 verb-tense morphology) viewed Latin utterances combining lexical and morphological cues to temporality under control conditions (CCs) and three types of explicit FFI: verb grammar instruction (VG), verb salience with textual enhancement (VS), and verb pretraining (VP), and their use of these cues was assessed in a subsequent comprehension test. CC participants were significantly more sensitive to the adverbs than verb morphology. Instructed participants showed greater sensitivity to the verbs. These results reveal attentional processes whereby learners’ prior linguistic experience can shape their attention toward cues in the input, and whereby FFI helps learners overcome the long-term blocking of verb-tense morphology. Experiment 2 examined the role of modality of input presentation – aural or visual – in L1 English learners’ attentional focus on morphological cues and the effectiveness of different FFI manipulations. CC participants showed greater sensitivity toward the adverb cue. FFI was effective in increasing attention to verb-tense morphology, however, the processing of morphological cues was considerably more difficult under aural presentation. From visual exposure, the FFI conditions were broadly equivalent at tuning attention to the morphology, although VP resulted in balanced attention to both cues. The effectiveness of morphological salience-raising varied across modality: VS was effective under visual exposure, but not under aural exposure. From aural exposure, only VG was effective. These results demonstrate how salience in physical form, learner attention, and instructional focus all variously affect the success of L2 acquisition.

Online emotional inferences in written and auditory texts: a study with children and adults

Emotional inferences are conclusions that a reader draws about the emotional state of a story’s protagonist. In this study, we examined whether children and adults draw emotional inferences while reading short stories or listening to an aural presentation of short stories. We used an online method that assesses inferences during reading with a reaction time paradigm. Children aged 8 and 10 years and adults took part. We varied whether the short stories emphasized a certain goal of the protagonist in order to proof our assumption that protagonist-goals in stories help readers to build emotional inferences. Additionally, we assessed the updating capacity of our participants’ working memories assuming a positive influence. Results reveal that participants of all age groups drew emotional inferences. Type of text presentation, goal-emphasis, and updating capacity influence whether emotional inferences are built and how precise these inferences are. The way in which these variables influenced emotional inferences was moderated by the age of the participants.

Can VoiceScapes Assist in Menu Navigation?

Providing better information access to blind users is an important goal in the context of accessible interface design. Similarly, designers of user interfaces benefit from alternative interface techniques for usage scenarios in which visual (graphical) interfaces are either not possible or suboptimal. In our study we compared a traditional serial aural presentation of menu items to a new simultaneous aural presentation of up to seven menu items. These continuously present VoiceScapes allow the user to actively scan the auditory display to find the most appropriate command. While VoiceScapes are more difficult and attentionally more demanding than other formats of presentation, extended use might allow experienced users to more efficiently navigate complex menu hierarchies. A first pilot experiment with 13 sighted participants presented here tested the basic viability of this approach.

Representation of item position in immediate serial recall: Evidence from intrusion errors.

In immediate serial recall, participants are asked to recall novel sequences of items in the correct order. Theories of the representations and processes required for this task differ in how order information is maintained; some have argued that order is represented through item-to-item associations, while others have argued that each item is coded for its position in a sequence, with position being defined either by distance from the start of the sequence, or by distance from both the start and the end of the sequence. Previous researchers have used error analyses to adjudicate between these different proposals. However, these previous attempts have not allowed researchers to examine the full set of alternative proposals. In the current study, we analyzed errors produced in 2 immediate serial recall experiments that differ in the modality of input (visual vs. aural presentation of words) and the modality of output (typed vs. spoken responses), using new analysis methods that allow for a greater number of alternative hypotheses to be considered. We find evidence that sequence positions are represented relative to both the start and the end of the sequence, and show a contribution of the end-based representation beyond the final item in the sequence. We also find limited evidence for item-to-item associations, suggesting that both a start-end positional scheme and item-to-item associations play a role in representing item order in immediate serial recall.

Processing counterfactual and hypothetical conditionals: An fMRI investigation

Counterfactual thinking is ubiquitous in everyday life and an important aspect of cognition and emotion. Although counterfactual thought has been argued to differ from processing factual or hypothetical information, imaging data which elucidate these differences on a neural level are still scarce. We investigated the neural correlates of processing counterfactual sentences under visual and aural presentation. We compared conditionals in subjunctive mood which explicitly contradicted previously presented facts (i.e. counterfactuals) to conditionals framed in indicative mood which did not contradict factual world knowledge and thus conveyed a hypothetical supposition. Our results show activation in right occipital cortex (cuneus) and right basal ganglia (caudate nucleus) during counterfactual sentence processing. Importantly the occipital activation is not only present under visual presentation but also with purely auditory stimulus presentation, precluding a visual processing artifact. Thus our results can be interpreted as reflecting the fact that counterfactual conditionals pragmatically imply the relevance of keeping in mind both factual and supposed information whereas the hypothetical conditionals imply that real world information is irrelevant for processing the conditional and can be omitted. The need to sustain representations of factual and suppositional events during counterfactual sentence processing requires increased mental imagery and integration efforts. Our findings are compatible with predictions based on mental model theory.

