Perceptual Dimensions Underlying Tinnitus-Like Sounds

Autor/inn/en	Lentz, Jennifer J.; He, Yuan
Titel	Perceptual Dimensions Underlying Tinnitus-Like Sounds
Quelle	In: Journal of Speech, Language, and Hearing Research, 63 (2020) 10, S.3560-3566 (7 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lentz, Jennifer J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
Schlagwörter	Auditory Perception; Patients; Classification; Acoustics; Multidimensional Scaling; Evaluation Methods; Clinical Diagnosis; Hearing (Physiology) + Suchen Sie Ihr Suchwort? Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Patient; Classification system; Klassifikation; Klassifikationssystem; Mehrdimensionale Analysis; Gehör; Hören
Abstract	Purpose: The goal of this study was to establish the perceptual underpinnings of the terms that are commonly used by patients when describing the quality of their tinnitus. Method: Using a free-classification method, 15 subjects with normal hearing placed 60 different tinnitus-like sounds into similarity clusters on a grid. Multidimensional scaling, hierarchical clustering, and acoustic analyses were used to determine the acoustic underpinnings of the perceptual dimensions and perceptual similarity. Results: Multidimensional scaling revealed three different perceptual dimensions (pitch, modulation depth + spectral elements, and envelope rate). Hierarchical clustering revealed five explicit similarity clusters: tonal, steady noise, pulsatile, low-frequency fluctuating noise, and high-frequency fluctuating. Conclusions: Results are consistent with tinnitus perceptions falling into a small set of categories that can be characterized by their acoustics. As a result, there is the potential to develop different tools to assess tinnitus using a variety of different sounds. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01