On the Relationship between the IELTS Listening and Listening in Academic English Programs

OpenAIRE

Masood Khalili Sabet; Hamid Reza Babaei

2017-01-01

The challenge for many teachers teaching in academic English programs is, on the one hand, to actualize the objectives of their course and on the other hand, prepare their students for the important international tests such as IELTS and TOEFLE. The current study seeks to reconcile this challenge by drawing on the relationship between the IELTS listening and listening in academic English programs. The requirements of the two domains were compared through a semi – structured interview with five...

Secure Execution of Distributed Session Programs

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Nuno Alves

2011-10-01

Full Text Available The development of the SJ Framework for session-based distributed programming is part of recent and ongoing research into integrating session types and practical, real-world programming languages. SJ programs featuring session types (protocols are statically checked by the SJ compiler to verify the key property of communication safety, meaning that parties engaged in a session only communicate messages, including higher-order communications via session delegation, that are compatible with the message types expected by the recipient. This paper presents current work on security aspects of the SJ Framework. Firstly, we discuss our implementation experience from improving the SJ Runtime platform with security measures to protect and augment communication safety at runtime. We implement a transport component for secure session execution that uses a modified TLS connection with authentication based on the Secure Remote Password (SRP protocol. The key technical point is the delicate treatment of secure session delegation to counter a previous vulnerability. We find that the modular design of the SJ Runtime, based on the notion of an Abstract Transport for session communication, supports rapid extension to utilise additional transports whilst separating this concern from the application-level session programming task. In the second part of this abstract, we formally prove the target security properties by modelling the extended SJ delegation protocols in the pi-calculus.

Preferred listening levels of mobile phone programs when considering subway interior noise

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Jyaehyoung Yu

2016-01-01

Full Text Available Today, people listen to music loud using personal listening devices. Although a majority of studies have reported that the high volume played on these listening devices produces a latent risk of hearing problems, there is a lack of studies on "double noise exposures" such as environmental noise plus recreational noise. The present study measures the preferred listening levels of a mobile phone program with subway interior noise for 74 normal-hearing participants in five age groups (ranging from 20s to 60s. The speakers presented the subway interior noise at 73.45 dB, while each subject listened to three application programs [Digital Multimedia Broadcasting (DMB, music, game] for 30 min using a tablet personal computer with an earphone. The participants′ earphone volume levels were analyzed using a sound level meter and a 2cc coupler. Overall, the results showed that those in their 20s listened to the three programs significantly louder with DMB set at significantly higher volume levels than for the other programs. Higher volume levels were needed for middle frequency compared to the lower and higher frequencies. We concluded that any potential risk of noise-induced hearing loss for mobile phone users should be communicated when users listen regularly, although the volume level was not high enough that the users felt uncomfortable. When considering individual listening habits on mobile phones, further study to predict total accumulated environmental noise is still needed.

Preferred listening levels of mobile phone programs when considering subway interior noise.

Science.gov (United States)

Yu, Jyaehyoung; Lee, Donguk; Han, Woojae

2016-01-01

Today, people listen to music loud using personal listening devices. Although a majority of studies have reported that the high volume played on these listening devices produces a latent risk of hearing problems, there is a lack of studies on "double noise exposures" such as environmental noise plus recreational noise. The present study measures the preferred listening levels of a mobile phone program with subway interior noise for 74 normal-hearing participants in five age groups (ranging from 20s to 60s). The speakers presented the subway interior noise at 73.45 dB, while each subject listened to three application programs [Digital Multimedia Broadcasting (DMB), music, game] for 30 min using a tablet personal computer with an earphone. The participants' earphone volume levels were analyzed using a sound level meter and a 2cc coupler. Overall, the results showed that those in their 20s listened to the three programs significantly louder with DMB set at significantly higher volume levels than for the other programs. Higher volume levels were needed for middle frequency compared to the lower and higher frequencies. We concluded that any potential risk of noise-induced hearing loss for mobile phone users should be communicated when users listen regularly, although the volume level was not high enough that the users felt uncomfortable. When considering individual listening habits on mobile phones, further study to predict total accumulated environmental noise is still needed.

Improved motor sequence retention by motionless listening.

Science.gov (United States)

Lahav, Amir; Katz, Tal; Chess, Roxanne; Saltzman, Elliot

2013-05-01

This study examined the effect of listening to a newly learned musical piece on subsequent motor retention of the piece. Thirty-six non-musicians were trained to play an unfamiliar melody on a piano keyboard. Next, they were randomly assigned to participate in three follow-up listening sessions over 1 week. Subjects who, during their listening sessions, listened to the same initial piece showed significant improvements in motor memory and retention of the piece despite the absence of physical practice. These improvements included increased pitch accuracy, time accuracy, and dynamic intensity of key pressing. Similar improvements, though to a lesser degree, were observed in subjects who, during their listening sessions, were distracted by another task. Control subjects, who after learning the piece had listened to nonmusical sounds, showed impaired motoric retention of the piece at 1 week from the initial acquisition day. These results imply that motor sequences can be established in motor memory without direct access to motor-related information. In addition, the study revealed that the listening-induced improvements did not generalize to the learning of a new musical piece composed of the same notes as the initial piece learned, limiting the effects to musical motor sequences that are already part of the individual's motor repertoire.

Listeners are maximally flexible in updating phonetic beliefs over time.

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Saltzman, David; Myers, Emily

2018-04-01

Perceptual learning serves as a mechanism for listenexrs to adapt to novel phonetic information. Distributional tracking theories posit that this adaptation occurs as a result of listeners accumulating talker-specific distributional information about the phonetic category in question (Kleinschmidt & Jaeger, 2015, Psychological Review, 122). What is not known is how listeners build these talker-specific distributions; that is, if they aggregate all information received over a certain time period, or if they rely more heavily upon the most recent information received and down-weight older, consolidated information. In the present experiment, listeners were exposed to four interleaved blocks of a lexical decision task and a phonetic categorization task in which the lexical decision blocks were designed to bias perception in opposite directions along a "s"-"sh" continuum. Listeners returned several days later and completed the identical task again. Evidence was consistent with listeners using a relatively short temporal window of integration at the individual session level. Namely, in each individual session, listeners' perception of a "s"-"sh" contrast was biased by the information in the immediately preceding lexical decision block, and there was no evidence that listeners summed their experience with the talker over the entire session. Similarly, the magnitude of the bias effect did not change between sessions, consistent with the idea that talker-specific information remains flexible, even after consolidation. In general, results suggest that listeners are maximally flexible when considering how to categorize speech from a novel talker.

The listening cube: a three dimensional auditory training program

NARCIS (Netherlands)

De Raeve, L.; Anderson, I.; Bammens, M.; Jans, J.; Haesevoets, M.; Pans, R.; Vandistel, H.; Vrolix, Y.

2012-01-01

OBJECTIVES: Here we present the Listening Cube, an auditory training program for children and adults receiving cochlear implants, developed during the clinical practice at the KIDS Royal Institute for the Deaf in Belgium. We provide information on the content of the program as well as guidance as to

Effect of Listening to the Al-Quran on Heart Sound

Science.gov (United States)

Daud, N. F.; Sharif, Z.

2018-03-01

This paper investigates the effect on the heart sounds upon listening to the chosen verses of the Al Quran. A signal of the heart sounds is extracted using Thinklabs Phonocardiography software and then the frequency components are extracted using MATLAB 7.11.0. Frequency components during diastolic are compared for two sessions; before and during listening sessions. Diastolic is a period where the chamber of the heart is filled with the blood when the heart muscle is in a relaxed condition. From this study, it is found that the frequency of the heart sound during listening to Al-Quran is lower than the one before listening to Al-Quran. This indicates that, the state of calmness can be achieved by listening to this selected verses of the Al-Quran.

The Impact of Authentic Listening Materials on Elementary EFL Learners’ Listening Skills

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Masoud Khalili Sabet

2012-09-01

Full Text Available Listening is one of the most pivotal skills, though; it is unjustly neglected throughout the literature. It was previously considered as passive skill but now those myths have been demystified. Therefore seeking the innovative trends for teaching and developing listening for EFL students are taken for granted. Lack of adequate exposure to listening and dearth of attention with regard to these issues sets the ground for authentic listening materials to fill the cited gaps in Iranian context. There have been controversial ideas based on studies in dealing with authentic listening materials. Their results ranged from totally abstinence to completely utilizing. This study intends to investigate the impact of authentic listening materials on listening skills of Elementary students at university level. To this aim, sixty students of university were randomly assigned to two groups. One group   was exposed to and received authentic listening materials (experimental group and the other groups received simplified listening materials (control group. A proficiency test (consisted of two sub-tests; listening comprehension and listening perception was used as a pretest to measure the students’ potential differences at outset of study. After the instruction sessions the same proficiency test was administered for both groups. Besides students feedback survey was given to experimental group to evaluate their attitudes and opinions regarding the materials. Analysis of quantitative study and comparing the mean scores of two groups via t-test showed that students who were exposed to authentic materials performed better in posttest. The analysis of feedback survey also denoted their satisfaction and positive attitudes to authentic listening materials.

Effects of a training model on active listening skills of post-RN students.

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Olson, J K; Iwasiw, C L

1987-03-01

This study investigated the effects of a training module on the active listening skills of non-degree registered nurses. Active listening skills were defined as understanding what another person is saying and feeling and then communicating this understanding of his thoughts and feelings back to him. The sample consisted of 26 post-diploma RNs registered in the first year of a baccalaureate degree nursing program. Pretraining and posttraining data were collected when subjects verbally responded to two portions of the Behavioral Test of Interpersonal Skills for Health Professionals (BTIS). Subjects were audiotaped while responding and tapes were scored using BTIS guidelines. Paired t-tests were used to determine differences between pretraining and posttraining scores. Active listening scores increased significantly (p less than .0005) while attempts to suppress or discount speakers' feelings decreased significantly (p less than .005). A six-hour training session significantly increased active listening skills.

Improving Deficient Listening Skills in the Language Arts Program at the Middle Grades.

Science.gov (United States)

Alonso, Laura

A project developed a program for improving deficient student-to-student listening skills. The targeted population consisted of 18 seventh-grade middle school students in a culturally diverse, lower middle class community in a near-western suburb of Chicago. The problem of deficient listening skills was evident through teacher observation and…

An Investigation of Classroom Practices in Teaching Listening Comprehension at English Education Program

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Nurhafni Siregar

2017-12-01

Full Text Available The objective of this study is to investigate how the classroom practice in teaching listening comprehension at English Education Program of STKIP Tapanuli Selatan in 2016/2017 Academic Year is. The informants of this research were all of second semester students of STKIP Tapanuli Selatan in 2016/2017 academic year and a lecturer of listening comprehension at STKIP Tapanuli Selatan (63 students and one lecturer. A descriptive study was used to achieve the objective of the study. The sample was taken by cluster sampling. The data were collected by using interview to know how the lecturer carried out the teaching practice of listening, and questionnaire  for the students and observation were used to find out how the calssroom activities were conducted. The descriptive analysis was used to anayse the data. Based on the data analysis, it was found that: (1 the lecturer carried out listening activities into four parts, they are preparation, prediction stage, listening, and post listening, and (2 the practice of teaching listening was effective related to the teaching pedagogical procedures in teaching listening comprehension. although there were some points that should be practice further. Based on the findings, it was recomended that the lecturer and the students may apply the less activities that had not been done.

Effects of Listening to Music on the Comfort of Chemotherapy Patients.

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Bilgiç, Şebnem; Acaroğlu, Rengin

2017-06-01

The symptoms of an illness that requires chemotherapy and the corresponding effects of such treatment exacerbate the pain and discomfort that patients typically experience. Listening to music may help patients cope with chemotherapy symptoms, thereby contributing to their physical ease and well-being. Seventy patients who were receiving treatment at the outpatient chemotherapy unit were invited to participate in this work. During chemotherapy sessions and the week after the sessions, the patients listened to music with headphones. The occurrence of chemotherapy symptoms such as pain, tiredness, nausea, depression, anxiety, drowsiness, lack of appetite, not feeling well, and shortness of breath in the intervention group was statistically significant after listening to music ( p listening to music effectively reduces the severity of chemotherapy symptoms and enhances the comfort of patients receiving the treatment.

Measuring the effect of signal-to-noise ratio on listening fatigue

NARCIS (Netherlands)

Baselmans, R.; Van Schijndel, N.H.; Duisters, R.P.N.

2010-01-01

Nowadays, by using modern means of communication, people tend to talk longer with each other. This may result in listening fatigue, which hampers cognitive performance. Twenty-four subjects listened to English texts, and answered questions about the text, in two sessions.There was background babble

The Impact of Morphological Awareness on Iranian Pre-University Students’ Listening Transcription

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mohammad nabi karimi

2009-10-01

Full Text Available Morphological Awareness (henceforth: MA, defined as the ability to understand the morphemic structure of the words, has been reported to affect various aspects of second language performance including reading comprehension ability, spelling performance, etc. Yet, the concept has been far less treated with reference to l2 listening transcription. Thus, against this background, this study aims to investigate the link between MA and listening transcription ability of Iranian pre-university students. To this aim, 40 pre-university students participated in the study, and were assigned to two control and experimental groups. Both groups were first given three short listening passages to transcribe as the pre-tests. The results of the independent-samples t-test revealed no significant difference between the two groups. The experimental group, then, received five one-hour sessions briefing them on the morphological realization of English words. The two groups were then given three short listening passages to transcribe as their post-tests. The results of the independent-samples t-tests attested to the significant difference between the two groups, thus, supporting the relationship between MA and listening transcription ability. The study concludes with some suggestions as to the incorporation of MA into L2 learning programs.

The Effect of Listening to English Songs on Iranian EFL Pre-intermediate Learners’ Listening Comprehension

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Mahin Rezaei

2015-05-01

Full Text Available The aim of this study was to find out whether listening to English songs can improve pre-intermediate EFL learners’ listening comprehension. To this end, a non-randomized pretest-posttest control group design as one of the quasi-experimental research designs was employed. The sample of the study consisted of 40 male and female English learners from two classes in an Institute in Marand, Iran. The two classes were randomly assigned into the experimental and control groups.  Then, a PET test was used to check the homogeneity of both groups. The listening section of PET was also considered as the pretest of the study. Then, fifteen English songs were used in the experimental group during the treatment period. Each session, within 45 minutes, one song was played for and practiced with the learners. Meanwhile, the control group had their usual teacher -fronted class without listening to songs. At the end, both groups were post tested on their listening comprehension using the listening section of another version of PET. The collected data were analyzed using Independent-Samples and Paired-Samples t-tests. The results revealed a statistically significant improvement in the performance of the experimental group. It is implied that songs are not only an entertaining tool but they can also be used as a pedagogic material in improving learners’ listening comprehension.

A study of the effects of active listening on listening attitudes of middle managers.

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Kubota, Shinya; Mishima, Norio; Nagata, Shoji

2004-01-01

The present study was conducted to clarify the direct effects of active listening (AL) training given to middle managers in a local government. Altogether, 345 middle managers participated in 13 AL training sessions over two years. We developed the Inventive Experiential Learning (IEL) method, and used it as the central training method in this study. To investigate how well the participants learned AL, we asked the middle managers to answer a shorter version of the Active Listening Attitude Scale (ALAS) consisting of two subscales-i.e. "Listening Attitude" and "Listening Skill"-before training, one month after and three months after training. Altogether, 284 middle managers answered the questionnaire three times. The scores of each subscale were analyzed by repeated measurement analysis of variance. The participants were divided into three groups using the percentile values of the original sample of ALAS, i.e. low-score group (-24%), medium-score group (25-75%) and high-score group (76%-), and the proportionate changes were examined. The results showed both the "Listening Attitude" and "Listening Skill" subscales increased significantly after training. Analysis of the percentiles showed that the proportion of the low-score group decreased and that of the high-score group increased in both subscales, from one to three months after training. These changes are considered to indicate that the participants have learned AL although they attended AL training for only one day.

Mentoring Children of Incarcerated Parents: A Synthesis of Research and Input from the Listening Session Held by the Office of Juvenile Justice and Delinquency Prevention and the White House Domestic Policy Council and Office of Public Engagement

Science.gov (United States)

Jarjoura, G. Roger; DuBois, David L.; Shlafer, Rebecca J.; Haight, Konrad A.

2013-01-01

In September 2013, a Listening Session on Mentoring Children of Incarcerated Parents was held in Washington, DC. This session was organized by the U.S. Department of Justice's Office of Juvenile Justice and Delinquency Prevention in partnership with the White House Domestic Policy Council and Office of Public Engagement. It continues the…

A Comparative Study of Authentic Listening Materials and their Simplified Versions on the Listening Comprehension and Motivation of Iranian EFL Learners

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Hossein Vossoughi

2010-11-01

Full Text Available The present study was an attempt, to empirically investigate if there was any significant difference between authentic listening materials and their simplified version in terms of the listening comprehension of Iranian EFL learners. To this end, two groups of thirty subjects were chosen. One group received authentic listening materials and the other group received the same topic in simplified version through ten sessions. The subjects studied Top Notch Book, level 3. The listening parts were followed with seven listening comprehension questions to assess the listening comprehension of the subjects. Then, at the end of the course, the listening comprehension scores of the two groups were compared by a T-Test. The result showed that simplified demonstration of materials had a benefit over the use of authentic version. A questionnaire was also given to the subjects at the beginning and at the end of the course to find out their motivation toward using authentic or simplified materials. The result indicated that there was no significant difference between two groups in terms of motivation.

THE EFFECT OF SELECTIVE LISTENING AND LISTENING METHODSES BY NOTE-TAKING ON LISTENING COMPREHENSION SKILL OF SIXTH GRADE STUDENTS

OpenAIRE

Dilek CERAN

2015-01-01

Listening which is actively used beginning from birth in social life and learning process has a changeable quality as in other skill areas. The effective role of listening, especially in the process of education, makes the development of this skill essential in a certain program and a systematic way. Applying listening methods and techniques, teaching students how to use them consciously and effectively will result in achievement of targeted goals in this process. In this research, in order t...

Exploring the Causes of Listening Comprehension Anxiety from EFL Saudi Learners’ Perspectives: A Pilot Study

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Ibrahim Otair

2017-08-01

Full Text Available Anxiety is an important factor in foreign language learning. Very few studies have been done on English as a Foreign Language (EFL Saudi students in listening classes. Therefore, this pilot study was aimed at exploring the causes of listening comprehension anxiety from EFL Saudi learners’ perspectives at Majmaah University, Saudi Arabia. The pilot study involved two students who were selected based on the following criteria: 1 Only Saudi male undergraduate students who enrolled in Preparatory Year Program (PYP at Majmaah University would be involved in this study, 2 The students who had studied or lived in native English speaking countries would be excluded. The researcher used pseudonyms to refer to the participants as Mohammad and Ismail. This study employed a qualitative case study research design. The data were collected through Semi-structured interviews with the participants. The interview sessions were audiotaped and transcribed. The results show that the participants experienced a high level of anxiety when doing the listening comprehension tasks. Three main causes of listening comprehension anxiety emerged from this study: 1 the problematic nature of listening comprehension, 2 the classroom atmosphere, and 3 the low English proficiency of the students.