Making the aural presentation of examination papers student friendly: an alternative to a reader in examinations

Where a student can benefit from having an examination paper presented aurally, the traditional method is to provide a reader. This can be socially uncomfortable for students, and offers of readers are frequently declined. A trial is reported in which examinations were presented on an Apple iPod. This is a medium with which many students are comfortable, which facilitates easy exploration of the examination paper and repetitive listening and which is both socially acceptable and practical in a normal examination room. The findings indicate that it removes one of the significant barriers to greater take‐up of aural presentation.

Visual mental image generation does not overlap with visual short-term memory: A dual-task interference study

Visual mental imagery and working memory are often assumed to play similar roles in high-order functions, but little is known of their functional relationship. In this study, we investigated whether similar cognitive processes are involved in the generation of visual mental images, in short-term retention of those mental images, and in short-term retention of visual information. Participants encoded and recalled visually or aurally presented sequences of letters under two interference conditions: spatial tapping or irrelevant visual input (IVI). In Experiment 1, spatial tapping selectively interfered with the retention of sequences of letters when participants generated visual mental images from aural presentation of the letter names and when the letters were presented visually. In Experiment 2, encoding of the sequences was disrupted by both interference tasks. However, in Experiment 3, IVI interfered with the generation of the mental images, but not with their retention, whereas spatial tapping was more disruptive during retention than during encoding. Results suggest that the temporary retention of visual mental images and of visual information may be supported by the same visual short-term memory store but that this store is not involved in image generation.

Debut of aural presentation at EDRA42(<Feature 2>Invitation to EDRA (EDRA 42 Chicago reports))

Debut of aural presentation at EDRA42(<Feature 2>Invitation to EDRA (EDRA 42 Chicago reports))

Effects of visual and verbal presentation on cognitive load in vigilance, memory, and arithmetic tasks

Degree of pupil dilation has been shown to be a valid and reliable measure of cognitive load, but the effect of aural versus visual task presentation on pupil dilation is unknown. To evaluate effects of presentation mode, pupil dilation was measured in three tasks spanning a range of cognitive activities: mental multiplication, digit sequence recall, and vigilance. Stimuli were presented both aurally and visually, controlling for all known visual influences on pupil diameter. The patterns of dilation were similar for both aural and visual presentation for all three tasks, but the magnitudes of pupil response were greater for aural presentation. Accuracy was higher for visual presentation for mental arithmetic and digit recall. The findings can be accounted for in terms of dual codes in working memory and suggest that cognitive load is lower for visual than for aural presentation.

Phonological and working memory mechanisms involved in written spelling

Recent theories of spelling based on neuropsychological data and on computational modelling (Caramazza & Miceli, 1990; Caramazza, Miceli, Villa, & Romani, 1987; Glasspool & Houghton, 2005; Glasspool, Shallice, & Cipolotti, 2006; Miceli & Capasso, 2006; Rapp & Kong, 2002) assume that a working memory system is used to store identity and order of the graphemes, and propose that an impairment of this system, called Graphemic Buffer (GB), is marked by the presence of a number of typical effects. Recently, this disorder has been simulated by different versions of the Competitive Queuing model (Glasspool & Houghton, 2005; Glasspool et al., 2006). The effect of the disruption of this mechanism in written spelling was investigated by means of a dual task in the present study. Three-syllable and four-syllable words were presented to normal adults for aural presentation (Experiment 1) and spelling by copying (Experiment 2). In order to investigate the effects of dual tasks, and the possible involvement of phonological codes, three conditions were used: simple dictation, concurrent articulation, and foot tapping. The results showed strong effects of concurrent articulation, and were consistent with the hypothesis that this task disrupted the serial operations of readout and sequential planning of the GB. They were also consistent with the simulations of the Competitive Queuing model, suggesting possible loci of the effects.

