Literaturnachweis - Detailanzeige
| Autor/in | Nober, E. Harris |
|---|---|
| Institution | Massachusetts Univ., Amherst. |
| Titel | The Development of Audiologic Criteria to Differentiate Between Auditory Thresholds and Cutile Thresholds of Deaf Children. Final Report. |
| Quelle | (1971), (103 Seiten)
PDF als Volltext kostenfreie Datei |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Adolescents; Audiology; Auditory Tests; Deafness; Exceptional Child Research; Hearing Impairments; Hearing (Physiology); Tactual Perception; Testing Problems |
| Abstract | Researchers investigated a variety of audiologic procedures to determine whether they could differentiate between auditory thresholds and cutile (cutaneous-tactile) thresholds of 32 deaf adolescents. Ss were classified into one of the following three groups: a cutile group with no pure tone thresholds beyond 750 Hertz (Hz); a group of questionable classification with responses at 1000 Hz; and Ss designated partially deaf with elicited thresholds at 2000 Hz or above. The responses of the Ss were statistically analyzed to ascertain if the groups were functionally related or differentiated relative to a number of psychophysical auditory procedures. All Ss were profoundly deaf, had normal intelligence, good emotional stability, and no history of brain damage. Instrumentation included a Beltone 150, Maico M-24, Grason-Stadler Bekesy audiometer, Grason-Stadler speech audiometer, Bruel and Kjar sound level meter, Sony tape recorder, and rubber ear inserts. Numerous tests were administered including tests of pure tone air conduction thresholds, pure tone bone conduction thresholds, mastoid versus forehead bone conduction, and occlusion thresholds. Conclusions were said to support the thesis that audiograms of deaf children could be designated as cutile to indicate a total hearing loss or classified as partially deaf to indicate some auditory reserve. (GW) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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