The Effect of High Versus Low Teacher Affect and Passive Versus Active Student Activity During Music Listening on Preschool Children's Attention, Piece Preference, Time Spent Listening, and Piece Recognition.

Science.gov (United States)

Sims, Wendy L.

1986-01-01

Small-group listening lessons and subsequent individual posttests were used to judge 94 three- through five-year-old subjects' attention, paired-comparison piece preference, time spent listening, and piece recognition. Research procedures included a modified multiple baseline design and split-screen video taping of instructional sessions.…

[Effectiveness of mental health training including active listening for managers].

Science.gov (United States)

Ikegami, Kazunori; Tagawa, Yoshimasa; Mafune, Kosuke; Hiro, Hisanori; Nagata, Shoji

2008-07-01

We carried out mental health training with Active Listening for managers of A company, which was the electronics manufacturing company with 1,900 employees. The purpose of the present study was to examine the effect on managers and employees in the workplace on the training. The subjects were all persons who managed regular employees directly in A company. We performed the investigation from May 2006 to February 2007 and carried out the training from September to November in 2006. The contents of the training were from the chapter on "The education and training of managers" in the "The guideline for maintenance and promotion of mental health for workers" issued by the Ministry of Health, Labour and Welfare in Japan in 2006. We divided the contents and implemented them in two sessions. "Responding to worker consultation" was one of the contents of Active Listening. In the first session, we explained about Active Listening, and in the second session we ran a practical involving Inventive Experiential Listening. One month later, we distributed material summarizing the training to all the participants. To evaluate the effect of the training, we conducted surveys of the participants using the Active Listening Attitude Scale (ALAS), prior to and after the training, and distributed questionnaires, post-training about the contents of the training and changes of consciousness and action. Furthermore, we performed surveys pre- and post-training using the Brief Job Stress Questionnaire (BJSQ) 12 items version, distributed to all employees. We evaluated the effect of the training on 124 managers and 908 workers by the investigation. The score of each subscale was analyzed by repeated measures analysis of variance. There were no significant differences in the scores of both the "Listening attitude" and "Listening skill" subscales of ALAS between pre-training and post-training, but the mean scores post-training were higher than those pre-training on both subscales. There were

76 FR 50224 - Medicare Program; Accountable Care Organization Accelerated Development Learning Sessions; Center...

Science.gov (United States)

2011-08-12

...] Medicare Program; Accountable Care Organization Accelerated Development Learning Sessions; Center for... (CMS). This two-day training session is the second Accelerated Development Learning Session (ADLS.... Through Accelerated Development Learning Sessions (ADLS), the Innovation Center will test whether...

78 FR 57336 - Disadvantaged Business Enterprise: Program Implementation Modifications

Science.gov (United States)

2013-09-18

... 2105-AE08 Disadvantaged Business Enterprise: Program Implementation Modifications AGENCY: Office of the... Business Enterprise (DBE) Program. In a later notice published on October 25, 2012, the Department extended... writing on specific aspects of the NPRM noted below. DATES: A public listening session will be held on...

The effect of short-time active listening training.

Science.gov (United States)

Tatsumi, Asami; Sumiyoshi, Kenichi; Kawaguchi, Hitomi; Sano, Yukiko

2010-01-01

We conducted mental health training incorporating active listening for managers at a site of a general chemical company with 1,400 employees. Our purpose was to clarify the effect of active listening training of 2.5h. All subjects were managers. The mental health training was given to 229 managers, 21 times from May 2007 until March 2008. Surveys were conducted from May 2007 to September 2008. The training sessions were conducted in a company meeting room, starting at 2:00 p.m. The importance and significance of listening as a mental health measure and methods of active listening were explained in the training. Afterward, role-playing and follow-up discussions were done twice each. In summaries, participants wrote down what they noticed about listening and gave group presentations. The instructor commented on the presentations, and ended the session by passing out and explaining a paper summarizing what is important in listening. The training was evaluated with a questionnaire distributed at the completion of training, and questionnaires on implementation of what was learned were distributed 1, 3, and 6 mo later. The Active Listening Attitude Scale (ALAS; composed of two scales for method of listening and listening attitude) developed by Mishima et al. was also used before and 1, 3, and 6 mo after the training. In questionnaires distributed on the same day after training, 60% of the 212 respondents said the training time was just right, and 30.1% felt it was too short. The difficulty level of the training was considered appropriate by 77.8%, and 79.7% intended to implement what they had learned. Overall satisfaction was high at 85.9%. In the questionnaire 6 mo after training, 81.4% of the 145 respondents remembered the content of the training and 49.7% said they were practicing what they had learned. They responded that their conversations with subordinates about non-work topics had increased, and communication and support at work had become smoother. ALAS was

The Effect of Metacognitive Listening Strategy Training on EFL Learners’ Listening Sub-skills Performance

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Hassan Dousti

2013-05-01

Full Text Available The aim of this study is to examine the impact of metacognitive listening strategy instruction on the listening sub-skills performance of the Iranian pre-intermediate EFL learners at the Foreign Language Center, Imam Ali University. The current study has been conducted with 64 participants. They were assigned into two groups randomly, an experimental group (n: 32 and a control group (n: 32. To determine the listening comprehension ability of the participants, a listening comprehension pretest based on the listening sub-skills was administered to the participants before the experiment. Then, the experimental group received an eight-week treatment on metacognitive listening strategies. After the treatment phase, a posttest was given to the participants in both the experimental and control group. The results of the independent t-test showed that there is a statistically significant difference (3.29>2; df = 62 between the posttest scores of the experimental group and the control group. Metacognitive strategy training promoted students’ listening comprehension remarkably; therefore, it should be integrated into the listening instruction programs to help language learners become more effective listeners.

Reading While Listening on Mobile Devices: An Innovative Approach to Enhance Reading

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Rochdi, Aicha; Eppard, Jenny

2017-01-01

This poster session will describe a study that took place at a university in the United Arab Emirates. The study included a reading app that was downloaded onto each student's individual mobile device. Students could read while listening to the stories. The primary goal of the study was to determine how, if at all, listening while reading in a…

76 FR 66931 - Medicare Program; Accountable Care Organization Accelerated Development Learning Sessions; Center...

Science.gov (United States)

2011-10-28

...] Medicare Program; Accountable Care Organization Accelerated Development Learning Sessions; Center for... Services (CMS). This two-day training session is the third and final Accelerated Development Learning... the quality of care for beneficiaries. Through Accelerated Development Learning Sessions (ADLS), the...

Impacts of Authentic Listening Tasks upon Listening Anxiety and Listening Comprehension

Science.gov (United States)

Melanlioglu, Deniz

2013-01-01

Although listening is the skill mostly used by students in the classrooms, the desired success cannot be attained in teaching listening since this skill is shaped by multiple variables. In this research we focused on listening anxiety, listening comprehension and impact of authentic tasks on both listening anxiety and listening comprehension.…

The Effect of Music Listening on Pain, Heart Rate Variability, and Range of Motion in Older Adults After Total Knee Replacement.

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Hsu, Chih-Chung; Chen, Su-Ru; Lee, Pi-Hsia; Lin, Pi-Chu

2017-12-01

The purpose of this study was to investigate the effects that listening and not listening to music had on pain relief, heart rate variability (HRV), and knee range of motion in total knee replacement (TKR) patients who underwent continuous passive motion (CPM) rehabilitation. We adopted a single-group quasi-experimental design. A sample of 49 TKR patients listened to music for 25 min during one session of CPM and no music during another session of CPM the same day for a total of 2 days. Results indicated that during CPM, patients exhibited a significant decrease in the pain level ( p listening to music compared with no music. This study demonstrated that listening to music can effectively decrease pain during CPM rehabilitation and improve the joint range of motion in patients who underwent TKR surgery.

Active Listening in Peer Interviews: The Influence of Message Paraphrasing on Perceptions of Listening Skill

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Weger, Harry, Jr.; Castle, Gina R.; Emmett, Melissa C.

2010-01-01

Perhaps no communication skill is identified as regularly as active listening in training programs across a variety of disciplines and activities. Yet little empirical research has examined specific elements of active listening responses in terms of their effectiveness in achieving desired interpersonal outcomes. This study reports an experiment…

A Comprehensive Look into the instruction of Listening Skill in Academic English Programs: A Case Study of two State Universities in Iran

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Hamidreza Babaee

2017-04-01

Full Text Available The study reported here thoroughly investigated the instruction of listening skill in academic English programs. This was researched through a semi-structured interview. In this regard, in order to obtain a picture of listening requirements across the academy, data were collected from two different state universities of Iran. To compile the data, five listening lecturers from these two universities were invited to participate in the study. Topics investigated through the interviews included; the importance and objectives of English as a Foreign Language (EFL listening in university study, the nature of listening in academic English programs, quantity and type of listening prescribed on courses, the integration of listening with other skills, and the evolution of changes in students’ listening requirements and practices. The analysis of the interviews revealed the two types of the courses; academic English-oriented courses and general English-oriented courses, each of them having their own perspectives regarding the various aspects of the listening. Regarding the changes in students’ practices, two types of transformations were found; transformation of the processes from bottom-up to top-down and transformation of the materials from textbook-oriented to more internet-oriented perspectives. The findings of the present study suggest some practical implications for the EFL students and teachers. In this regard, students need to equip and accustom themselves with more interpretive skills of listening and internet-oriented materials in their classes. Teachers are also required to balance between different types of skills and course materials in their classes according to their students’ needs.

An Investigation of Classroom Practices in Teaching Listening Comprehension at English Education Program

Science.gov (United States)

Siregar, Nurhafni

2017-01-01

The objective of this study is to investigate how the classroom practice in teaching listening comprehension at English Education Program of STKIP Tapanuli Selatan in 2016/2017 Academic Year is. The informants of this research were all of second semester students of STKIP Tapanuli Selatan in 2016/2017 academic year and a lecturer of listening…

Towards deductive verification of MPI programs against session types

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Eduardo R. B. Marques

2013-12-01

Full Text Available The Message Passing Interface (MPI is the de facto standard message-passing infrastructure for developing parallel applications. Two decades after the first version of the library specification, MPI-based applications are nowadays routinely deployed on super and cluster computers. These applications, written in C or Fortran, exhibit intricate message passing behaviours, making it hard to statically verify important properties such as the absence of deadlocks. Our work builds on session types, a theory for describing protocols that provides for correct-by-construction guarantees in this regard. We annotate MPI primitives and C code with session type contracts, written in the language of a software verifier for C. Annotated code is then checked for correctness with the software verifier. We present preliminary results and discuss the challenges that lie ahead for verifying realistic MPI program compliance against session types.

Familiarity mediates the relationship between emotional arousal and pleasure during music listening

Science.gov (United States)

van den Bosch, Iris; Salimpoor, Valorie N.; Zatorre, Robert J.

2013-01-01

Emotional arousal appears to be a major contributing factor to the pleasure that listeners experience in response to music. Accordingly, a strong positive correlation between self-reported pleasure and electrodermal activity (EDA), an objective indicator of emotional arousal, has been demonstrated when individuals listen to familiar music. However, it is not yet known to what extent familiarity contributes to this relationship. In particular, as listening to familiar music involves expectations and predictions over time based on veridical knowledge of the piece, it could be that such memory factors plays a major role. Here, we tested such a contribution by using musical stimuli entirely unfamiliar to listeners. In a second experiment we repeated the novel music to experimentally establish a sense of familiarity. We aimed to determine whether (1) pleasure and emotional arousal would continue to correlate when listeners have no explicit knowledge of how the tones will unfold, and (2) whether this could be enhanced by experimentally-induced familiarity. In the first experiment, we presented 33 listeners with 70 unfamiliar musical excerpts in two sessions. There was no relationship between the degree of experienced pleasure and emotional arousal as measured by EDA. In the second experiment, 7 participants listened to 35 unfamiliar excerpts over two sessions separated by 30 min. Repeated exposure significantly increased EDA, even though individuals did not explicitly recall having heard all the pieces before. Furthermore, increases in self-reported familiarity significantly enhanced experienced pleasure and there was a general, though not significant, increase in EDA. These results suggest that some level of expectation and predictability mediated by prior exposure to a given piece of music play an important role in the experience of emotional arousal in response to music. PMID:24046738

Everyday listeners' impressions of speech produced by individuals with adductor spasmodic dysphonia.

Science.gov (United States)

Nagle, Kathleen F; Eadie, Tanya L; Yorkston, Kathryn M

2015-01-01

Individuals with adductor spasmodic dysphonia (ADSD) have reported that unfamiliar communication partners appear to judge them as sneaky, nervous or not intelligent, apparently based on the quality of their speech; however, there is minimal research into the actual everyday perspective of listening to ADSD speech. The purpose of this study was to investigate the impressions of listeners hearing ADSD speech for the first time using a mixed-methods design. Everyday listeners were interviewed following sessions in which they made ratings of ADSD speech. A semi-structured interview approach was used and data were analyzed using thematic content analysis. Three major themes emerged: (1) everyday listeners make judgments about speakers with ADSD; (2) ADSD speech does not sound normal to everyday listeners; and (3) rating overall severity is difficult for everyday listeners. Participants described ADSD speech similarly to existing literature; however, some listeners inaccurately extrapolated speaker attributes based solely on speech samples. Listeners may draw erroneous conclusions about individuals with ADSD and these biases may affect the communicative success of these individuals. Results have implications for counseling individuals with ADSD, as well as the need for education and awareness about ADSD. Copyright © 2015 Elsevier Inc. All rights reserved.

Metacognition and L2 listening. Observation of university-level teaching practices

Directory of Open Access Journals (Sweden)

Jaqueline Hernandez Wilson

2016-01-01

Full Text Available Theoretical and empirical research offers support for explicit instruction on metacognition and cognitive strategies as an effective way to improve L2 listening skills. This study is aimed at identifying whether both metacognition and cognitive strategies are worked on in a university-level French class on a daily basis. A second-year French-class teacher and his students (n=26 were observed during five listening-based sessions over a semester. Quantitative data was collected with regard to six dimensions of explicit metacognitive instruction of listening skills, using a teacher self-evaluation questionnaire, a student questionnaire and a structured observation. The results reveal implicit cognitive work during the pre-, while- and post-listening teaching stages. Nonetheless, strategy assessment, and the explicit teaching of metacognitive strategies for planning, monitoring, controlling and problem identifying, both remain controversial.

Learning to listen: Listening Strategies and Listening Comprehension of Islamic Senior High School Students

Directory of Open Access Journals (Sweden)

DESMA YULISA

2018-05-01

Full Text Available The purpose of this research was to identify the correlation and the influence between listening strategies and listening comprehension. The eleventh grade students were selected as participants of this study. The instruments used in this research were listening strategies questionaire adapted from Lee (1997 and modified by Ho (2006 (as cited Golchi, 2012, and listening comprehension test conducted to measure students’ listening comprehension. Pearson product moment, regression analysis, R-square were used to find out the correlation and the influence between variables. The result revealed that there was a significant correlation between listening strategies and listening comprehension with r = .516. Besides, there was also a significant influence of listening strategies on listening comprehension with 26.6 %. This study could have implications for English language teachers, course designers, learners, and text book writers.

Survey of college students' MP3 listening: Habits, safety issues, attitudes, and education.

Science.gov (United States)

Hoover, Alicia; Krishnamurti, Sridhar

2010-06-01

To survey listening habits and attitudes of typical college students who use MP3 players and to investigate possible safety issues related to MP3 player listening. College students who were frequent MP3 player users (N = 428) filled out a 30-item online survey. Specific areas probed by the present survey included frequency and duration of MP3 player use, MP3 player volume levels used, types of earphones used, typical environments in which MP3 player was worn, specific activities related to safety while listening to MP3 players, and attitudes toward MP3 player use. The majority of listeners wore MP3 players for less than 2 hr daily at safe volume levels. About one third of respondents reported being distracted while wearing an MP3 player, and more than one third of listeners experienced soreness in their ears after a listening session. About one third of respondents reported occasionally using their MP3 players at maximum volume levels. Listeners indicated willingness to (a) reduce volume levels, (b) decrease listening duration, and (c) buy specialized earphones to conserve their hearing. The study found concerns regarding the occasional use of MP3 players at full volume and reduced environmental awareness among some college student users.

Non-Blocking Concurrent Imperative Programming with Session Types

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Miguel Silva

2017-01-01

Full Text Available Concurrent C0 is an imperative programming language in the C family with session-typed message-passing concurrency. The previously proposed semantics implements asynchronous (non-blocking output; we extend it here with non-blocking input. A key idea is to postpone message reception as much as possible by interpreting receive commands as a request for a message. We implemented our ideas as a translation from a blocking intermediate language to a non-blocking language. Finally, we evaluated our techniques with several benchmark programs and show the results obtained. While the abstract measure of span always decreases (or remains unchanged, only a few of the examples reap a practical benefit.

75 FR 3742 - Medicare Program; Meeting of the Advisory Panel on Medicare Education; Cancellation of the...

Science.gov (United States)

2010-01-22

... the Social Security Act (the Act), requiring the Secretary to provide informational materials to..., National Hispanic Council on Aging; Stephen L. Fera, Vice President, Social Mission Programs, Independence.... Medicare Outreach and Education Strategies. Public Comment. Listening Session with CMS Leadership. Next...

75 FR 30043 - Medicare Program; Meeting of the Advisory Panel on Medicare Education

Science.gov (United States)

2010-05-28

... imposed * * * by law.'' Such duties are imposed by section 1804 of the Social Security Act (the Act...; Stephen P. Fera, M.B.A., Vice President, Social Mission Programs, Independence Blue Cross; Nan-Kirsten... Education Strategies. Public Comment. Listening Session with CMS Leadership. Next Steps. Individuals or...

Developing L2 Listening Fluency through Extended Listening-Focused Activities in an Extensive Listening Programme

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Chang, Anna C-S.; Millett, Sonia

2016-01-01

This study investigates the effects on developing L2 listening fluency through doing extended listening-focused activities after reading and listening to audio graded readers. Seventy-six EFL university students read and listened to a total of 15 graded readers in a 15-week extensive listening programme. They were divided into three groups (Group…

RADIO WITHOUT A LISTENER: "MAYAK"

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Bysko Maxim V.

2017-12-01

Full Text Available The singularity of this article is that it is entirely based on a critical analysis of only one live musical radio program on the Mayak radio station and dedicated to the life and work of the famous British composer Andrew Lloyd Webber. In principle, the article can be considered a scientific review of the media product. Based on his analysis, the author comes to the paradoxical conclusion that the presence of a listener becomes unnecessary for modern broadcasting. This is stated by many principles of the conduct of the air, presented in the radio program, where all the information load is placed on the guest in the studio, where there is no preparatory work of the DJs, where their inability to navigate the genres of journalism violates communication norms and colloquial ethics, where an obvious deconstructive approach to the material offered for the listener. In addition, the phenomenon of being the DJs in the radio studio exclusively "for themselves" is emphasized by the sound design of the radio program, which runs counter to the logic of auditory perception (for example, the sequence of jingles, as well as the incompetent selection of musical material, which undoubtedly repels professional radio listeners-musicians.

Teaching Listening.

Science.gov (United States)

Mendelsohn, David J.