Ancient Rome in Early Opera (review)

Reviewed by: Ancient Rome in Early Opera Michael Ewans Robert C. Ketterer . Ancient Rome in Early Opera. Champaign: University of Illinois Press, 2009. Pp. xi + 253. $40.00. This book discusses operas based on themes drawn from Roman history over the period from Monteverdi's L'incoronazione di Poppea (1643) to c.1800, after which operatic taste moved away from this subject matter. Ketterer demonstrates that "Rome provided early modern Europe with impressive visual and aural presentations of two important myths, which I call the myth of the clement prince and the myth of liberty" (2), because these myths reflected central preoccupations of educated, operagoing audiences during the period before and up to shortly after the French Revolution. The book traces the development of ideas, and therefore of the preoccupations of opera librettists and composers, throughout this period, after which there are virtually no more Roman operas (though Berlioz's midnineteenth century masterpiece Les Troyens should have received at least an honorable mention, even if it is based on epic rather than history). Ketterer's book is primarily a study in what some scholars refer to as "librettology." He rightly observes that libretti were in this period important in their own right, and the most popular ones were set many times by different composers. As a result, the average contemporary operagoer is likely to have actually seen only three of the many operas discussed here: L'incoronazione di Poppea, Handel's Giulio Cesare, and Mozart's setting of an adapted version of Metastasio's highly popular La clemenza di Tito, as the opera seria to celebrate the coronation of Leopold II as king of Bohemia in 1791. And, as a further result, consideration of the music of opera is comparatively rare in this book, and considerably circumscribed; almost the only aspect of Monteverdi's great opera to be discussed is the use of the stile concertato, and elsewhere, comment on musical settings is largely confined to value judgments on the quality of the settings of particular passages of the text. However, this limitation is more than adequately compensated for by the quality of Ketterer's consideration of texts. In each case, a concise exposition of the Roman source material and the essence of the original story precedes the discussion of the uses for which operatic librettists employed it to reflect the concerns of their contemporaries. Ketterer deftly separates various aspects of classical thought and the extent to which they influenced the content of opera texts—in particular Neoplatonism, from which the Renaissance gained a sense of yearning to return to "the upper spheres of fire and light" (24), and Stoicism, which influenced the portrayal of Seneca in L'incoronazione di Poppea. (Nonetheless, Ketterer rightly argues that the triumph of Amor in the union of Nerone and Poppea is gloriously celebrated, and is therefore central to the opera.) Stoicism then became a principal theme in operas based on the stories of Scipio Africanus and Cato. An extended and excellent analysis of Minato's text for Scipione [End Page 282] affricano (chapter 3) foregrounds the continence of Scipione, and his struggles against his erotic feelings and the temptation to abuse his power. I am not at all sure about the discussion of the closing scenes of Handel's Agrippina. Ketterer has to juggle complex factors, including the wealth of associations surrounding the character of Ottone, the possibility that Handel's music undermines the final reconciliation of Ottone and Poppea, and the heavy shadow of actual subsequent Roman history, which hangs over the happy ending for the couple; as the author notes, "Agrippina was supposed to have poisoned Claudius, Nero pursued Poppea, exiled Ottone, and killed both Agrippina and Poppea herself " (75). Scipio returns as the leading character in Zeno's libretto for Scipio nelle Spagne (1710), in which the clement prince myth is first seen fully developed. Ketterer argues that in this libretto (as in Poppea) there is a Stoic character—Luceio as a surrogate Cato, conquering his own desires and able to renounce his passion for Sophonisba, and accept his own death, so his sworn friend Scipione may take her as his wife. Apart from Luceio, this libretto also contains the...

Effect of aural and visual presentation modes on Argentine and US musicians' evaluations of conducting and choral performance

The purpose of this study was to investigate the effect of presentation modes on evaluations of conducting and choral ensemble performance. Participants ( N = 36) were graduate music students with conducting and teaching experience studying in Argentina ( n = 18) or the USA ( n = 18). The participants viewed and evaluated a stimulus videotape that presented a director conducting two different choral performances in three different presentation modes (aural-only, visual-only, and aural—visual). The conductor alternated between good and bad conducting in each of the two performances. While the good conducting remained consistent, the bad conducting changed in style from performance 1 to performance 2. A four-way ANOVA with repeated measures indicated significant differences as a result of performer (director and choir) and excerpt (performance 1 and performance 2). No significant differences were indicated as a result of presentation mode or culture. Results indicated that experienced teachers may be more critical of a director's performance than a choir's, that different styles of conducting behavior may influence perceptions and that poor conducting may influence evaluative ratings more so than good conducting.

