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Listening effort and fatigue in scho...

Hicks, Candace Bourland.

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Listening effort and fatigue in school-age children with and without hearing loss.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Listening effort and fatigue in school-age children with and without hearing loss./
作者:	Hicks, Candace Bourland.
面頁冊數:	110 p.
附註:	Source: Dissertation Abstracts International, Volume: 61-12, Section: B, page: 6378.
Contained By:	Dissertation Abstracts International61-12B.
標題:	Health Sciences, Audiology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9998905
ISBN:	0493073175

Listening effort and fatigue in school-age children with and without hearing loss.
Hicks, Candace Bourland.

Listening effort and fatigue in school-age children with and without hearing loss. - 110 p.

Source: Dissertation Abstracts International, Volume: 61-12, Section: B, page: 6378.

Thesis (Ph.D.)--Vanderbilt University, 2000.

For children in academic settings, the ability to hear the teacher above extraneous noise is critical for learning. However, classroom acoustics may cause children to listen in less than ideal environments. While reverberation, background noise, and hearing loss can affect speech recognition ability, few studies have looked at associated listening effort and fatigue in children.

ISBN: 0493073175Subjects--Topical Terms:

1018138
Health Sciences, Audiology.

Listening effort and fatigue in school-age children with and without hearing loss.
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245 1 0 $a Listening effort and fatigue in school-age children with and without hearing loss.
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500 $a Source: Dissertation Abstracts International, Volume: 61-12, Section: B, page: 6378.
500 $a Adviser: Anne Marie Tharpe.
502 $a Thesis (Ph.D.)--Vanderbilt University, 2000.
520 $a For children in academic settings, the ability to hear the teacher above extraneous noise is critical for learning. However, classroom acoustics may cause children to listen in less than ideal environments. While reverberation, background noise, and hearing loss can affect speech recognition ability, few studies have looked at associated listening effort and fatigue in children.
520 $a Salivary cortisol levels were utilized to evaluate listening fatigue. Subjects consisted of 20 children (10 with mild-to-moderate hearing loss, 10 with normal hearing). Saliva samples for determining cortisol concentration were obtained at school twice a day (morning and afternoon) on two days. Functional status was evaluated utilizing a child-rated measure (COOP). Although cortisol levels were higher for the children with hearing impairment compared to their normal hearing peers, cortisol levels were not significantly different between the two groups. Self-rated measures indicated that children with hearing impairment did not have less energy than their normal-hearing peers. However, these measures suggested that children with hearing loss may be at greater risk for difficulties in areas such as self-esteem and overall health.
520 $a A dual task paradigm was utilized to study listening effort. The primary task was a word repetition task in four signal-to-noise conditions (quiet, +20, +15, +10). The secondary task was motor reaction to a light presentation. Subjects consisted of 28 children (14 with mild-to-moderate hearing loss, 14 normal hearing controls). Reaction times (RT) of the children with hearing impairment were longer than their normal-hearing peers. There were no differences in RT across conditions. Average speech recognition scores remained good for both groups. Results indicate that children with hearing impairment expend more effort in performing speech recognition tasks as compared to children with normal hearing.
520 $a While fatigue was not evident in classroom environments in the current study, children with hearing impairment expended more listening effort than children with normal hearing. Future research should be conducted to expand our knowledge of listening fatigue and effort in children with hearing impairment.
590 $a School code: 0242.
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