1998-01-01

Review of research on trends in teaching second-language listening focuses primarily on strategy instruction and a strategy-based approach but also refers to developments in terms of listening and "high-tech contexts," interactive listening, and academic listening. Classroom listening textbooks are discussed, with attention to the mismatch between…

Short-term auditory effects of listening to an MP3 player.

Science.gov (United States)

Keppler, Hannah; Dhooge, Ingeborg; Maes, Leen; D'haenens, Wendy; Bockstael, Annelies; Philips, Birgit; Swinnen, Freya; Vinck, Bart

2010-06-01

To determine the output levels of a commercially available MPEG layer-3 (MP3) player and to evaluate changes in hearing after 1 hour of listening to the MP3 player. First, A-weighted sound pressure levels (measured in decibels [dBA]) for 1 hour of pop-rock music on an MP3 player were measured on a head and torso simulator. Second, after participants listened to 1 hour of pop-rock music using an MP3 player, changes in hearing were evaluated with pure-tone audiometry, transient-evoked otoacoustic emissions, and distortion product otoacoustic emissions. Twenty-one participants were exposed to pop-rock music in 6 different sessions using 2 types of headphones at multiple preset gain settings of the MP3 player. Output levels of an MP3 player and temporary threshold and emission shifts after 1 hour of listening. The output levels at the full gain setting were 97.36 dBA and 102.56 dBA for the supra-aural headphones and stock earbuds, respectively. In the noise exposure group, significant changes in hearing thresholds and transient-evoked otoacoustic emission amplitudes were found between preexposure and postexposure measurements. However, this pattern was not seen for distortion product otoacoustic emission amplitudes. Significant differences in the incidence of significant threshold or emission shifts were observed between almost every session of the noise exposure group compared with the control group. Temporary changes in hearing sensitivity measured by audiometry and otoacoustic emissions indicate the potential harmful effects of listening to an MP3 player. Further research is needed to evaluate the long-term risk of cumulative noise exposure on the auditory system of adolescents and adults.

75 FR 58405 - Medicare Program; Meeting of the Advisory Panel on Medicare Education, October 13, 2010

Science.gov (United States)

2010-09-24

... are imposed by section 1804 of the Social Security Act (the Act), requiring the Secretary to provide... President, Social Mission Programs, Independence Blue Cross; Richard C. Frank, M.D., Director, Cancer... Committee Work Summary. Medicare Outreach and Education Strategies. Public Comment. Listening Session with...

Listening Journals for Extensive and Intensive Listening Practice

Science.gov (United States)

Schmidt, Anthony

2016-01-01

In this article, Anthony Schmidt presents results from his research on listening instruction in a second language. Schmidt reveals that throughout the history of English language teaching (ELT), most students have never been taught how to listen. It was not just listening, but the need to do this listening in conjunction with an approach that…

Is it possible to improve hearing by listening training?

DEFF Research Database (Denmark)

Reuter, Karen

2011-01-01

Different listening training methods exist, which are based on the assumption that people can be trained to process incoming sound more effectively. It is often distinguished between the terms hearing (=passive reception of sound) and listening (=active process of tuning in to those sounds we wish...... to receive). Listening training methods claim to benefit a wide variety of people, e.g. people having learning disabilities, developmental delay or concentration problems. Sound therapists report about improved hearing/ listening curves following listening training programs. No independent research study has...... confirmed these results using standardized hearing test measures. Dr. Alfred Tomatis, a French ear nose throat doctor, developed the Tomatis listening training in the 1950s. The principles of the Tomatis method are described. A literature review has been conducted to investigate, whether the Tomatis method...

The performance of an automatic acoustic-based program classifier compared to hearing aid users' manual selection of listening programs.

Science.gov (United States)

Searchfield, Grant D; Linford, Tania; Kobayashi, Kei; Crowhen, David; Latzel, Matthias

2018-03-01

To compare preference for and performance of manually selected programmes to an automatic sound classifier, the Phonak AutoSense OS. A single blind repeated measures study. Participants were fit with Phonak Virto V90 ITE aids; preferences for different listening programmes were compared across four different sound scenarios (speech in: quiet, noise, loud noise and a car). Following a 4-week trial preferences were reassessed and the users preferred programme was compared to the automatic classifier for sound quality and hearing in noise (HINT test) using a 12 loudspeaker array. Twenty-five participants with symmetrical moderate-severe sensorineural hearing loss. Participant preferences of manual programme for scenarios varied considerably between and within sessions. A HINT Speech Reception Threshold (SRT) advantage was observed for the automatic classifier over participant's manual selection for speech in quiet, loud noise and car noise. Sound quality ratings were similar for both manual and automatic selections. The use of a sound classifier is a viable alternative to manual programme selection.

The Effects of Using Podcast on Listening Comprehension among Iranian Pre-intermediate EFL Learners

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Islam NamazianDost

2017-09-01

Full Text Available The purpose of the present study was to explore the effects of using podcast on listening comprehension among Iranian pre-intermediate EFL learners. To fulfill the objectives of the study a Homogeneity test (Oxford Quick Placement Test was administered among 90 students at the pre-intermediate level of Poyesh language Institute and finally 60 participants were selected. Then, they were non-randomly divided into two sub­groups, namely control and experimental groups.  Before starting the treatment, a validated teacher-made listening comprehension test was administered to students as pre-test to assess the participants' listening comprehension at the beginning of the course. Then, the experimental group received the treatment, which was teaching listening comprehension through using podcasts while the control group was taught using traditional methods of teaching listening with no multimedia source. After 20 sessions of treatment, the two groups were administered the same teacher-made listening test as post-test. Data were analyzed by Paired and Independent Samples t-­test. The findings showed that the experimental group significantly performed better than the control group. Generally, the experimental groups outperformed the control groups. The results suggest that podcasts can be used in English classes to develop listening ability among Iranian EFL learners.

Learning to listen again: the role of compliance in auditory training for adults with hearing loss.

Science.gov (United States)

Chisolm, Theresa Hnath; Saunders, Gabrielle H; Frederick, Melissa T; McArdle, Rachel A; Smith, Sherri L; Wilson, Richard H

2013-12-01

To examine the role of compliance in the outcomes of computer-based auditory training with the Listening and Communication Enhancement (LACE) program in Veterans using hearing aids. The authors examined available LACE training data for 5 tasks (i.e., speech-in-babble, time compression, competing speaker, auditory memory, missing word) from 50 hearing-aid users who participated in a larger, randomized controlled trial designed to examine the efficacy of LACE training. The goals were to determine: (a) whether there were changes in performance over 20 training sessions on trained tasks (i.e., on-task outcomes); and (b) whether compliance, defined as completing all 20 sessions, vs. noncompliance, defined as completing less than 20 sessions, influenced performance on parallel untrained tasks (i.e., off-task outcomes). The majority, 84% of participants, completed 20 sessions, with maximum outcome occurring with at least 10 sessions of training for some tasks and up to 20 sessions of training for others. Comparison of baseline to posttest performance revealed statistically significant improvements for 4 of 7 off-task outcome measures for the compliant group, with at least small (0.2 compliance in the present study may be attributable to use of systematized verbal and written instructions with telephone follow-up. Compliance, as expected, appears important for optimizing the outcomes of auditory training. Methods to improve compliance in clinical populations need to be developed, and compliance data are important to report in future studies of auditory training.

Listening Effectively.

Science.gov (United States)

Freshour, Frank W.

1987-01-01

Research indicates that people spend roughly 45 to 65 percent of their waking moments listening to other persons. To help administrators improve their listening effectiveness, a format to develop a profile of personal listening styles is provided. The strengths and weaknesses of six different listening styles are explored along with ways to…

The Effect of Dictogloss on Listening Comprehension: Focus on Metacognitive Strategies and Gender

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Mina Taheri

2017-10-01

Full Text Available This study aimed at investigating the effect of dictogloss on EFL learners’ listening comprehension as well as on their use of metacognitive listening strategies with a focus on the effects on male and female learners. To this end, a total number of 50 female and male Iranian EFL learners, aged between 12 and 15 years old, at the intermediate proficiency level in a private language school in Iran were selected and randomly assigned to experimental and control groups with 25 male and female learners in each group. Dictogloss was employed to teach the learners in the experimental group for an instruction period of 12 sessions. Participants’ listening comprehension was determined through a pre/posttest which was adapted from the listening section of the standard test of PET and their use of metacognitive listening strategies via the MALQ, a questionnaire developed by Vandergrift et al. (2006. The data obtained were submitted to the t-test and results revealed significant improvement in the experimental group’s listening comprehension with no significant difference between male and female learners. Finally, the results showed that the listeners in the experimental group made noticeable gains in their choice of metacognitive strategies through using the dictogloss technique.  Findings are discussed in light of recent theories of language learning and teaching.

The Listening and Spoken Language Data Repository: Design and Project Overview

Science.gov (United States)

Bradham, Tamala S.; Fonnesbeck, Christopher; Toll, Alice; Hecht, Barbara F.

2018-01-01

Purpose: The purpose of the Listening and Spoken Language Data Repository (LSL-DR) was to address a critical need for a systemwide outcome data-monitoring program for the development of listening and spoken language skills in highly specialized educational programs for children with hearing loss highlighted in Goal 3b of the 2007 Joint Committee…

A study of Chinese university EFL learners’ foreign language listening anxiety, listening strategy use and academic listening performance

OpenAIRE

Liu, Meihua; Thondhlana, Juliet

2015-01-01

The present study examined foreign language (FL) listening anxiety and listening strategy use in relation to the FL listening comprehension performance of 1702 undergraduate EFL learners from 5 universities in China. The findings were: (1) more than half of the students generally did not feel anxious when listening to English, were low in English listening proficiency, and were not confident in or satisfied with their English listening proficiency, and usually moderately used different types ...

Multiparty Asynchronous Session Types

DEFF Research Database (Denmark)

Honda, Kohei; Yoshida, Nobuko; Carbone, Marco

2016-01-01

. This work extends the foregoing theories of binary session types to multiparty, asynchronous sessions, which often arise in practical communication-centered applications. Presented as a typed calculus for mobile processes, the theory introduces a new notion of types in which interactions involving multiple......Communication is a central elements in software development. As a potential typed foundation for structured communication-centered programming, session types have been studied over the past decade for a wide range of process calculi and programming languages, focusing on binary (two-party) sessions...... peers are directly abstracted as a global scenario. Global types retain the friendly type syntax of binary session types while specifying dependencies and capturing complex causal chains of multiparty asynchronous interactions. A global type plays the role of a shared agreement among communication peers...

Self-masking: Listening during vocalization. Normal hearing.

Science.gov (United States)

Borg, Erik; Bergkvist, Christina; Gustafsson, Dan

2009-06-01

What underlying mechanisms are involved in the ability to talk and listen simultaneously and what role does self-masking play under conditions of hearing impairment? The purpose of the present series of studies is to describe a technique for assessment of masked thresholds during vocalization, to describe normative data for males and females, and to focus on hearing impairment. The masking effect of vocalized [a:] on narrow-band noise pulses (250-8000 Hz) was studied using the maximum vocalization method. An amplitude-modulated series of sound pulses, which sounded like a steam engine, was masked until the criterion of halving the perceived pulse rate was reached. For masking of continuous reading, a just-follow-conversation criterion was applied. Intra-session test-retest reproducibility and inter-session variability were calculated. The results showed that female voices were more efficient in masking high frequency noise bursts than male voices and more efficient in masking both a male and a female test reading. The male had to vocalize 4 dBA louder than the female to produce the same masking effect on the test reading. It is concluded that the method is relatively simple to apply and has small intra-session and fair inter-session variability. Interesting gender differences were observed.

Differences between Supportive Music and Imagery and Music Listening during Outpatient Chemotherapy and Potential Moderators of Treatment Effects.

Science.gov (United States)

Burns, Debra S; Meadows, Anthony N; Althouse, Sandra; Perkins, Susan M; Cripe, Larry D

2018-03-09

Supportive music and imagery and music listening interventions have been effective in decreasing distress and improving mood in cancer patients receiving chemotherapy, but it is unclear whether the two interventions differ in their treatment benefits. Furthermore, previous studies have not examined moderators to determine which subgroup(s) of patients may benefit most from each intervention. To examine the effects of supportive music and imagery compared with preferred music listening on responsiveness to music therapy, distress, anxiety and depression, and benefit finding. A secondary purpose was to explore sense of coherence and locus of control as potential moderators of intervention effectiveness. A single-session, two-group comparative effectiveness randomized trial in two cancer centers. Patients were randomized to supportive music and imagery or preferred music listening during outpatient chemotherapy treatment. Data were collected at baseline and immediately after the 45-minute session. ANCOVA models were used to determine main effects of intervention as well as pairing potential moderators with group assignment to explore differences in intervention effects by moderator. There were differential effects between the two interventions with the supportive music and imagery group scoring higher in responsiveness to music therapy and benefit finding. The music listening group scores indicated lower distress. The exploratory moderating analyses suggested Health Locus of Control-Internal and Sense of Coherence influenced intervention effectiveness. Music and imagery and preferred music listening experiences may serve different therapeutic purposes, access and activate different patient resources, and may be helpful at different stages of treatment.

Listening Heads

NARCIS (Netherlands)

de Kok, I.A.

2013-01-01

The thesis explores individual differences in listening behavior and how these differences can be used in the development and evaluation of listener response prediction models for embodied conversational agents. The thesis starts with introducing methods to collect multiple perspectives on listening

[Training of residents in obstetrics and gynecology: Assessment of an educational program including formal lectures and practical sessions using simulators].

Science.gov (United States)

Jordan, A; El Haloui, O; Breaud, J; Chevalier, D; Antomarchi, J; Bongain, A; Boucoiran, I; Delotte, J

2015-01-01

Evaluate an educational program in the training of residents in gynecology-obstetrics (GO) with a theory session and a practical session on simulators and analyze their learning curve. Single-center prospective study, at the university hospital (CHU). Two-day sessions were leaded in April and July 2013. An evaluation on obstetric and gynecological surgery simulator was available to all residents. Theoretical knowledge principles of obstetrics were evaluated early in the session and after formal lectures was taught to them. At the end of the first session, a satisfaction questionnaire was distributed to all participants. Twenty residents agreed to participate to the training sessions. Evaluation of theoretical knowledge: at the end of the session, the residents obtained a significant improvement in their score on 20 testing knowledge. Obstetrical simulator: a statistically significant improvement in scores on assessments simulator vaginal delivery between the first and second session. Subjectively, a larger increase feeling was seen after breech delivery simulation than for the cephalic vaginal delivery. However, the confidence level of the resident after breech delivery simulation has not been improved at the end of the second session. Simulation in gynecological surgery: a trend towards improvement in the time realized on the peg-transfer between the two sessions was noted. In the virtual simulation, no statistically significant differences showed, no improvement for in salpingectomy's time. Subjectively, the residents felt an increase in the precision of their gesture. Satisfaction: All residents have tried the whole program. They considered the pursuit of these sessions on simulators was necessary and even mandatory. The approach chosen by this structured educational program allowed a progression for the residents, both objectively and subjectively. This simulation program type for the resident's training would use this tool in assessing their skills and develop

Active Listening Improve Your Ability to Listen and Lead

CERN Document Server

(CCL), Center for Creative Leadership

2011-01-01

Active listening is a person's willingness and ability to hear and understand. At its core, active listening is a state of mind that involves paying full and careful attention to the other person, avoiding premature judgment, reflecting understanding, clarifying information, summarizing, and sharing. By learning and committing to the skills and behaviors of active listening, leaders can become more effective listeners and, over time, improve their ability to lead.

Teaching Listening

Science.gov (United States)

Nemtchinova, Ekaterina

2013-01-01

Ekaterina Nemtchinova's book "Teaching Listening" explores different approaches to teaching listening in second language classrooms. Presenting up-to-date research and theoretical issues associated with second language listening, Nemtchinova explains how these new findings inform everyday teaching and offers practical suggestions…

Factors of the active listening of preschool children

Directory of Open Access Journals (Sweden)

Purić Daliborka S.

2016-01-01

Full Text Available Active listening is a communication skill which is crucial for the development of cooperative relationships in the group, culture of friendship and fellowship, it is also important for the development of literacy skills and talent for speaking. Furthermore, it contributes to the improvement of the level of knowledge, skills and school achievement, as well as to the development of self-confidence of children. Developing of active listening is an important task in the activities with children of preschool age. In this paper, the author, wanting to determine the importance of the factors of active listening of preschool children, examines how preschool teachers (N = 198: (a evaluate the importance of certain elements of active listening that relate to the speaker and the listener, and (b estimate their role in the process of developing active listening skills of preschool children as an essential element of successful interpersonal communication. Results of the survey show that preschool teachers attach greater importance to the factors of active listening related to the listener (attention, listening skill, interest in the subject, than to the factors related to the speaker (motivation for listening, quality of the narrative. More than two-thirds of surveyed preschool teachers (172 or 86.9% define its impact on the stimulation of active listening of children as significant. Work experience and professional qualifications as independent variables significantly influence the attitudes of preschool teachers about the importance of their impact in stimulating active listening. Preschool teacher is a key element of the training of preschool children in the area of the basic communication skills of active listening. In this sense, the results of our survey show that in the context of academic study programs for education of preschool teachers special attention is given to the communication skills and to their role in the development of active listening

Effectiveness of Music Listening in Patients With Total Knee Replacement During CPM Rehabilitation.

Science.gov (United States)

Hsu, Chih-Chung; Chen, Wei-Ming; Chen, Su-Ru; Tseng, Yen-Ting; Lin, Pi-Chu

2016-01-01

This study investigated the effects of music listening on the anxiety, heart rate variability (HRV), and joint range of motion (ROM) of patients undergoing continuous passive motion (CPM) after total knee replacement surgery. An experimental design was used. Participants in the experimental group (n = 49) listened to music from 10 min before receiving CPM until the end of the session (25 min in total) on the first and second day following surgery, whereas participants in the control group (n = 42) did not listen to music but rested quietly in bed starting 10 min before and throughout CPM. Compared with the control group, the experimental group exhibited significantly lower anxiety levels (p CPM angles (p < .05) during treatment and increased active flexion ROM (p < .05) upon discharge. The low-frequency (LF)/high-frequency (HF) power ratio, normalized LF HRV, and normalized HF HRV of the two groups differed significantly, indicating that the patients in the experimental group had greater parasympathetic activity compared with those in the control group. Music listening can effectively reduce patient anxiety and enhance the ROM of their joints during postoperative rehabilitation. Health-care practitioners should consider including music listening as a routine practice for postoperative rehabilitation following orthopedic surgery. © The Author(s) 2015.

