Group Means and Intersubject and Intrasubject Variability Estimates for Absolute and Relative (Categorical) Loudness Judgments of Typical Young Adult Listeners

Autor/inn/en	Formby, Craig; Yang, Xin; Payne, JoAnne; Parton, Jason
Titel	Group Means and Intersubject and Intrasubject Variability Estimates for Absolute and Relative (Categorical) Loudness Judgments of Typical Young Adult Listeners
Quelle	In: Journal of Speech, Language, and Hearing Research, 62 (2019) 3, S.768-778 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
Schlagwörter	Young Adults; Listening; Acoustics; Evaluative Thinking; Hearing (Physiology) + Suchen Sie Ihr Suchwort? Young adult; Junger Erwachsener; Hörvorgang; Zuhören; Akustik; Gehör; Hören
Abstract	Purpose: This brief research note is motivated by an ever-increasing need for typical repeated-measures loudness judgments and variability estimates of the kind necessary to conduct evidence-based treatment studies and clinical trials. Method: These judgments and variability data, originally collected but not reported by Formby, Payne, Yang, Wu, and Parton (2017), are presented here for relative (categorical) and absolute loudness judgments for typical young adult listeners with normal auditory function. Results: As shown in this research note, these data may differ appreciably between young and older adult listeners with audiometric pure-tone thresholds within the clinically normal range. Conclusion: In general, these findings highlight the need for good age-based, repeated-measures data for planning and powering evidence-based treatment studies and, specifically, for clinical trials that rely on categorical loudness judgments (i.e., as measured with the Contour Test of loudness; Cox, Alexander, Taylor, & Gray, 1997) as primary and secondary outcome measures. (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	2020/1/01