Cognitive Processes in Second Language Word Association

This study utilizes a word association (WA) paradigm to infer similarities and differences between processes used to access the mental lexicons of native speakers (NS) and Japanese nonnative speakers of English (NNS). Three hypotheses were examined: a) grammatical word stimuli will elicit proportionately fewer paradigmatic responses than will content words; b) The proportion of phonologically-related responses will increase when stimuli are presented aurally rather than in written format;and c) NNS responses to infrequent words will not differ from responses to common words if a loan word equivalent exists in their first language (L1). Generally speaking, results concurred with established findings. Where results failed to validate the hypotheses, cognitive models are outlined to account for the data. In particular, a process model involving access to explicit knowledge of grammar rules is presented to account for the fact that NNS were less likely to respond to grammatical word stimuli with syntagmatic responses than were NS (χ2 = 15.22, p < .001, df = 1). Also, during aural presentation, only NNS responses, not NS responses, displayed more phonological similarities to their stimuli, suggesting the NNS rely on phonological cues in the absence of semantic knowledge. Similarly, NNS produced fewer semantic associates to low-frequency nouns with loan word equivalents than they did to commonly occurring nouns (χ2 = 3.89, p < .05, df = 1). In fact, NNS produced marginally more semantic responses to low-frequency nouns without loan word equivalents at all. A model postulating competition between cognitive processes that precipitate semantic responses and those instigated by the salience of phonological similarities between the stimuli and their loan word equivalents is proposed. 本研究は言語連想法を使い、英語の母語話者と非母語話者（日本語を母語とする英語学習者）のメンタル・レクシコンへのアクセスの過程の類似点と相違点を検証したものである。単語を被験者に提示し、それに対して返された連想語を文法、意味、音声の観点から分析した。総じて従来行われてきた調査結果とほぼ同様の結果が得られたが、中には異なる結果もあった。これまでとの相違点については、認知モデルに基づいて再解釈した。

Are phonological representations of printed and spoken language isomorphic? Evidence from the restrictions on unattested onsets.

Are the phonological representations of printed and spoken words isomorphic? This question is addressed by investigating the restrictions on onsets. Cross-linguistic research suggests that onsets of rising sonority are preferred to sonority plateaus, which, in turn, are preferred to sonority falls (e.g., bnif [symbol: see text] bdif [symbol: see text] lbif). Of interest is whether these grammatical preferences constrain the recognition of auditory and printed words by speakers of English--a language in which such onsets are unattested. Five experiments compare phonological lexical decision responses to nonwords, including unattested onsets, through either aural or visual presentation. Results suggest that both hearers and readers are sensitive to the phonotactics of unattested onsets. However, the phonotactic generalizations of hearers and readers differ on their scope and source. Hearers differentiated all three types of onsets (e.g., bnif, bdif, and lbif), and their behavior implicated both grammatical and statistical constraints. In contrast, readers were able to differentiate only those structures similar to attested English onsets from dissimilar structures (i.e., bnif vs. bdif or lbif), and their preferences reflected statistical knowledge alone. These findings suggest that the phonological representations informing lexical decision to spoken and printed words are not isomorphic.

VoiceBlog: Universally Designed Voice Browser

We developed VoiceBlog, a voice browser based on the concept of universal design. It has a cascading user interface, has a hierarchic structure, and can well parse strictly structured Web content such as blogs. We investigated whether VoiceBlog could function as a voice browser by observing blind users of VoiceBlog and then interviewing them. After using VoiceBlog for a while, most users felt that VoiceBlog made it much easier to read and understand Web content than common voice browsers. The cascading user interface is seen as one of the best methods for aural presentation. However, some users complained about the synthesized voice and key-mapping, mainly because these differed from the voice browsers' voice and key-mappings the users were familiar with. We also compared the operation logs of sighted and blind users and found that there were some differences in their demands. The results suggest that it is difficult to make one mechanism that suits both sighted and blind users. A universally designed voice browser should prepare different kinds of mechanisms (modes) and switch between them according to the users.

Early reflection energy in concert halls: how much, how early, and from where

Today, the importance of distributing early reflection energy to listeners and performers in concert halls is well understood and accepted—also among architects. Still, implementation in the practical design of a large hall is not easy, partly because we still have difficulties quantifying precisely the demands in detail (how much, how early, and from where) due to limitations in our acoustic knowledge—and often also due to little response from the clients regarding their preferences when decisions between alternative demands must be made. Therefore, in general it is up to the acoustician to decide how far to promote the good cause on the basis of his/her experience, taste, and talent in influencing the decision process. The aural presentation will focus on the current limitations in our knowledge regarding the musicians’ need for early reflections, which is a special challenge in the design of terraced, ‘‘surround’’ concert halls. In the case of the listeners, knowledge has reached a much higher level, and recent results regarding how room shape influence the objective acoustic parameters monitoring the early energy will be presented.

Presenting music live, audio-visually or aurally – does it affect listeners' experiences differently?

This article reviews research regarding the question whether presenting music live, audio-visually or only aurally makes any difference for listeners' experiences. Most factors that characterise live performance could be supposed to enhance listeners' cognitive, affective and evaluative experiences. However, it is often hard to predict the exact influence of the visual stimuli that relate to audio-visual, and mostly also to live musical presentation. Many studies show that live music has positive effects on listeners' experience. However, there is little systematic research that compares live music with other modes of presentation. Studies comparing the effects of audio-visual and aural presentation have yielded rather mixed results. There is an obvious need for well-controlled studies on the effects of live music and on audio-visual music presentation based mainly on musico-psychological rather than visual-artistic principles. The research needs to take account of the variables that are crucial for understanding the effects of different modes of presentation.