Adaptation of a peer based online emotional support program as an adjunct to treatment for people with schizophrenia-spectrum disorders

Directory of Open Access Journals (Sweden)

Amit Baumel

2016-05-01

Full Text Available The aim of this study was to describe the adaptation of a program designed to leverage 7 Cups of Tea (7Cups, an available online platform that provides volunteer (i.e., listener based emotional support, to complement ongoing treatment for people with schizophrenia-spectrum disorders. The adaptation of the program was based on two stages: First, following platform demonstration, six clinicians specializing in the treatment of schizophrenia completed a survey examining attitudes towards the program and suggested modifications. In response to clinicians' feedback, a computerized training program that provides information for listeners supporting people with schizophrenia was developed, and one hundred and sixty eight listeners completed an online knowledge test. In the second stage, 10 outpatients with schizophrenia-spectrum disorders were recruited to chat with listeners, provided post-session open-ended comments as well as usability and usefulness ratings assessed on a five point Likert scale. The additional training significantly increased listeners' knowledge and confidence (0.38 < = Cohen's d < = 1.14, p < = .024. Patients' attitudes towards the listeners were positive and they expected the platform will be usable and helpful. Most patients expected a positive gain by having the opportunity to receive an outlet for emotions and socialize. The authors conclude that the use of an available digital platform resulted in a feasible intervention in terms of cost and availability, which is now ready for evaluation in real-world settings.

Improving Student Academic Success through the Promotion of Listening Skills.

Science.gov (United States)

Owca, Sally; Pawlak, Emmie; Pronobis, Melanie

This action research project implemented and evaluated a program for improving listening skills in order to improve academic achievement. The targeted population consisted of sixth- and eighth-grade students of three upper/middle class communities located near a large Midwestern city. The problem of poor listening skills was observed when students…

Risky music-listening behaviors and associated health-risk behaviors.

Science.gov (United States)

Vogel, Ineke; van de Looij-Jansen, Petra M; Mieloo, Cathelijne L; Burdorf, Alex; de Waart, Frouwkje

2012-06-01

To examine, among adolescents and emerging adults attending inner-city lower education, associations between risky music-listening behaviors (from MP3 players and in discotheques and at pop concerts) and more traditional health-risk behaviors: substance use (cigarettes, alcohol, cannabis, and hard drugs) and unsafe sexual intercourse. A total of 944 students in Dutch inner-city senior-secondary vocational schools completed questionnaires about their music-listening and traditional health-risk behaviors. Multiple logistic regression analyses were used to examine associations between music-listening and traditional health-risk behaviors. Risky MP3-player listeners used cannabis more often during the past 4 weeks. Students exposed to risky sound levels during discotheque and pop concert attendance used cannabis less often during the past 4 weeks, were more often binge drinkers, and reported inconsistent condom use during sexual intercourse. The coexistence of risky music-listening behaviors with other health-risk behaviors provides evidence in support of the integration of risky music-listening behaviors within research on and programs aimed at reducing more traditional health-risk behaviors, such as substance abuse and unsafe sexual intercourse.

Intercultural Listening: Measuring Listening Concepts with the LCI-R

Science.gov (United States)

Janusik, Laura; Imhof, Margarete

2017-01-01

Listening is an integral part of communication, yet more research is conducted on the speaker as opposed to the listener. Previous research established a general schema of listening as a concept-driven behavior with four factors (Imhof & Janusik, 2006). Further testing by Bodie (2010) confirmed the factor structure and reduced the number of…

Mindful Music Listening Instruction Increases Listening Sensitivity and Enjoyment

Science.gov (United States)

Anderson, William Todd

2016-01-01

The purpose of this study was to examine the effect of mindful listening instruction on music listening sensitivity and music listening enjoyment. A pretest--posttest control group design was used. Participants, fourth-grade students (N = 42) from an elementary school in a large city in the Northeastern United States, were randomly assigned to two…

Uudised : Depeche Mode'i maailmaturnee peaaegu välja müüdud. Easy Listening esitleb : Villu Tamme diskorina

Index Scriptorium Estoniae

2001-01-01

Ans. Depeche Mode maailmaturnee "Exciter" Euroopa ja Ameerika kontserdid on peaaegu välja müüdud. 11. mail KuKu klubis toimuval muusikapeol sarjas 'The Easy Listening Sessions' astub diskorina üles V.Tamme

Listening to Learn: The Status of Listening Activities in Secondary Instrumental Ensemble Classes

Science.gov (United States)

Prichard, Stephanie

2013-01-01

The purpose of this study was to determine the status of listening activities as part of middle and high school instrumental music instruction. Research questions addressed teachers' beliefs in the importance of listening, outcomes associated with listening, type and frequency of listening activities, presence of guided listening, and challenges…

The Effect of Different Modes of English Captioning on EFL learners’ General Listening Comprehension: Full text Vs. Keyword Captions

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Sorayya Behroozizad

2015-08-01

Full Text Available This study investigated the effect of different modes of English captioning on EFL learners’ general listening comprehension. To this end, forty five intermediate-level learners were selected based on their scores on a standardized English proficiency test (PET to carry out the study. Then, the selected participants were randomly assigned into two experimental groups (full-captions and keyword-captions and one control group (no-captions. Research instrumentation included a pre-test and a post-test following an experimental design. Participants took a pre-test and a post-test containing 50 multiple-choice questions (25question for pre-test and 25 question for post-test selected from a standard listening test PET, and also 15 treatment sessions. The findings showed significant differences among full-captions, keyword-captions, and no-captions in terms of their effect on learners’ general listening comprehension. This study provided some pedagogical implications for teaching listening through using different modes of captions. Keywords: Caption, full caption, keyword caption, listening comprehension

A randomized controlled trial of two simple mind-body programs, Kirtan Kriya meditation and music listening, for adults with subjective cognitive decline: Feasibility and acceptability.

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Innes, Kim E; Selfe, Terry Kit; Khalsa, Dharma Singh; Kandati, Sahiti

2016-06-01

In this randomized controlled trial (RCT), we assessed the feasibility and acceptability of two simple home-based relaxation programs in adults experiencing subjective cognitive decline, a strong predictor of Alzheimer's disease. Sixty participants were randomized to a beginner Kirtan Kriya meditation (KK) program or a music listening (ML) program. Participants were asked to practice 12min daily for the first 12 weeks, then as often as they liked for the following 3 months. Participants underwent assessments at baseline, 12 weeks, and 6 months to evaluate changes in key outcomes. Feasibility and acceptability were evaluated by measuring recruitment and retention rates, assessment visit attendance, practice adherence, and treatment expectancy; exit questionnaires completed at 12 weeks and 6 months provided additional data regarding participant experience with the study, perceived barriers to and facilitators of practice, reasons for drop-out, and views regarding the assigned intervention. Fifty-three participants (88%) completed the 6 month study. Adherence in both groups was excellent, with participants completing 93% (91% KK, 94% ML) of sessions on average in the first 12 weeks, and 71% (68% KK, 74% ML) during the 3 month, practice-optional, follow-up period. At week 12, over 80% of participants indicated they were likely to continue practicing following study completion. Responses to both structured and open-ended exit questionnaire items also suggested high satisfaction with both programs. Findings of this RCT of a beginner meditation practice and a simple ML program suggest that both programs were well accepted and the practices are feasible in adults with early memory loss. Copyright © 2016 Elsevier Ltd. All rights reserved.

The effects of captioning texts and caption ordering on L2 listening comprehension and vocabulary learning

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Fatemeh Alikhani

2013-07-01

Full Text Available This study investigated the effects of captioned texts on second/foreign (L2 listening comprehension and vocabulary gains using a computer multimedia program. Additionally, it explored the caption ordering effect (i.e. captions displayed during the first or second listening, and the interaction of captioning order with the L2 proficiency level of language learners in listening comprehension and vocabulary performance. To these ends, a computer software program was designed and 200 EFL learners (100 high-intermediate and 100 low-intermediate level students were asked to participate in the experiment. They were randomly assigned into four groups: captioned (listening to texts twice with captions, noncaptioned (listening to texts twice without captions, first captioned (listening to texts first with captions and then without captions, and second captioned (listening to texts first without captions and then with captions groups. They listened to four audio texts (i.e. short stories twice and took the listening and vocabulary tests, administered through the software. Results from t-tests and two-way ANOVAs showed that the captioned stories were more effective than the non-captioned ones. Moreover, the caption ordering had no significant effect on the participants' L2 listening comprehension and vocabulary performance. Finally, L2 proficiency level differences did not affect performance derived from caption ordering.

Testing the Benefits of Neurofeedback on Selective Attention Measured Through Dichotic Listening.

Science.gov (United States)

Gadea, Marien; Aliño, Marta; Garijo, Evelio; Espert, Raul; Salvador, Alicia

2016-06-01

The electrophysiological changes after a single session of neurofeedback training (↑SMR/↓Theta) and its effects on executive attention during a dichotic listening test with forced attentional procedures were measured in a sample of 20 healthy women. A pre-post moment test double blind design, with the inclusion of a group receiving sham neurofeedback, allowed for minimization of alien influences. The interaction of Moment × Group was significant, indicating an enhancement of SMR band after the real neurofeedback. The dichotic listening scores were correlated with the amplitude of Beta band in baseline conditions. The performance on the forced left attentional condition in dichotic listening was significantly improved and correlated positively with the post-training enhancement of the SMR band. The sham neurofeedback group also improved DL scores, so a clear affirmation about the benefits of neurofeedback training over cognitive performance could not be unambiguously established. It is concluded that the protocol showed a good independence and acceptable trainability in modifying the EEG results, but there was limited interpretability regarding cognitive outcomes.

Music listening and the experience of surrender

DEFF Research Database (Denmark)

Bonde, Lars Ole; Blom, Katarina Mårtenson

2016-01-01

This article explores two fairly independent questions on the psychological and cultural aspects of music listening, focusing on music-evoked imagery in a therapeutic context: 1) Is imagery evoked by listening to selected classical music from the Western tradition always and only determined...... by culture, or can universal aspects of the imagery be observed and identified?; 2) Can imagery evoked by classical music from the Western tradition faciltate modes of surrender in listeners from Western cultures (in which a hypothesized universal, deeply human wish to surrender is often buried in culturally...... influenced psychological modes and scripts of control and self-centeredness)? The first question is explored in a literature review with focus on listerners’ experience of music (programs) used in the Bonny Method of Guided Imagery and Music (GIM), a receptive music therapy model known worldwide. The second...

How Spoken Language Comprehension is Achieved by Older Listeners in Difficult Listening Situations.

Science.gov (United States)

Schneider, Bruce A; Avivi-Reich, Meital; Daneman, Meredyth

2016-01-01

Comprehending spoken discourse in noisy situations is likely to be more challenging to older adults than to younger adults due to potential declines in the auditory, cognitive, or linguistic processes supporting speech comprehension. These challenges might force older listeners to reorganize the ways in which they perceive and process speech, thereby altering the balance between the contributions of bottom-up versus top-down processes to speech comprehension. The authors review studies that investigated the effect of age on listeners' ability to follow and comprehend lectures (monologues), and two-talker conversations (dialogues), and the extent to which individual differences in lexical knowledge and reading comprehension skill relate to individual differences in speech comprehension. Comprehension was evaluated after each lecture or conversation by asking listeners to answer multiple-choice questions regarding its content. Once individual differences in speech recognition for words presented in babble were compensated for, age differences in speech comprehension were minimized if not eliminated. However, younger listeners benefited more from spatial separation than did older listeners. Vocabulary knowledge predicted the comprehension scores of both younger and older listeners when listening was difficult, but not when it was easy. However, the contribution of reading comprehension to listening comprehension appeared to be independent of listening difficulty in younger adults but not in older adults. The evidence suggests (1) that most of the difficulties experienced by older adults are due to age-related auditory declines, and (2) that these declines, along with listening difficulty, modulate the degree to which selective linguistic and cognitive abilities are engaged to support listening comprehension in difficult listening situations. When older listeners experience speech recognition difficulties, their attentional resources are more likely to be deployed to

Does Listening to Mozart Affect Listening Ability?

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Bowman, Becki J.; Punyanunt-Carter, Narissra; Cheah, Tsui Yi; Watson, W. Joe; Rubin, Rebecca B.

2007-01-01

Considerable research has been conducted testing Rauscher, Shaw, and Ky's (1993) Mozart Effect (ME). This study attempts to replicate, in part, research that tested the ME on listening comprehension abilities. Also included in this study is an examination of control group issues in current day research. We hypothesized that students who listen to…

Linearly Refined Session Types

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Pedro Baltazar

2012-11-01

Full Text Available Session types capture precise protocol structure in concurrent programming, but do not specify properties of the exchanged values beyond their basic type. Refinement types are a form of dependent types that can address this limitation, combining types with logical formulae that may refer to program values and can constrain types using arbitrary predicates. We present a pi calculus with assume and assert operations, typed using a session discipline that incorporates refinement formulae written in a fragment of Multiplicative Linear Logic. Our original combination of session and refinement types, together with the well established benefits of linearity, allows very fine-grained specifications of communication protocols in which refinement formulae are treated as logical resources rather than persistent truths.

THE CORRELATION BETWEEN STUDENTS’ FREQUENCY OF LISTENING TO ENGLISH SONGS AND THEIR LISTENING ACHIEVEMENT

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Elvira Rosyida M. R.

2016-04-01

Full Text Available This study is aimed at investigating whether there is a significant correlation between students’ frequency of listening to English songs and their listening achievement This study was conducted at the first year students of State Senior High School 9 Bandarlampung, Lampung. A descriptive quantitative was employed in this study which used ex-post facto design and the data were taken from questionnaire, semi-structured interview, and listening test. The data were analyzed by using Statistical Package for Social Science (SPSS version 16.0. The hypothesis was tested by using Pearson Product Moment Correlation Coefficient. The test result showed that there is a significant correlation between students’ frequency of listening to English songs and their listening achievement. From the result of interview, it showed that most of the students believe that by having high frequency of listening to English songs, it helps them in recognizing the spoken language and get high score in listening ability.Keywords: listening to English song, listening ability, frequency of listening

Developing an Instrument for Iranian EFL Learners’ Listening Comprehension Problems and Listening Strategies

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Sara Noroozi

2014-06-01

Full Text Available In the body of literature on listening strategies to EFL learners, what seems to be lacking is that the focus is on teaching listening strategies to learners with little attention to their listening comprehension problems. No local research has been conducted on the nature of the Iranian tertiary level students' EFL listening comprehension problems or strategies. Therefore, no instrument is available to investigate these constructs. This paper reports the findings of a study that made an attempt to develop and test an instrument that will aid researchers identify students’ specific listening problems and listening strategy repertoire. The instrument was developed by integrating and validating the available instruments in the related literature. The two developed questionnaires were: the Listening Comprehension Problems Questionnaire (LCPQ and the Listening Strategy Use Questionnaire (LSUQ. Problems related to designing and testing this instrument is shared and the modifications made to it are presented. The instrument is expected to be useful for researchers interested to study the area of EFL listening in a similar setting.

Parasympathetic activation is involved in reducing epileptiform discharges when listening to Mozart music.

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Lin, Lung-Chang; Chiang, Ching-Tai; Lee, Mei-Wen; Mok, Hin-Kiu; Yang, Yi-Hsin; Wu, Hui-Chuan; Tsai, Chin-Lin; Yang, Rei-Cheng

2013-08-01

Listening to Mozart K.448 has been demonstrated to improve spatial task scores, leading to what is known as the Mozart effect. Our previous work revealed the positive effects of Mozart K.448 in reducing epileptiform discharges in children with epilepsy. However, the mechanism remains unclear. parasympathetic activation has been shown to help seizure control in many studies. In this study, we investigated the effect of Mozart music on epileptiform discharges and autonomic activity. Sixty-four epileptic children with epileptiform discharges were included. They all received electroencephalogram and electrocardiogram examinations simultaneously before, during, and after listening to Mozart K.448 or K.545. The total number of epileptiform discharges during each session (before, during, and after music) were divided by the duration (in minutes) of the session and then compared. Heart rate variability including time and frequency domain analysis was used to represent the autonomic function. The results showed that epileptiform discharges were significantly reduced during and right after listening to Mozart music (33.3 ± 31.1% reduction, pMozart K.448 and 38.6 ± 43.3% reduction, pMozart K.545) (28.1 ± 43.2% reduction, pMozart K.448 and 46.0 ± 40.5% reduction, pMozart K.545). No significant difference was noticed between the two pieces of music. The reduction was greatest in patients with generalized seizures and discharges. Significant increases in high-frequency (HF), the square root of the mean squared differences of successive RR intervals (RMSSD), the standard deviation of differences between adjacent RR intervals (SDSD), and a decrease in mean beats per minute (bpm) were found during listening to Mozart music. Most of the patients with reduced epileptiform discharges also showed a decreased LF/HF ratio, low-frequency normalized units (LF nu), mean bpm, and an increased high-frequency normalized units (HF nu). Listening to Mozart music decreased epileptiform

Physical and Psychological Effects of a 12-Session Cancer Rehabilitation Exercise Program.

Science.gov (United States)

Smith, Tricia M; Broomhall, Christine N; Crecelius, Anne R

2016-12-01

The positive effects of regular exercise for cancer survivors are becoming increasingly apparent. However, comprehensive examination of the benefits of modest levels of physical activity is somewhat lacking. This study aimed to test the hypothesis that participating in a 12-session exercise program will improve depression, fatigue, aerobic endurance, muscular strength, and quality of life (QOL) in patients with cancer. A group of 20 older adult women with a prior cancer diagnosis were evaluated during a 6- to 10-week exercise program that occurred twice weekly. The majority of patients had breast cancer (n = 14), but treatment status varied (11 were currently undergoing treatment, and 9 were post-treatment). Each patient completed initial and exit assessments, which consisted of three physical function tests and three psychosocial questionnaires. Patient charts contained the initial and final assessment scores and personal demographics. Analyses of pre- and postprogram data using paired t tests revealed that 12 exercise sessions (each lasting about an hour) significantly improved six-minute walk test, 30-second sit-and-stand test, hand grip strength test (dominant and nondominant hand), and overall QOL scores in patients. As a result, moderate levels of exercise have a beneficial effect in this population.

77 FR 70416 - Solicitation of Input From Stakeholders Regarding the Youth Farm Safety Education and...

Science.gov (United States)

2012-11-26

... listening session will be held on December 12, 2012 to collect stakeholder input. All comments not otherwise... the listening session and written comments is to gather stakeholder input on program focus and... of social media, could be used to get the message out, both more effectively and to a larger number...

Music Listening Is Creative

Science.gov (United States)

Kratus, John

2017-01-01

Active music listening is a creative activity in that the listener constructs a uniquely personal musical experience. Most approaches to teaching music listening emphasize a conceptual approach in which students learn to identify various characteristics of musical sound. Unfortunately, this type of listening is rarely done outside of schools. This…

Maintaining the potential of a psycho-educational program: efficacy of a booster session after an intervention offered family caregivers at disclosure of a relative's dementia diagnosis.

Science.gov (United States)

Ducharme, Francine; Lachance, Lise; Lévesque, Louise; Zarit, Steven Howard; Kergoat, Marie-Jeanne

2015-01-01

Booster sessions as a means of maintaining the benefits of psycho-educational programs have received little attention in caregiving research. Caregivers were offered a booster session following participation in a program entitled Learning to Become a Family Caregiver (LBFC) intended to facilitate transition to the caregiver role after diagnostic disclosure of dementia in a relative. The 90-minute booster session served to review program content and afforded the opportunity to discuss and practice learned skills. This study sought to test the efficacy of the booster session in maintaining or recovering program effects at six months post-program. Participants in the program were randomly assigned to a group that received the booster session (n = 31) or a group that did not (n = 29). A third control group was also formed, which continued to receive only the usual care provided in memory clinics. Eligible participants - French-speaking primary caregivers of a relative diagnosed with Alzheimer's in the past nine months - were recruited in memory clinics in Quebec (Canada). Participants were blindly assessed before randomization and six months after the booster session on outcomes associated with a healthy role transition. Prediction analyses revealed one significant positive effect of the booster session: emergence of preparedness to provide care. Moreover, with or without the booster session, the program continued to have a positive effect on psychological distress and contributed to the emergence of self-efficacy in dealing with caregiving situations. The booster session had no significant effect on knowledge of services, planning for future care needs, use of reframing as a coping strategy, perceived informal support, and family conflicts. The limited effect observed is discussed in terms of the booster session's content and intensity. Recommendations are made for designing future research on the effect of booster sessions, including the importance of including a

Foreign Language Listening Anxiety and Listening Performance: Conceptualizations and Causal Relationships

Science.gov (United States)

Zhang, Xian

2013-01-01

This study used structural equation modeling to explore the possible causal relations between foreign language (English) listening anxiety and English listening performance. Three hundred participants learning English as a foreign language (FL) completed the foreign language listening anxiety scale (FLLAS) and IELTS test twice with an interval of…

The Effect of Mindful Listening Instruction on Listening Sensitivity and Enjoyment

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Anderson, William Todd

2012-01-01

The purpose of this study was to examine the effect of Mindful Listening Instruction on Music Listening Sensitivity and Music Listening Enjoyment. The type of mindfulness investigated in this study was of the social-psychological type, which shares both commonalities with and distinctions from meditative mindfulness. Enhanced context awareness,…

The Impact of Mobile Learning on Listening Anxiety and Listening Comprehension

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Rahimi, Mehrak; Soleymani, Elham

2015-01-01

This study aimed at investigating the impact of mobile learning on EFL learners' listening anxiety and listening comprehension. Fifty students of two intermediate English courses were selected and sampled as the experimental (n = 25) and control (n = 25) groups. Students' entry level of listening anxiety was assessed by foreign language listening…

How do location and control over the music influence listeners' responses?

Science.gov (United States)

Krause, Amanda E; North, Adrian C

2017-04-01

This study uses Mehrabian and Russell's () Pleasure-Arousal-Dominance (PAD) model to consider how responses to both the music heard and overall in-situ listening experience are influenced by the listener's degree of control over music selected for a particular listening episode and the location in which the listening takes place. Following recruitment via campus advertisements and a university research participation program, 216 individuals completed a background questionnaire and music listening task in a 3 (location) × 2 (experimenter- or participant-selected music) design. After the listening task, participants completed a short questionnaire concerning the music they heard and the overall in-situ listening experience. Results demonstrated that there was a positive relationship between control and liking for the music and episode, whether the former was considered in terms of: (1) whether the music was self-selected or experimenter-selected or (2) overt ratings of perceived control. Furthermore, the location and liking for the music were related to people's judgments of their enjoyment of the overall experience. This research indicates that the PAD model is a useful framework for understanding everyday music listening and supports the contention that, in a musical context, dominance may be operationalized as control over the music. © 2017 Scandinavian Psychological Associations and John Wiley & Sons Ltd.

Developing an Instrument for Iranian EFL Learners' Listening Comprehension Problems and Listening Strategies

Science.gov (United States)

Noroozi, Sara Sara; Sim, Tam Shu; Nimehchisalem, Vahid; Zareian, Gholamreza

2014-01-01

In the body of literature on listening strategies to EFL learners, what seems to be lacking is that the focus is on teaching listening strategies to learners with little attention to their listening comprehension problems. No local research has been conducted on the nature of the Iranian tertiary level students' EFL listening comprehension…

Who's Listening to Victims? Nurses' Listening Styles and Domestic Violence Screening

Science.gov (United States)

Chapin, John; Froats, Ted, Jr.; Hudspeth, Trey

2013-01-01

The current study applies the Listening Styles Profile (LSP16) to nurses and nursing students. Compared to a control group (n = 102), nurses (n = 188) and nursing students (n = 206) show marked differences in listening styles. The majority of participants were people-oriented listeners. People-oriented nurses tend to be more knowledgeable about…

The Role of Task and Listener Characteristics in Second Language Listening

Science.gov (United States)

Brunfaut, Tineke; Révész, Andrea

2015-01-01

This study investigated the relationship between second language (L2) listening and a range of task and listener characteristics. More specifically, for a group of 93 nonnative English speakers, the researchers examined the extent to which linguistic complexity of the listening task input and response, and speed and explicitness of the input, were…

A Correlation Study between EFL Strategic Listening and Listening Comprehension Skills among Secondary School Students

Science.gov (United States)

Amin, Iman Abdul-Reheem; Amin, Magdy Mohammad; Aly, Mahsoub Abdul-Sadeq

2011-01-01

The present study was undertaken to investigate the correlation between EFL students strategic listening and their listening comprehension skills. Eighty secondary school students participated in this study. Participants' strategic listening was measured by a Strategic Listening Interview (SLI), a Strategic Listening Questionnaire (SLQ) and a…

Effects of Listening to Music versus Environmental Sounds in Passive and Active Situations on Levels of Pain and Fatigue in Fibromyalgia.

Science.gov (United States)

Mercadíe, Lolita; Mick, Gérard; Guétin, Stéphane; Bigand, Emmanuel

2015-10-01

In fibromyalgia, pain symptoms such as hyperalgesia and allodynia are associated with fatigue. Mechanisms underlying such symptoms can be modulated by listening to pleasant music. We expected that listening to music, because of its emotional impact, would have a greater modulating effect on the perception of pain and fatigue in patients with fibromyalgia than listening to nonmusical sounds. To investigate this hypothesis, we carried out a 4-week study in which patients with fibromyalgia listened to either preselected musical pieces or environmental sounds when they experienced pain in active (while carrying out a physical activity) or passive (at rest) situations. Concomitant changes of pain and fatigue levels were evaluated. When patients listened to music or environmental sounds at rest, pain and fatigue levels were significantly reduced after 20 minutes of listening, with no difference of effect magnitude between the two stimuli. This improvement persisted 10 minutes after the end of the listening session. In active situations, pain did not increase in presence of the two stimuli. Contrary to our expectations, music and environmental sounds produced a similar relieving effect on pain and fatigue, with no benefit gained by listening to pleasant music over environmental sounds. Copyright © 2015 American Society for Pain Management Nursing. Published by Elsevier Inc. All rights reserved.

STS-48 MS Buchli and MS Gemar on MB SMS middeck during JSC training session

Science.gov (United States)

1991-01-01

STS-48 Discovery, Orbiter Vehicle (OV) 103, Mission Specialist (MS) James F. Buchli (left) and MS Charles D. Gemar listen to instructions while on the middeck of JSC's Motion Based (MB) Shuttle Mission Simulator (SMS). Buchli and Gemar are reviewing inflight procedures during this preflight familiarization session held in the Mission Simulation and Training Facility Bldg 5.

78 FR 45494 - Plant Breeding Listening Session meeting

Science.gov (United States)

2013-07-29

... areas, including a discussion of relevant work, goals, and results. In the late morning, the audience... development programs and/or their perception of needs and potential improvements in publicly-funded plant...

The Impact of Word-Recognition Practice on the Development of the Listening Comprehension of Intermediate-Level EFL Learners

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Hossein Navidinia

2016-05-01

Full Text Available The present study aims at examining the effect of word-recognition practice on EFL students’ listening comprehension. The participants consisted of 30 intermediate EFL learners studying in a language institute in Birjand City, Iran. They were assigned randomly to two equal groups, control and experimental. Before starting the experiment, the listening section of IELTS was given to all of the students as the pretest. Then, during the experiment, the experimental group was asked to transcribe the listening sections of their course book while in the control group, the students did not transcribe. After 25 sessions (2 hours each of instruction, another test of listening (IELTS proficiency test was given to both groups as the post-test. The results of the two tests were then analyzed and compared using one way ANCOVA test. The results indicated that the experimental group outperformed the control group (p<0.05. Therefore, it was concluded that word-recognition practice is an effective way for the improvement of EFL learners’ listening comprehension. The overall results of the study are discussed and the implications for further research and practitioners are made.

Pre-listening stage and teaching listening from the adult learner’s perspective

Czech Academy of Sciences Publication Activity Database

Ždímalová, Hana; Anýžová, P.

2012-01-01

Roč. 24, č. 2 /supplementary issue/ (2012), s. 23-38 ISSN 1210-0196. [New Ways to Teaching and Learning . Hrade Králové, 14.09.2012-15.09.2012] Institutional support: RVO:68378092 Keywords : listening comprehension * listening instruction * communicative competence * pre-listening stage Subject RIV: AI - Linguistics

Helping Students Develop Listening Comprehension

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Cárdenas Beltrán Melba Libia

2000-08-01

Full Text Available Listening practice is often neglected or handled inappropriately in the teachinglearning process. This poses problem because listening is an integral part of conversations. Oral skills without equally welldeveloped listening abilities are of little practical value. In this article, I will take a look at issues related to the area of listening that may be considered when guiding students toward developing listening comprehension.

(Criative Listening: proposals for the development of music listening in basic education

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Helena Lopes da Silva

2017-01-01

Full Text Available During the years 2015 and 2016 we coordinated a research entitled Mediated and expanded listening for high school music classes: Dialogues between Murray Schafer and Luciano Berio, which proposed structuring methodological approaches to develop and expand the musical listening of young people who are at school having as a start point the dialogue between listening strategies proposed by Murray Schafer and the work of Luciano Berio. For the construction of a pedagogical-musical approach centered on listening the teaching strategies to expand the listening proposed by Schafer (2011 were mapped as well as four musical pieces by the composer Luciano Berio were analyzed. Our hypothesis was that the use of the teaching strategies proposed by Schafer for the active appreciation of Berio repertoire could enhance the development of a renewed musical listening, which would require from the students and the teacher an extension or a expansion of concepts of what they understand by «music». The results showed that the young participants expressed interest in the contemporary repertoire as they were being instrumentalized by the developed mediation activities. Mediation was carried out through active listening proposals through creative action on the sounds around us and on the selected repertoire. The experience of listening to music is a creative activity and has intensive demands on your exercise. It is an inner process of knowledge and discovery that should be considered central in the training of music teachers.

The Art of Listening in an Educational Perspective—Listening reception in the mother tongue

OpenAIRE

Adelmann, Kent

2012-01-01

The purpose is to contribute to the theory and practice of listening reception as one of the four language arts in Swedish as a school subject. The object of inquiry is The Art of Listening (Adelmann 2009) as a Swedish example from a Scandinavian context, compared to mainstream listening research in the USA. The problem explored is: How can we, as researchers and teachers, handle some of the problems within international listening research and adapt listening research to a Scandinavian contex...

Speech perception in older hearing impaired listeners: benefits of perceptual training.

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David L Woods

Full Text Available Hearing aids (HAs only partially restore the ability of older hearing impaired (OHI listeners to understand speech in noise, due in large part to persistent deficits in consonant identification. Here, we investigated whether adaptive perceptual training would improve consonant-identification in noise in sixteen aided OHI listeners who underwent 40 hours of computer-based training in their homes. Listeners identified 20 onset and 20 coda consonants in 9,600 consonant-vowel-consonant (CVC syllables containing different vowels (/ɑ/, /i/, or /u/ and spoken by four different talkers. Consonants were presented at three consonant-specific signal-to-noise ratios (SNRs spanning a 12 dB range. Noise levels were adjusted over training sessions based on d' measures. Listeners were tested before and after training to measure (1 changes in consonant-identification thresholds using syllables spoken by familiar and unfamiliar talkers, and (2 sentence reception thresholds (SeRTs using two different sentence tests. Consonant-identification thresholds improved gradually during training. Laboratory tests of d' thresholds showed an average improvement of 9.1 dB, with 94% of listeners showing statistically significant training benefit. Training normalized consonant confusions and improved the thresholds of some consonants into the normal range. Benefits were equivalent for onset and coda consonants, syllables containing different vowels, and syllables presented at different SNRs. Greater training benefits were found for hard-to-identify consonants and for consonants spoken by familiar than unfamiliar talkers. SeRTs, tested with simple sentences, showed less elevation than consonant-identification thresholds prior to training and failed to show significant training benefit, although SeRT improvements did correlate with improvements in consonant thresholds. We argue that the lack of SeRT improvement reflects the dominant role of top-down semantic processing in

Effects of listening comprehension training on listening and reading

NARCIS (Netherlands)

Aarnoutse, C.A.J.; Van den Bos, K.P.; Brand-Gruwel, S.

1998-01-01

In this study the effects of providing text strategy instruction in a listening mode on listening and reading comprehension of experimental and control groups of 9- to 11-year-old poor readers were examined. All students were very poor in decoding and poor in reading comprehension. In addition, half

Factors Affecting Sentence-in-Noise Recognition for Normal Hearing Listeners and Listeners with Hearing Loss.

Science.gov (United States)

Hwang, Jung Sun; Kim, Kyung Hyun; Lee, Jae Hee

2017-07-01

Despite amplified speech, listeners with hearing loss often report more difficulties understanding speech in background noise compared to normalhearing listeners. Various factors such as deteriorated hearing sensitivity, age, suprathreshold temporal resolution, and reduced capacity of working memory and attention can attribute to their sentence-in-noise problems. The present study aims to determine a primary explanatory factor for sentence-in-noise recognition difficulties in adults with or without hearing loss. Forty normal-hearing (NH) listeners (23-73 years) and thirty-four hearing-impaired (HI) listeners (24-80 years) participated for experimental testing. For both NH and HI group, the younger, middle-aged, older listeners were included. The sentence recognition score in noise was measured at 0 dB signal-to-noise ratio. The ability of temporal resolution was evaluated by gap detection performance using the Gaps-In-Noise test. Listeners' short-term auditory working memory span was measured by forward and backward digit spans. Overall, the HI listeners' sentence-in-noise recognition, temporal resolution abilities, and digit forward and backward spans were poorer compared to the NH listeners. Both NH and HI listeners had a substantial variability in performance. For NH listeners, only the digit backward span explained a small proportion of the variance in their sentence-in-noise performance. For the HI listeners, all the performance was influenced by age, and their sentence-in-noise difficulties were associated with various factors such as high-frequency hearing sensitivity, suprathreshold temporal resolution abilities, and working memory span. For the HI listeners, the critical predictors of the sentence-in-noise performance were composite measures of peripheral hearing sensitivity and suprathreshold temporal resolution abilities. The primary explanatory factors for the sentence-in-noise recognition performance differ between NH and HI listeners. Factors

Single session of integrated "Silver Yoga" program improves cardiovascular parameters in senior citizens

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Ananda Balayogi Bhavanani

2015-06-01

Conclusion: There is a healthy reduction in HR, BP and derived cardiovascular indices following a single yoga session in geriatric subjects. These changes may be attributed to enhanced harmony of cardiac autonomic function as a result of coordinated breath-body work and mind-body relaxation due to an integrated and #8220;Silver Yoga and #8221; program. [J Intercult Ethnopharmacol 2015; 4(2.000: 134-137

Towards a semiotics of listening

DEFF Research Database (Denmark)

van Leeuwen, Theo

2014-01-01

A study of listening as active participation, focusing on the use of listening shots in films and piano and drums accompaniment in jazz music......A study of listening as active participation, focusing on the use of listening shots in films and piano and drums accompaniment in jazz music...

Comparison between a 13-session and one-time program on Korea elementary, middle and high school students' understanding of nuclear power

International Nuclear Information System (INIS)

Han, Eun Ok; Choi, Yoon Seok; Lim, Young Khi

2017-01-01

To help future generations make accurate value judgments about nuclear power generation and radiation, this study will provide an effective education plan suitable for South Korea by applying and analyzing programs for the understanding of nuclear power within the diversely operated programs in the current Korean education system. This study analyzed the difference in educational effects by operating a 13-session regular curriculum for one semester and a one-session short-term curriculum from March to July 2016. As a result of operating a 13-session model school and a one-time educational program to analyze behavior changes against the traditional learning model, it was found that all elementary, middle and high school students showed higher acceptability of nuclear power in South Korea. The variation was greater for the model school than the short-term program. To prevent future generations from making biased policy decisions stemming from fear regarding nuclear power, it is necessary to bolster their value judgments in policy decisions by acquiring sufficient information about nuclear power generation and radiation through educational programs

Listeners as co-narrators.

Science.gov (United States)

Bavelas, J B; Coates, L; Johnson, T

2000-12-01

A collaborative theory of narrative story-telling was tested in two experiments that examined what listeners do and their effect on the narrator. In 63 unacquainted dyads (81 women and 45 men), a narrator told his or her own close-call story. The listeners made 2 different kinds of listener responses: Generic responses included nodding and vocalizations such as "mhm." Specific responses, such as wincing or exclaiming, were tightly connected to (and served to illustrate) what the narrator was saying at the moment. In experimental conditions that distracted listeners from the narrative content, listeners made fewer responses, especially specific ones, and the narrators also told their stories significantly less well, particularly at what should have been the dramatic ending. Thus, listeners were co-narrators both through their own specific responses, which helped illustrate the story, and in their apparent effect on the narrator's performance. The results demonstrate the importance of moment-by-moment collaboration in face-to-face dialogue.

Listening to Red

Directory of Open Access Journals (Sweden)

Sinazo Mtshemla

Full Text Available Following a distinction John Mowitt draws between hearing (and phonics, and listening (and sonics, this article argues that the dominant notion of listening to sound was determined by the disciplinary framework of South African history and by the deployment of a cinematic documentary apparatus, both of which have served to disable the act of listening. The conditions of this hearing, and a deafness to a reduced or bracketed listening (Chion via Schaeffer that would enable us to think the post in post-apartheid differently, is thus at the centre of our concerns here. We stage a series of screenings of expected possible soundtracks for Simon Gush's film and installation Red, simultaneously tracking the ways that sound - and particularly music and dialogue - can be shown to hold a certain way of thinking both the political history of South Africa and the politics of South African history. We conclude by listening more closely to hiss and murmur in the soundtrack to Red and suggest this has major implications for considering ways of thinking and knowing.

Listening Skills. Instructor/Lesson Guide.

Science.gov (United States)

Decker, Carol; And Others

This instructor/lesson guide provides instructional materials for a 4-hour course in listening skills in the workplace. Stated objectives are to help students to become more effective listeners, to assist students in obtaining an understanding of how effective they are as listeners, and to assist students in identifying bad listening habits. Two…

Instructional Improvement Listening Handbook. Secondary Level.

Science.gov (United States)

Crapse, Larry

Stressing that the importance of listening carefully cannot be underestimated, this handbook describes the process of listening (including the five components--previous knowledge, listening material, physiological activity, attention, and intellectual activity), some barriers to efficient listening, and bad and good listening habits. It also…

Active listening in medical consultations: development of the Active Listening Observation Scale (ALOS-global).

OpenAIRE

Fassaert, T.; Dulmen, S. van; Schellevis, F.; Bensing, J.

2007-01-01

OBJECTIVE: Active listening is a prerequisite for a successful healthcare encounter, bearing potential therapeutic value especially in clinical situations that require no specific medical intervention. Although generally acknowledged as such, active listening has not been studied in depth. This paper describes the development of the Active Listening Observation Scale (ALOS-global), an observation instrument measuring active listening and its validation in a sample of general practice consulta...

Listening Comprehension in Middle-Aged Adults.

Science.gov (United States)

Sommers, Mitchell S

2015-06-01

The purpose of this summary is to examine changes in listening comprehension across the adult lifespan and to identify factors associated with individual differences in listening comprehension. In this article, the author reports on both cross-sectional and longitudinal changes in listening comprehension. Despite significant declines in both sensory and cognitive abilities, listening comprehension remains relatively unchanged in middle-aged listeners (between the ages of 40 and 60 years) compared with young listeners. These results are discussed with respect to possible compensatory factors that maintain listening comprehension despite impaired hearing and reduced cognitive capacities.

COMMUNICATIVE LISTENING IN THE LANGUAGE LABORATORY

Directory of Open Access Journals (Sweden)

Nani Tiono

2001-01-01

Full Text Available Language laboratory actually is advantageous for ESL teaching-learning process. In the language lab, students can improve their language skill, especially their listening skill, since most of the activities done there deal with listening comprehension. However, ESL students often feel bored when they study at the language lab because they only do monotonous activities there. Thus, teacher should make a lively lab atmosphere through interactive listening; that is, by creating communicative listening tasks for the students. Through this communicative listening tasks, students will not only listen, but also interact with either the teacher or the other students so that they feel as if they do the real life listening. These communicative listening tasks will also help students to improve both their proficiency in language components (vocabulary and pronunciation and in language skills (listening, speaking, reading and writing.

Hear here: children with hearing loss learn words by listening.

Science.gov (United States)

Lew, Joyce; Purcell, Alison A; Doble, Maree; Lim, Lynne H

2014-10-01

Early use of hearing devices and family participation in auditory-verbal therapy has been associated with age-appropriate verbal communication outcomes for children with hearing loss. However, there continues to be great variability in outcomes across different oral intervention programmes and little consensus on how therapists should prioritise goals at each therapy session for positive clinical outcomes. This pilot intervention study aimed to determine whether therapy goals that concentrate on teaching preschool children with hearing loss how to distinguish between words in a structured listening programme is effective, and whether gains in speech perception skills impact on vocabulary and speech development without them having to be worked on directly in therapy. A multiple baseline across subjects design was used in this within-subject controlled study. 3 children aged between 2:6 and 3:1 with moderate-severe to severe-profound hearing loss were recruited for a 6-week intervention programme. Each participant commenced at different stages of the 10-staged listening programme depending on their individual listening skills at recruitment. Speech development and vocabulary assessments were conducted before and after the training programme in addition to speech perception assessments and probes conducted throughout the intervention programme. All participants made gains in speech perception skills as well as vocabulary and speech development. Speech perception skills acquired were noted to be maintained a week after intervention. In addition, all participants were able to generalise speech perception skills learnt to words that had not been used in the intervention programme. This pilot study found that therapy directed at listening alone is promising and that it may have positive impact on speech and vocabulary development without these goals having to be incorporated into a therapy programme. Although a larger study is necessary for more conclusive findings, the

Evaluation of a mock interview session on residency interview skills.

Science.gov (United States)

Buckley, Kelsey; Karr, Samantha; Nisly, Sarah A; Kelley, Kristi

2018-04-01

To evaluate the impact of student pharmacist participation in a mock interview session on confidence level and preparation regarding residency interview skills. The study setting was a mock interview session, held in conjunction with student programming at the American College of Clinical Pharmacy (ACCP) Annual Meeting. Prior to the mock interview session, final year student pharmacists seeking residency program placement were asked to complete a pre-session survey assessing confidence level for residency interviews. Each student pharmacist participated in up to three mock interviews. A post-session survey evaluating confidence level was then administered to consenting participants. Following the American Society for Health-System Pharmacists (ASHP) Pharmacy Resident Matching Program (RMP), a post-match electronic survey was sent to study participants to determine their perception of the influence of the mock interview session on achieving successful interactions during residency interviews. A total of 59 student pharmacists participated in the mock interview session and completed the pre-session survey. Participants completing the post-session survey (88%, n = 52) unanimously reported an enhanced confidence in interviewing skills following the session. Thirty responders reported a program match rate of 83%. Approximately 97% (n = 29) of the respondents agreed or strongly agreed that the questions asked during the mock interview session were reflective of questions asked during residency interviews. Lessons learned from this mock interview session can be applied to PGY1 residency mock interview sessions held locally, regionally, and nationally. Students participating in the ACCP Mock Interview Session recognized the importance of the interview component in obtaining a postgraduate year 1 (PGY1) pharmacy residency. Copyright © 2017 Elsevier Inc. All rights reserved.

Listening is my bugbear: Why Iranian L2 learners keep underperforming in the listening module

Directory of Open Access Journals (Sweden)

Novid Armiun

2017-10-01

Full Text Available This paper shares the results of a study into the way Iranian TEF or TEFAQ candidates treat the listening comprehension as a skill as well as their awareness and exploitation of metacognitive strategies while listening to an audio document. A Persian translation of the Metacognitive Awareness Listening Questionnaire (MALQ was used in addition to another questionnaire specifically developed for this research in order to gage how important candidates think listening in L2 is compared to the other skills, how much time they spent on practicing listening, and how often they take advantage of authentic documents to improve their listening. Not only did the results show an underestimation of the listening comprehension skill by the majority of Iranian L2 learners, but they also pointed to significant differences in the way men and women exercised their ears and treated the incoming audio stream. The paper concludes that learners’ awareness of listening strategies needs to be raised through classroom instruction and frequent exploitation of authentic documents outside the classroom setting should be encouraged.

Metacognitive Strategy Instruction as a Means to Improve Listening SelfEfficacy among Iranian Undergraduate Learners of English

Directory of Open Access Journals (Sweden)

Maryam Rahimirad

2015-01-01

Full Text Available Metacognitive strategy instruction (MetSI has been shown to have a strong impact on various aspects of English as a second/foreign language instruction. The present study aimed to investigate the effect of MetSI on the improvement of listening selfefficacy among English-as-a-foreign-language (EFL learners. A group of sixty female undergraduate learners of English literature at a state-run university in Iran consented to take part in this study. After homogenizing the participants' English proficiency level using a sample section of the British Council IELTS test, 40 learners were selected whose English proficiency fell within intermediate to upperintermediate level. A listening self-efficacy questionnaire (borrowed from Rahimi and Abedini, 2009 was used to measure the participants’ level of listening selfefficacy in the pre and post-test phases of the study. The participants were randomly assigned to treatment (n=20 and control (n=20 groups. The treatment group received 8 hours of MetSI during eight sessions based on the model proposed by Vandergrift (2003 while the control group didn't receive any explicit MetSI. The control group received the usual training in listening instead.

Teaching Effective Second Language Listening

OpenAIRE

Lieske, Carmella

2007-01-01

In Japan, listening is given focused attention in the second language (L2) classroom.This paper begins by reviewing the nature of listening as well as the processinginvolved when listening. Content validity, purposefulness and transferability,listening or memory considerations, a teaching or testing orientation, and authenticlistening are discussed. By examining these five elements of effective listeningmaterials and also factors that affect comprehension, instructors can evaluatetextbooks an...

Comparison between a 13-session and one-time program on Korea elementary, middle and high school students' understanding of nuclear power

Energy Technology Data Exchange (ETDEWEB)

Han, Eun Ok; Choi, Yoon Seok [Dept. of Education and Research, Korea Academy of Nuclear Safety, Seoul (Korea, Republic of); Lim, Young Khi [Dept. of Radiological Science, Gachon University, Incheon (Korea, Republic of)

2017-03-15

To help future generations make accurate value judgments about nuclear power generation and radiation, this study will provide an effective education plan suitable for South Korea by applying and analyzing programs for the understanding of nuclear power within the diversely operated programs in the current Korean education system. This study analyzed the difference in educational effects by operating a 13-session regular curriculum for one semester and a one-session short-term curriculum from March to July 2016. As a result of operating a 13-session model school and a one-time educational program to analyze behavior changes against the traditional learning model, it was found that all elementary, middle and high school students showed higher acceptability of nuclear power in South Korea. The variation was greater for the model school than the short-term program. To prevent future generations from making biased policy decisions stemming from fear regarding nuclear power, it is necessary to bolster their value judgments in policy decisions by acquiring sufficient information about nuclear power generation and radiation through educational programs.

Multiparty session types as coherence proofs

DEFF Research Database (Denmark)

Carbone, Marco; Montesi, Fabrizio; Schürmann, Carsten

2017-01-01

We propose a Curry–Howard correspondence between a language for programming multiparty sessions and a generalisation of Classical Linear Logic (CLL). In this framework, propositions correspond to the local behaviour of a participant in a multiparty session type, proofs to processes, and proof nor...

Listening strategies instruction

DEFF Research Database (Denmark)

Nogueroles López, Marta

2017-01-01

, who presented similar level of Spanish, needs, educational and cultural background, but did not receive such a training. The listening strategies instruction consisted in integrating the development of listening strategies into a regular course of Spanish as a foreign language. Data referring...

Coping modeling problem solving versus mastery modeling: effects on adherence, in-session process, and skill acquisition in a residential parent-training program.

Science.gov (United States)

Cunningham, C E; Davis, J R; Bremner, R; Dunn, K W; Rzasa, T

1993-10-01

This trial compared two approaches used to introduce parenting skills in a residential staff training program. Fifty staff were randomly assigned to: mastery modelling in which videotaped models demonstrated new skills, coping modelling problem solving (CMPS) in which participants formulated their own solutions to the errors depicted by videotaped models, or a waiting-list control group. In both, leaders used modelling, role playing, and homework projects to promote mastery and transfer of new skills. The skills of all groups improved, but CMPS participants attended more sessions, were late to fewer sessions, completed more homework, engaged in more cooperative in-session interaction, rated the program more positively, and reported higher job accomplishment scores. These data suggest that CMPS allowing participants to formulate their own solutions may enhance adherence and reduce the resistance observed in more didactic programs.

Subjective and psychophysiological indices of listening effort in a competing-talker task

Science.gov (United States)

Mackersie, Carol L.; Cones, Heather

2010-01-01

Background The effects of noise and other competing backgrounds on speech recognition performance are well documented. There is less information, however, on listening effort and stress experienced by listeners during a speech recognition task that requires inhibition of competing sounds. Purpose The purpose was a) to determine if psychophysiological indices of listening effort were more sensitive than performance measures (percentage correct) obtained near ceiling level during a competing speech task b) to determine the relative sensitivity of four psychophysiological measures to changes in task demand and c) to determine the relationships between changes in psychophysiological measures and changes in subjective ratings of stress and workload. Research Design A repeated-measures experimental design was used to examine changes in performance, psychophysiological measures, and subjective ratings in response to increasing task demand. Study Sample Fifteen adults with normal hearing participated in the study. The mean age of the participants was 27 (range: 24–54). Data Collection and Analysis Psychophysiological recordings of heart rate, skin conductance, skin temperature, and electromyographic activity (EMG) were obtained during listening tasks of varying demand. Materials from the Dichotic Digits Test were used to modulate task demand. The three levels of tasks demand were: single digits presented to one ear (low-demand reference condition), single digits presented simultaneously to both ears (medium demand), and a series of two digits presented simultaneously to both ears (high demand). Participants were asked to repeat all the digits they heard while psychophysiological activity was recorded simultaneously. Subjective ratings of task load were obtained after each condition using the NASA-TLX questionnaire. Repeated-measures analyses of variance were completed for each measure using task demand and session as factors. Results Mean performance was higher than 96

Subjective and psychophysiological indexes of listening effort in a competing-talker task.

Science.gov (United States)

Mackersie, Carol L; Cones, Heather

2011-02-01

The effects of noise and other competing backgrounds on speech recognition performance are well documented. There is less information, however, on listening effort and stress experienced by listeners during a speech-recognition task that requires inhibition of competing sounds. The purpose was (a) to determine if psychophysiological indexes of listening effort were more sensitive than performance measures (percentage correct) obtained near ceiling level during a competing speech task, (b) to determine the relative sensitivity of four psychophysiological measures to changes in task demand, and (c) to determine the relationships between changes in psychophysiological measures and changes in subjective ratings of stress and workload. A repeated-measures experimental design was used to examine changes in performance, psychophysiological measures, and subjective ratings in response to increasing task demand. Fifteen adults with normal hearing participated in the study. The mean age of the participants was 27 (range: 24-54). Psychophysiological recordings of heart rate, skin conductance, skin temperature, and electromyographic (EMG) activity were obtained during listening tasks of varying demand. Materials from the Dichotic Digits Test were used to modulate task demand. The three levels of task demand were single digits presented to one ear (low-demand reference condition), single digits presented simultaneously to both ears (medium demand), and a series of two digits presented simultaneously to both ears (high demand). Participants were asked to repeat all the digits they heard, while psychophysiological activity was recorded simultaneously. Subjective ratings of task load were obtained after each condition using the National Aeronautics and Space Administration Task Load Index questionnaire. Repeated-measures analyses of variance were completed for each measure using task demand and session as factors. Mean performance was higher than 96% for all listening tasks. There

Listening as a Perceived and Interactive Activity: Understanding the Impact of Verbal Listening Responses

Science.gov (United States)

Hall, Bradford

2012-01-01

This sequenced activity encourages active engagement with the idea that listening and speaking are not inherently separate or one-way activities. Listening involves both verbal, and nonverbal responses and perceptions of effective listening are tied to these patterns of response. These patterns of response impact both the immediate communication…

Listening Diary in the Digital Age: Students' Material Selection, Listening Problems, and Perceived Usefulness

Science.gov (United States)

Chen, Cheryl Wei-yu

2016-01-01

The current study reports on a group of Taiwanese college students' first-person diary accounts of their private, transactional listening activities outside the classroom. Issues related to students' material selection, listening problems, and perceived usefulness of keeping a listening diary were explored. It was found that most students chose…

The Mediating Effect of Listening Metacognitive Awareness between Test-Taking Motivation and Listening Test Score: An Expectancy-Value Theory Approach.

Science.gov (United States)

Xu, Jian

2017-01-01

The present study investigated test-taking motivation in L2 listening testing context by applying Expectancy-Value Theory as the framework. Specifically, this study was intended to examine the complex relationships among expectancy, importance, interest, listening anxiety, listening metacognitive awareness, and listening test score using data from a large-scale and high-stakes language test among Chinese first-year undergraduates. Structural equation modeling was used to examine the mediating effect of listening metacognitive awareness on the relationship between expectancy, importance, interest, listening anxiety, and listening test score. According to the results, test takers' listening scores can be predicted by expectancy, interest, and listening anxiety significantly. The relationship between expectancy, interest, listening anxiety, and listening test score was mediated by listening metacognitive awareness. The findings have implications for test takers to improve their test taking motivation and listening metacognitive awareness, as well as for L2 teachers to intervene in L2 listening classrooms.

The Mediating Effect of Listening Metacognitive Awareness between Test-Taking Motivation and Listening Test Score: An Expectancy-Value Theory Approach

Directory of Open Access Journals (Sweden)

Jian Xu

2017-12-01

Full Text Available The present study investigated test-taking motivation in L2 listening testing context by applying Expectancy-Value Theory as the framework. Specifically, this study was intended to examine the complex relationships among expectancy, importance, interest, listening anxiety, listening metacognitive awareness, and listening test score using data from a large-scale and high-stakes language test among Chinese first-year undergraduates. Structural equation modeling was used to examine the mediating effect of listening metacognitive awareness on the relationship between expectancy, importance, interest, listening anxiety, and listening test score. According to the results, test takers’ listening scores can be predicted by expectancy, interest, and listening anxiety significantly. The relationship between expectancy, interest, listening anxiety, and listening test score was mediated by listening metacognitive awareness. The findings have implications for test takers to improve their test taking motivation and listening metacognitive awareness, as well as for L2 teachers to intervene in L2 listening classrooms.

"Listening Is an Act of Love": Learning Listening through StoryCorps

Science.gov (United States)

Simmons, Nathaniel; Tenzek, Kelly E.

2016-01-01

The importance of listening continues to be reinforced within professional, personal, and popular cultural contexts. Despite the attention employers, teachers, scholars, and various popular outlets attend to listening, engaging students in activities that practice such skills remain challenging. Understanding that interpersonal competence requires…

Mapping of Primary Instructional Methods and Teaching Techniques for Regularly Scheduled, Formal Teaching Sessions in an Anesthesia Residency Program.

Science.gov (United States)

Vested Madsen, Matias; Macario, Alex; Yamamoto, Satoshi; Tanaka, Pedro

2016-06-01

In this study, we examined the regularly scheduled, formal teaching sessions in a single anesthesiology residency program to (1) map the most common primary instructional methods, (2) map the use of 10 known teaching techniques, and (3) assess if residents scored sessions that incorporated active learning as higher quality than sessions with little or no verbal interaction between teacher and learner. A modified Delphi process was used to identify useful teaching techniques. A representative sample of each of the formal teaching session types was mapped, and residents anonymously completed a 5-question written survey rating the session. The most common primary instructional methods were computer slides-based classroom lectures (66%), workshops (15%), simulations (5%), and journal club (5%). The number of teaching techniques used per formal teaching session averaged 5.31 (SD, 1.92; median, 5; range, 0-9). Clinical applicability (85%) and attention grabbers (85%) were the 2 most common teaching techniques. Thirty-eight percent of the sessions defined learning objectives, and one-third of sessions engaged in active learning. The overall survey response rate equaled 42%, and passive sessions had a mean score of 8.44 (range, 5-10; median, 9; SD, 1.2) compared with a mean score of 8.63 (range, 5-10; median, 9; SD, 1.1) for active sessions (P = 0.63). Slides-based classroom lectures were the most common instructional method, and faculty used an average of 5 known teaching techniques per formal teaching session. The overall education scores of the sessions as rated by the residents were high.

Role of Active Listening and Listening Effort on Contralateral Suppression of Transient Evoked Otoacousic Emissions.

Science.gov (United States)

Kalaiah, Mohan Kumar; Theruvan, Nikhitha B; Kumar, Kaushlendra; Bhat, Jayashree S

2017-04-01

The present study aimed to investigate the effect of active listening and listening effort on the contralateral suppression of transient evoked otoacoustic emissions (CSTEOAEs). Twenty eight young adults participated in the study. Transient evoked otoacoustic emissions (TEOAEs) were recorded using 'linear' clicks at 60 dB peSPL, in three contralateral noise conditions. In condition 1, TEOAEs were obtained in the presence of white noise in the contralateral ear. While, in condition 2, speech was embedded into white noise at +3, -3, and -9 dB signal-to-noise ratio (SNR) and delivered to the contralateral ear. The SNR was varied to investigate the effect of listening effort on the CSTEOAE. In condition 3, speech was played backwards and embedded into white noise at -3 dB SNR. The conditions 1 and 3 served as passive listening condition and the condition 2 served as active listening condition. In active listening condition, the participants categorized the words in to two groups (e.g., animal and vehicle). CSTEOAE was found to be largest in the presence of white noise, and the amount of CSTEOAE was not significantly different between active and passive listening conditions (condition 2 and 3). Listening effort had an effect on the CSTEOAE, the amount of suppression increased with listening effort, when SNR was decreased from +3 dB to -3 dB. However, when the SNR was further reduced to -9 dB, there was no further increase in the amount of CSTEOAE, instead there was a reduction in the amount of suppression. The findings of the present study show that listening effort might affect CSTEOAE.

Can listening to sound sequences facilitate movement? The potential for motor rehabilitation

DEFF Research Database (Denmark)

Bodak, Rebeka; Stewart, Lauren; Stephan, Marianne

examining the impact of auditory exposure on the formation of new motor memories in healthy nonmusicians. Following an audiomotor mapping session, participants will be asked to listen to and memorise sequence A or sequence B in a sound-only task. Employing a congruent/incongruent crossover design......, participants’ motor performance will be tested using visuospatial stimuli to cue key presses, either to the congruent sequence they heard, or to the incongruent unfamiliar sequence. It is predicted that the congruent group will perform faster than the incongruent group. The findings of this study have...

Observations of youth football training: How do coaches structure training sessions for player development?

Science.gov (United States)

O'Connor, Donna; Larkin, Paul; Williams, A Mark

2018-01-01

We used systematic observation tools to explore the structure (i.e., activity and inactivity) and sequencing (i.e., the types of activities used) of football coaching sessions in Australia following the implementation of a new National Curriculum. Youth soccer coaches (n = 34), coaching within the Skill Acquisition (U11-U13 n = 19) and Game Training (U14-U17 n = 15) phases of the Football Federation Australia National Curriculum participated. Participants were filmed during a regular coaching session, with systematic observation of the session undertaken to provide a detailed analysis of the practice activities and coach behaviours. Findings indicated a session comprised of Playing Form activities (40.9%), Training Form activities (22.3%), inactivity (31%), and transitions between activities (5.8%). Coaches prescribed more Training Form activities (e.g., individual (5.4%) and drills (15.1%)) early in the session and progressed to Playing Form activities (i.e., small-sided games (15.3%) then larger games (24.8%)) later in the session. Most inactivity reflected the players listening to the coach - either in a team huddle (9.9%) or frozen on the spot during an activity (16.5%). In addition, coaches generally spent over 3 min communicating to players prior to explaining and introducing an activity regardless of when in the session the activity was scheduled.

Identifying Information Focuses in Listening Comprehension

Science.gov (United States)

Zhang, Hong-yan

2011-01-01

The study explains the process of learners' listening comprehension within Halliday's information theory in functional grammar, including the skills of identifying focuses while listening in college English teaching. Identifying information focuses in listening is proved to improve the students' communicative listening ability by the means of a…

Active listening in medical consultations: development of the Active Listening Observation Scale (ALOS-global).

Science.gov (United States)

Fassaert, Thijs; van Dulmen, Sandra; Schellevis, François; Bensing, Jozien

2007-11-01

Active listening is a prerequisite for a successful healthcare encounter, bearing potential therapeutic value especially in clinical situations that require no specific medical intervention. Although generally acknowledged as such, active listening has not been studied in depth. This paper describes the development of the Active Listening Observation Scale (ALOS-global), an observation instrument measuring active listening and its validation in a sample of general practice consultations for minor ailments. Five hundred and twenty-four videotaped general practice consultations involving minor ailments were observed with the ALOS-global. Hypotheses were tested to determine validity, incorporating patients' perception of GPs' affective performance, GPs' verbal attention, patients' self-reported anxiety level and gender differences. The final 7-item ALOS-global had acceptable inter- and intra-observer agreement. Factor analysis revealed one homogeneous dimension. The scalescore was positively related to verbal attention measured by RIAS, to patients' perception of GPs' performance and to their pre-visit anxiety level. Female GPs received higher active listening scores. The results of this study are promising concerning the psychometric properties of the ALOS-global. More research is needed to confirm these preliminary findings. After establishing how active listening differentiates between health professionals, the ALOS-global may become a valuable tool in feedback and training aimed at increasing listening skills.

Strategy-based listening and pragmatic comprehension

Directory of Open Access Journals (Sweden)

Corsetti, Cristiane Ruzicki

2014-01-01

Full Text Available This article addresses the role of strategy-based listening as an alternative methodological approach to develop pragmatic comprehension in L2 contexts. Pragmatic comprehension refers to the understanding of speech acts and conversational implicatures. Listening comprehension comprises both bottom-up and top-down processes. Strategy-based listening encompasses the activation of pragmatic knowledge through pre-listening activities and the development of specific listening micro-skills. An empirical project which included a classroom project carried out with a group of eight learners preparing for the IELTS examination in 2009 corroborated the following assumptions: in order to achieve listening proficiency, learners need practice in making inferences as semantic and pragmatic inferences are embedded in verbal communication; semantic and pragmatic aspects affecting the meaning of utterances can be highlighted via comprehension activities focusing on specific listening subskills. The results of the classroom project suggested that strategy-based listening is potentially capable of directly enhancing pragmatic comprehension but were inconclusive with regards to pragmatic production

Improving Speaking by Listening Cultivating English Thinking and Expression--Probe into the Teaching of "Business English Listening"

Science.gov (United States)

Sun, Wencheng

2009-01-01

The comprehensive listening curriculum occupies an important position in elementary teaching stage for English major. How could we arrange the listening class better? Considering the characteristics of comprehensive listening curriculum for English major, teachers can help students improve speaking by listening, cultivating their thinking and…

Expanding Music Listening Experience through Drawing

Science.gov (United States)

Han, Yo-Jung

2016-01-01

Drawing while listening to music provides an opportunity for students to imagine and associate, leading to holistic listening experience. The personal qualitative listening experience triggered by music can be revealed in their drawings. In the process of representing of the listening experience through drawing, students can also increase their…

THE TECHNIQUES IN TEACHING LISTENING SKILL

Directory of Open Access Journals (Sweden)

Hidayah Nor

2015-12-01

Full Text Available Listening is very important skill in language because by listening students can produce language like speaking and writing by vocabulary that they get from listening. The English teacher of MAN 3 Banjarmasin used some techniques in teaching listening using the facilities in language laboratory such as tape cassette, television, and VCD/DVD. This research described the techniques in teaching listening skill of the Islamic high school students. The subjects of this study were an English teacher and 48 students of the tenth grade at MAN 3 Banjarmasin in Academic Year 2009/2010. To collect the data, it was used some techniques such as observation, interview, and documentary. Then all data were analyzed using descriptive method qualitatively and quantitatively, by concluding inductively. The result indicates that the techniques in teaching listening applied by the English teacher of the tenth grade students at MAN 3 Banjarmasin in Academic Year 2009/2010 are: Information Transfer, Paraphrasing and Translating, Answering Questions, Summarizing, Filling in Blanks, and Answering to Show Comprehension of Messages. The students’ ability of listening comprehension using six techniques is categorized in very high, high, and average levels. Keywords: listening techniques, teaching listening skill

Asynchronous Session Types – Exceptions and Multiparty Interactions

DEFF Research Database (Denmark)

Carbone, Marco; Yoshida, Nobuko; Honda, Kohei

2009-01-01

Session types are a formalism for structuring communication based on the notion of session: the structure of a conversation is abstracted as a type which is then used as a basis of validating programs through an associated type discipline. While standard session types have proven to be able to ca...

The effect of background music on episodic memory and autonomic responses: listening to emotionally touching music enhances facial memory capacity

Science.gov (United States)

Mado Proverbio, C.A. Alice; Lozano Nasi, Valentina; Alessandra Arcari, Laura; De Benedetto, Francesco; Guardamagna, Matteo; Gazzola, Martina; Zani, Alberto

2015-01-01

The aim of this study was to investigate how background auditory processing can affect other perceptual and cognitive processes as a function of stimulus content, style and emotional nature. Previous studies have offered contrasting evidence, and it has been recently shown that listening to music negatively affected concurrent mental processing in the elderly but not in young adults. To further investigate this matter, the effect of listening to music vs. listening to the sound of rain or silence was examined by administering an old/new face memory task (involving 448 unknown faces) to a group of 54 non-musician university students. Heart rate and diastolic and systolic blood pressure were measured during an explicit face study session that was followed by a memory test. The results indicated that more efficient and faster recall of faces occurred under conditions of silence or when participants were listening to emotionally touching music. Whereas auditory background (e.g., rain or joyful music) interfered with memory encoding, listening to emotionally touching music improved memory and significantly increased heart rate. It is hypothesized that touching music is able to modify the visual perception of faces by binding facial properties with auditory and emotionally charged information (music), which may therefore result in deeper memory encoding. PMID:26469712

The effect of background music on episodic memory and autonomic responses: listening to emotionally touching music enhances facial memory capacity.

Science.gov (United States)

Proverbio, Alice Mado; Mado Proverbio, C A Alice; Lozano Nasi, Valentina; Alessandra Arcari, Laura; De Benedetto, Francesco; Guardamagna, Matteo; Gazzola, Martina; Zani, Alberto

2015-10-15

The aim of this study was to investigate how background auditory processing can affect other perceptual and cognitive processes as a function of stimulus content, style and emotional nature. Previous studies have offered contrasting evidence, and it has been recently shown that listening to music negatively affected concurrent mental processing in the elderly but not in young adults. To further investigate this matter, the effect of listening to music vs. listening to the sound of rain or silence was examined by administering an old/new face memory task (involving 448 unknown faces) to a group of 54 non-musician university students. Heart rate and diastolic and systolic blood pressure were measured during an explicit face study session that was followed by a memory test. The results indicated that more efficient and faster recall of faces occurred under conditions of silence or when participants were listening to emotionally touching music. Whereas auditory background (e.g., rain or joyful music) interfered with memory encoding, listening to emotionally touching music improved memory and significantly increased heart rate. It is hypothesized that touching music is able to modify the visual perception of faces by binding facial properties with auditory and emotionally charged information (music), which may therefore result in deeper memory encoding.

A listening test system for automotive audio - listeners

DEFF Research Database (Denmark)

Choisel, Sylvain; Hegarty, Patrick; Christensen, Flemming

2007-01-01

A series of experiments was conducted in order to validate an experimental procedure to perform listening tests on car audio systems in a simulation of the car environment in a laboratory, using binaural synthesis with head-tracking. Seven experts and 40 non-expert listeners rated a range...... of stimuli for 15 sound-quality attributes developed by the experts. This paper presents a comparison between the attribute ratings from the two groups of participants. Overall preference of the non-experts was also measured using direct ratings as well as indirect scaling based on paired comparisons...

The Power of the Listening Ear

Science.gov (United States)

Campbell, Robyn

2011-01-01

Communicating effectively is a skill that must be taught and practiced--and the act of listening is a large part of this skill. According to the "International Journal of Listening," listening skills are imperative to reading comprehension and are valuable enough for "38 out of the 51 government entities to include listening skills as part of…

Newnes short wave listening handbook

CERN Document Server

Pritchard, Joe

2013-01-01

Newnes Short Wave Listening Handbook is a guide for starting up in short wave listening (SWL). The book is comprised of 15 chapters that discuss the basics and fundamental concepts of short wave radio listening. The coverage of the text includes electrical principles; types of signals that can be heard in the radio spectrum; and using computers in SWL. The book also covers SWL equipment, such as receivers, converters, and circuits. The text will be of great use to individuals who want to get into short wave listening.

EFFECTS OF COOPERATIVE LEARNING METHOD ON THE DEVELOPMENT OF LISTENING COMPREHENSION AND LISTENING SKILLS

Directory of Open Access Journals (Sweden)

Abdülkadir

2017-04-01

Full Text Available In this study, the effect of the learning together technique, which is one of the cooperative learning methods, on the development of the listening comprehension and listening skills of the secondary school eighth grade students was investigated. Regarding the purpose of the research, experimental and control groups consisting of 75 students from, Yakutiye district Şair Nef'i Secondary School and Palandöken District, Alparslan Secondary School of Erzurum province were selected. Socio-economic statuses and success rates were taken into consideration when selecting the experimental and control groups. 'Listening-Comprehension Achievement Test' was applied to measure the listening skills of the experimental and control groups. In terms of pre-test scores, it was determined that the listening skills of the experiment and control group were similar. The selected experimental groups were taught by the learning together technique of cooperative learning method for seven weeks and the control group was taught in the traditional way. As a result of the research, the 'Listening-Comprehension Achievement Test', which was applied as the pre-test to the experimental and control groups, was applied again as the final test. When the findings obtained from the research were examined, it was determined that the students in the experimental group were more successful than the students in the control group in terms of post - test achievement scores. When the results of the study are examined, it can be said that the learning together technique, which is one of the cooperative learning methods, is more effective than the traditional learning method in improving the listening comprehension and the listening skills of the eighth grade students in Turkish class.

Communication: Listening and Responding. Affective 4.0.

Science.gov (United States)

Borgers, Sherry B., Comp.; Ward, G. Robert, Comp.

This module is designed to provide practice in listening effectively and in responding to messages sent by another. The module is divided into two sets of activities, the first is the formation of a triad enabling the student to investigate the following: do you listen, listening and the unrelated response, incomplete listening, listening for…

What makes listening difficult? Factors affecting second language listening comprehension

Science.gov (United States)

2010-04-01

idioms in the passage on listening comprehension. The American Heritage Dictionary (2000) defines idiom as “an expression consisting of two or more...years of age and spoke English without a noticeable foreign accent had significantly poorer word recognition scores than monolingual listeners for...of reference: The experience of the Dutch CEFR Construct Project. Language Assessment Quarterly, 3(1), 3–30. American Heritage Dictionary of the

The Impact of Cooperative Listening Materials Adaptation on Listening Comprehension Performance of Iranian EFL Learners

Science.gov (United States)

Ghassemi, Mojtaba

2013-01-01

Listening comprehension has gained more prominence in EFL/ESL classes. Due to this prominence, scholars have tried to shed light on different ways of improving learners' listening comprehension. One of these ways is using listening strategies. There is still a controversy over the effective role of these strategies in improving listening…

Self-Efficacy and Academic Listening

Science.gov (United States)

Graham, Suzanne

2011-01-01

This paper takes as its starting point the difficulties inherent in listening in a second language. It argues that self-efficacy, broadly defined as the belief in one's ability to carry out specific tasks successfully, is crucial to the development of effective listening skills, and that listening strategy instruction has the potential to boost…

The Impact of Videos Presenting Speakers’ Gestures and Facial Clues on Iranian EFL Learners’ Listening Comprehension

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Somayeh Karbalaie Safarali

2012-11-01

Full Text Available The current research sought to explore the effectiveness of using videos presenting speakers’ gestures and facial clues on Iranian EFL learners’ listening comprehension proficiency. It was carried out at Ayandeh English Institute among 60 advanced female learners with the age range of 17-30 through a quasi-experimental research design. The researcher administered a TOEFL test to determine the homogeneity of the participants regarding both their general English language proficiency level and listening comprehension ability. Participants were randomly assigned into two groups. After coming up with the conclusion that the two groups were homogeneous,  during 10 sessions of treatment, they received two different listening comprehension techniques, i.e. audio-visual group watching the video was equipped with the speaker’s gestures and facial clues, while the audio-only group could just listen to speaker’s voice and no additional clue was presented. Meanwhile, the participants were supposed to answer the questions related to each video. At the end of the treatment, both groups participated in the listening comprehension test of the Longman TOEFL test as the post-test. A t-test was used to compare the mean scores of the two groups, the result of which showed that the learners’ mean score in the audio-visual group was significantly higher than the learners’ mean score in the audio-only group. In conclusion, the result of this study suggests that foreign language pedagogy, especially for adult English learners, would benefit from applying videos presenting speakers’ gestures and facial clues.

Short-term effects of exercise and music on cognitive performance among participants in a cardiac rehabilitation program.

Science.gov (United States)

Emery, Charles F; Hsiao, Evana T; Hill, Scott M; Frid, David J

2003-01-01

Exercise has been associated with improved cognitive performance among patients with coronary artery disease. Music listening has been associated with enhanced cognitive functioning among healthy adults. This study evaluated the combined influence of exercise and music listening on cognitive performance among patients in cardiac rehabilitation (CR). Using a within-subjects repeated measures design, this study was conducted in an outpatient University-based CR facility. Thirty-three men and women (mean age = 62.6 +/- 10.5 years) participated in this study. Participants completed 1 exercise session accompanied by music and a second exercise session without music. Order of conditions was assigned randomly. Before and after each exercise session, participants completed a brief assessment of depression and anxiety, and a cognitive test of verbal fluency. The music condition was associated with significant improvements in verbal fluency, but the no-music control condition was not associated with cognitive change. The study provides preliminary evidence of the combined benefit of exercise and music listening for cognitive performance among patients in CR.

Tuned In emotion regulation program using music listening: Effectiveness for adolescents in educational settings

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Genevieve Anita Dingle

2016-06-01

Full Text Available This paper presents an effectiveness study of Tuned In, a novel emotion regulation intervention that uses participant selected music to evoke emotions in session and teaches participants emotional awareness and regulation skills. The group program content is informed by a two dimensional model of emotion (arousal, valence, along with music psychology theories about how music evokes emotional responses. The program has been evaluated in two samples of adolescents: 41 at risk adolescents (76% males; Mage = 14.8 years attending an educational re-engagement program and 216 students (100% females; Mage = 13.6 years attending a mainstream secondary school. Results showed significant pre- to post-program improvements in measures of emotion awareness, identification, and regulation (p < .01 to p = .06 in the smaller at risk sample and all p < .001 in the mainstream school sample. Participant ratings of engagement and likelihood of using the strategies learned in the program were high. Tuned In shows promise as a brief emotion regulation intervention for adolescents, and these findings extend an earlier study with young adults. Tuned In is a-theoretical in regard to psychotherapeutic approach and could be integrated with other program components as required.

Tuned In Emotion Regulation Program Using Music Listening: Effectiveness for Adolescents in Educational Settings.

Science.gov (United States)

Dingle, Genevieve A; Hodges, Joseph; Kunde, Ashleigh

2016-01-01

This paper presents an effectiveness study of Tuned In, a novel emotion regulation intervention that uses participant selected music to evoke emotions in session and teaches participants emotional awareness and regulation skills. The group program content is informed by a two dimensional model of emotion (arousal, valence), along with music psychology theories about how music evokes emotional responses. The program has been evaluated in two samples of adolescents: 41 "at risk" adolescents (76% males; M age = 14.8 years) attending an educational re-engagement program and 216 students (100% females; M age = 13.6 years) attending a mainstream secondary school. Results showed significant pre- to post-program improvements in measures of emotion awareness, identification, and regulation (p < 0.01 to p = 0.06 in the smaller "at risk" sample and all p < 0.001 in the mainstream school sample). Participant ratings of engagement and likelihood of using the strategies learned in the program were high. Tuned In shows promise as a brief emotion regulation intervention for adolescents, and these findings extend an earlier study with young adults. Tuned In is a-theoretical in regard to psychotherapeutic approach and could be integrated with other program components as required.

The Effect of a Listening Education Course on the Listening Behaviors of Prospective Turkish Teachers

Science.gov (United States)

Aytan, Talat

2016-01-01

This study aims to determine the effect of a listening education course on the listening behaviors of prospective Turkish teachers. The participants of the study are 45 prospective teachers who are studying at a state university in Istanbul and taking a listening education course. The study is an experimental study in the model of "one group…

The Relationship between Listening Strategies Used by Egyptian EFL College Sophomores and Their Listening Comprehension and Self-Efficacy

Science.gov (United States)

Kassem, Hassan M.

2015-01-01

The present study explored listening strategy use among a group of Egyptian EFL college sophomores (N = 84). More specifically, it aimed to identify 1) the strategies used more often by participants, 2) the relationship between listening strategy use, and listening comprehension and self-efficacy, and 3) differences in listening comprehension and…

Second and foreign language listening: unraveling the construct.

Science.gov (United States)

Tafaghodtari, Marzieh H; Vandergrift, Larry

2008-08-01

Identifying the variables which contribute to second and foreign language (L2) listening ability can provide a better understanding of the listening construct. This study explored the degree to which first language (L1) listening ability, L2 proficiency, motivation and metacognition contribute to L2 listening comprehension. 115 Persian-speaking English as a Foreign Language (EFL) university students completed a motivation questionnaire, the Language Learning Motivation Orientation Scale, a listening questionnaire, the Metacognitive Awareness Listening Questionnaire, and an English-language proficiency measure, as well as listening tests in English and Persian. Scores from all measures were subjected to descriptive, inferential, and correlational analyses. The results support the hypothesis that variability in L2 listening cannot be explained by either L2 proficiency or L1 listening ability; rather, a cluster of variables including L2 proficiency, L1 listening ability, metacognitive knowledge and motivation orientations can better explain variability in L2 listening ability.

Learning to Listen: Teaching an Active Listening Strategy to Preservice Education Professionals

Science.gov (United States)

McNaughton, David; Hamlin, Dawn; McCarthy, John; Head-Reeves, Darlene; Schreiner, Mary

2008-01-01

The importance of parent-teacher communication has been widely recognized; however, there is only limited research on teaching effective listening skills to education professionals. In this study, a pretest-posttest control group design was used to examine the effect of instruction on the active listening skills of preservice education…

THE CORRELATION BETWEEN STUDENTS’ FREQUENCY OF LISTENING TO ENGLISH SONGS AND THEIR LISTENING ACHIEVEMENT

OpenAIRE

Elvira Rosyida M. R.

2016-01-01

This study is aimed at investigating whether there is a significant correlation between students’ frequency of listening to English songs and their listening achievement This study was conducted at the first year students of State Senior High School 9 Bandarlampung, Lampung. A descriptive quantitative was employed in this study which used ex-post facto design and the data were taken from questionnaire, semi-structured interview, and listening test. The data were analyzed by using Statistical ...

A model for gossip-mediated evolution of altruism with various types of false information by speakers and assessment by listeners.

Science.gov (United States)

Seki, Motohide; Nakamaru, Mayuko

2016-10-21

Indirect reciprocity is considered to be important for explaining altruism among humans. The evolution of altruism has been modeled using several types of reputational scores, most of which were assumed to be updated immediately after each game session. In this study, we introduce gossip sessions held between game sessions to capture the spread of reputation and examine the effects of false information intentionally introduced by some players. Analytical and individual-based simulation results indicated that the frequent exchange of gossip favored the evolution of altruism when no players started false information. In contrast, intermediate repetitions of gossip sessions were favored when the population included liars or biased gossipers. In addition, we found that a gossip listener's strategy of incorporating any gossip regardless of speakers usually worked better than an alternative strategy of not believing gossip from untrustworthy players. Copyright © 2016 Elsevier Ltd. All rights reserved.

ASSESSING LISTENING IN THE LANGUAGE CLASSROOM

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Kristanti Ayuanita

2013-05-01

Full Text Available The importance of listening in language learning can hardly be overestimated. In classrooms, students always do more listening than speaking. Listening competence is universally “larger” than other competence. Listening is not a oneway street. It is not merely the process of a unidirectional receiving of audible symbols one facet – the first step – 0f listening comprehension is the psychomotor process of receiving sound waves through the ear and transmitting nerve impulses to the brain. Every classroom lesson involves some form of assessment, whether it is in the form of informal, unplanned, and intuitive teacher processing and feedback, or in formal, prepared, scored tests.

The Role of the Listener's State in Speech Perception

Science.gov (United States)

Viswanathan, Navin

2009-01-01

Accounts of speech perception disagree on whether listeners perceive the acoustic signal (Diehl, Lotto, & Holt, 2004) or the vocal tract gestures that produce the signal (e.g., Fowler, 1986). In this dissertation, I outline a research program using a phenomenon called "perceptual compensation for coarticulation" (Mann, 1980) to examine this…

Listeners' and Performers' Shared Understanding of Jazz Improvisations.

Science.gov (United States)

Schober, Michael F; Spiro, Neta

2016-01-01

This study explores the extent to which a large set of musically experienced listeners share understanding with a performing saxophone-piano duo, and with each other, of what happened in three improvisations on a jazz standard. In an online survey, 239 participants listened to audio recordings of three improvisations and rated their agreement with 24 specific statements that the performers and a jazz-expert commenting listener had made about them. Listeners endorsed statements that the performers had agreed upon significantly more than they endorsed statements that the performers had disagreed upon, even though the statements gave no indication of performers' levels of agreement. The findings show some support for a more-experienced-listeners-understand-more-like-performers hypothesis: Listeners with more jazz experience and with experience playing the performers' instruments endorsed the performers' statements more than did listeners with less jazz experience and experience on different instruments. The findings also strongly support a listeners-as-outsiders hypothesis: Listeners' ratings of the 24 statements were far more likely to cluster with the commenting listener's ratings than with either performer's. But the pattern was not universal; particular listeners even with similar musical backgrounds could interpret the same improvisations radically differently. The evidence demonstrates that it is possible for performers' interpretations to be shared with very few listeners, and that listeners' interpretations about what happened in a musical performance can be far more different from performers' interpretations than performers or other listeners might assume.

The Active Listening Room Simulator: Part 2

OpenAIRE

Naqvi, Amber; Rumsey, Francis

2001-01-01

This paper presents the results of computer simulation of active reflectors in a reference listening room which are used to create artificial reflections in a two speaker, stereo listening configuration. This formulates the second phase of experiments in the active listening room project involving the analysis of computer modeling results and loudspeaker selection based on free field response. The aim of this project is to create a truly variable listening condition in a reference listening r...

The power of listening: Lending an ear to the partner during dyadic coping conversations.

Science.gov (United States)

Kuhn, Rebekka; Bradbury, Thomas N; Nussbeck, Fridtjof W; Bodenmann, Guy

2018-06-04

Although active, responsive listening is widely assumed to be essential for well-functioning intimate relationships, the manner in which this important behavior might promote closeness remains unknown. To test the prediction that listening may be especially influential when partners disclose experiences of stress, we instructed 365 heterosexual couples to hold two 8-min conversations in which each partner discussed a stressful personal experience while the other partner was asked to respond as he or she ordinarily would. We coded expressions of stress and listening behavior at 10-s intervals during these conversations, applied actor-partner multilevel models to compute a variable capturing the covariation between one partner's stress expression and the other partner's listening behavior, and then used that variable in regression analyses to predict observed dyadic coping behaviors, self-reports of the quality of dyadic coping in general, and self-reports of relationship satisfaction. Attentive listening while the other partner expressed stress was significantly linked with better dyadic coping behaviors and higher relationship satisfaction. Partners displaying less attentive listening during the partner's stress expression also engaged in more problem-oriented coping and more negative dyadic coping. Because attentive listening during disclosure of stress covaries in expected ways with support provision and judgments of relationship quality, appreciating the context-specific effects of active listening merits careful consideration as an intervention target in couple therapy and in relationship education programs. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Perceptions of University Instructors When Listening to International Student Speech

Science.gov (United States)

Sheppard, Beth; Elliott, Nancy; Baese-Berk, Melissa

2017-01-01

Intensive English Program (IEP) Instructors and content faculty both listen to international students at the university. For these two groups of instructors, this study compared perceptions of international student speech by collecting comprehensibility ratings and transcription samples for intelligibility scores. No significant differences were…

Improving Students' Listening Skills. Idea Paper No. 23.

Science.gov (United States)

Newton, Terry

Although listening has been shown to be the most frequent communication activity, and students desperately need listening training, the educational system usually ignores listening. After citing 10 bad listening habits which interfere with good aural communication and describing the characteristics of effective listeners, this paper offers 12…

Listening: A Virtue Account

Science.gov (United States)

Rice, Suzanne; Burbules, Nicholas C.

2010-01-01

Background Context: Despite its significance for learning, listening has received very little attention in the philosophy of education literature. This article draws on the philosophy and educational thought of Aristotle to illuminate characteristics of good listening. The current project is exploratory and preliminary, seeking mainly to suggest…

Extensive Listening 2.0 with Foreign Language Podcasts

Science.gov (United States)

Alm, Antonie

2013-01-01

This article investigates the use of podcasts for out-of-class listening practice. Drawing on Vandergrift and Goh's metacognitive approach to extensive listening, it discusses their principles for listening projects in the context of podcast-based listening. The study describes a class of 28 intermediate German students, who listened to…

Using session types as an effect system

Directory of Open Access Journals (Sweden)

Dominic Orchard

2016-02-01

Full Text Available Side effects are a core part of practical programming. However, they are often hard to reason about, particularly in a concurrent setting. We propose a foundation for reasoning about concurrent side effects using sessions. Primarily, we show that session types are expressive enough to encode an effect system for stateful processes. This is formalised via an effect-preserving encoding of a simple imperative language with an effect system into the pi-calculus with session primitives and session types (into which we encode effect specifications. This result goes towards showing a connection between the expressivity of session types and effect systems. We briefly discuss how the encoding could be extended and applied to reason about and control concurrent side effects.

The Impact of Listening to Music During a High-Intensity Exercise Endurance Test in People With COPD.

Science.gov (United States)

Lee, Annemarie L; Dolmage, Thomas E; Rhim, Matthew; Goldstein, Roger S; Brooks, Dina

2018-05-01

In people with COPD, dyspnea is the primary symptom limiting exercise tolerance. One approach to reducing dyspnea during exercise is through music listening. A constant speed endurance test reflects a high-intensity aerobic exercise training session, but whether listening to music affects endurance time is unknown. This study aimed to determine the effects of listening to music during a constant speed endurance test in COPD. Participants with COPD completed two endurance walk tests, one with and one without listening to self-selected music throughout the test. The primary outcome was the difference in endurance time between the two conditions. Heart rate, percutaneous oxygen saturation, dyspnea, and rate of perceived exertion were measured before and after each test. Nineteen participants (mean [SD]: age, 71 [8] years; FEV 1 , 47 [19] % predicted) completed the study. Endurance time was greater (1.10 [95% CI, 0.41-1.78] min) while listening to music (7.0 [3.1] min) than without (5.9 [2.6] min), and reduced end-test dyspnea (1.0 [95% CI, -2.80 to -1.80] units) (with music, 4.6 [1.7] units; vs without music, 5.6 [1.4] units, respectively). There was not a significant difference in heart rate, percutaneous oxygen saturation, or leg fatigue. There were no adverse events under either condition. In COPD, dyspnea was less while listening to music and was accompanied by an increased tolerance of high-intensity exercise demonstrated by greater endurance time. Practically, the effect was modest but may represent an aid for exercise training of these patients. Australian New Zealand Clinical Trials Registry; No. ACTRN12617001217392. Copyright © 2017 American College of Chest Physicians. Published by Elsevier Inc. All rights reserved.

Can We Teach Effective Listening? An Exploratory Study

Science.gov (United States)

Caspersz, Donella; Stasinska, Ania

2015-01-01

Listening is not the same as hearing. While hearing is a physiological process, listening is a conscious process that requires us to be mentally attentive (Low & Sonntag, 2013). The obvious place for scholarship about listening is in communication studies. While interested in listening, the focus of this study is on effective listening.…

A MODEL OF EFL LISTENING MATERIALS DEVELOPMENT

Directory of Open Access Journals (Sweden)

Mochamad Zaenuri

2015-12-01

Full Text Available In oral communication, listening skill is important because communication does not take place successfully if the message stated is not understood. To master the skill, learners should learn it. Therefore, good listening materials are needed. However, English teachers often find it difficult to teach listening skills because the listening materials are not adequately available. Besides, if the materials are available, they are not appropriate with the students’ needs and the curriculum. In that case, English teachers need to develop listening materials by themselves. For this, they should have knowledge of materials development. This paper presents ideas and tips for English teachers how to develop good and applicable listening materials.

Empirical Validation of Listening Proficiency Guidelines

Science.gov (United States)

Cox, Troy L.; Clifford, Ray

2014-01-01

Because listening has received little attention and the validation of ability scales describing multidimensional skills is always challenging, this study applied a multistage, criterion-referenced approach that used a framework of aligned audio passages and listening tasks to explore the validity of the ACTFL and related listening proficiency…

On the importance of listening comprehension.

Science.gov (United States)

Hogan, Tiffany P; Adlof, Suzanne M; Alonzo, Crystle N

2014-06-01

The simple view of reading highlights the importance of two primary components which account for individual differences in reading comprehension across development: word recognition (i.e., decoding) and listening comprehension. While assessments and interventions for decoding have been the focus of pedagogy in the past several decades, the importance of listening comprehension has received less attention. This paper reviews evidence showing that listening comprehension becomes the dominating influence on reading comprehension starting even in the elementary grades. It also highlights a growing number of children who fail to develop adequate reading comprehension skills, primarily due to deficient listening comprehension skills (i.e., poor comprehenders). Finally we discuss key language influences on listening comprehension for consideration during assessment and treatment of reading disabilities.

Listeners' and performers' shared understanding of jazz improvisations

Directory of Open Access Journals (Sweden)

Michael F Schober

2016-11-01

Full Text Available This study explores the extent to which a large set of musically experienced listeners share understanding with a performing saxophone-piano duo, and with each other, of what happened in three improvisations on a jazz standard. In an online survey, 239 participants listened to audio recordings of three improvisations and rated their agreement with 24 specific statements that the performers and a jazz-expert commenting listener had made about them. Listeners endorsed statements that the performers had agreed upon significantly more than they endorsed statements that the performers had disagreed upon, even though the statements gave no indication of performers' levels of agreement. The findings show some support for a more-experienced-listeners-understand-more-like-performers hypothesis: Listeners with more jazz experience and with experience playing the performers' instruments endorsed the performers' statements more than did listeners with less jazz experience and experience on different instruments. The findings also strongly support a listeners-as-outsiders hypothesis: Listeners' ratings of the 24 statements were far more likely to cluster with the commenting listener's ratings than with either performer's. But the pattern was not universal; particular listeners even with similar musical backgrounds could interpret the same improvisations radically differently. The evidence demonstrates that it is possible for performers' interpretations to be shared with very few listeners, and that listeners’ interpretations about what happened in a musical performance can be far more different from performers’ interpretations than performers or other listeners might assume.

Investigating Norms of Listening in Classrooms

Science.gov (United States)

Sangster, Pauline; Anderson, Charles

2009-01-01

Previous research into listening has tended to focus on individual processing rather than on how sociocultural contexts mediate the nature and quality of listening. This article draws on a study involving observations of listening lessons conducted by ten English teachers regarded as skilled practitioners, interviews with these teachers and with…

Listen and the question of silence

DEFF Research Database (Denmark)

Doubinsky, Sebastien

2018-01-01

Listen is a film about words, but around words. The words become useless and are surrounded by silence. And the whole film is constructed on this silence, which builds up like an unbreakable wall. The question is thus: what are we listening to? What should we listen to? And maybe, even more crucial...

Active listening in medical consultations: development of the Active Listening Observation Scale (ALOS-global).

NARCIS (Netherlands)

Fassaert, T.; Dulmen, S. van; Schellevis, F.; Bensing, J.

2007-01-01

OBJECTIVE: Active listening is a prerequisite for a successful healthcare encounter, bearing potential therapeutic value especially in clinical situations that require no specific medical intervention. Although generally acknowledged as such, active listening has not been studied in depth. This

Listening and Legos[TM

Science.gov (United States)

Morris, Pamela

2012-01-01

This simple exercise, performed in teams, gives students practice in listening to instructions, particularly when there are restrictions for the communication. The teams compete in a limited amount of time to build a Lego[TM] structure based on the instructions of one team member. Which team listens the best and is most successful?

Auditory Training Effects on the Listening Skills of Children With Auditory Processing Disorder.

Science.gov (United States)

Loo, Jenny Hooi Yin; Rosen, Stuart; Bamiou, Doris-Eva

2016-01-01

Children with auditory processing disorder (APD) typically present with "listening difficulties,"' including problems understanding speech in noisy environments. The authors examined, in a group of such children, whether a 12-week computer-based auditory training program with speech material improved the perception of speech-in-noise test performance, and functional listening skills as assessed by parental and teacher listening and communication questionnaires. The authors hypothesized that after the intervention, (1) trained children would show greater improvements in speech-in-noise perception than untrained controls; (2) this improvement would correlate with improvements in observer-rated behaviors; and (3) the improvement would be maintained for at least 3 months after the end of training. This was a prospective randomized controlled trial of 39 children with normal nonverbal intelligence, ages 7 to 11 years, all diagnosed with APD. This diagnosis required a normal pure-tone audiogram and deficits in at least two clinical auditory processing tests. The APD children were randomly assigned to (1) a control group that received only the current standard treatment for children diagnosed with APD, employing various listening/educational strategies at school (N = 19); or (2) an intervention group that undertook a 3-month 5-day/week computer-based auditory training program at home, consisting of a wide variety of speech-based listening tasks with competing sounds, in addition to the current standard treatment. All 39 children were assessed for language and cognitive skills at baseline and on three outcome measures at baseline and immediate postintervention. Outcome measures were repeated 3 months postintervention in the intervention group only, to assess the sustainability of treatment effects. The outcome measures were (1) the mean speech reception threshold obtained from the four subtests of the listening in specialized noise test that assesses sentence perception in

The Application of Podcasting as a Motivational Strategy to Iranian EFL Learners of English: A View toward Listening Comprehension

Directory of Open Access Journals (Sweden)

Saeed Shiri

2015-06-01

Full Text Available This study was conducted in order to inspect the impact of podcasts as learning and teaching tools on Iranian EFL learners’ motivation for listening as well as on their listening comprehension ability. It also investigated the learners’ perception towards podcasts. 34 intermediate learners who were homogeneous in terms of listening ability were chosen and then assigned into two groups. While the experimental group were given the treatment i.e. podcasts, the control group received the traditional practice. Data analysis results showed that the learners in the podcasting group surpassed the participants in the control group in their listening comprehension tests and in ELCMS scale as used to measure changes in the motivation of learners for listening. Students' views about the program were also elicited via podcast contribution questionnaire and individual interviews. The analysis of qualitative data showed that students perceived improvement in their listening achievement. Keywords: CALL, Listening skill, Motivation, Motivational strategies, Podcast

Active Listening Strategies of Academically Successful University Students

OpenAIRE

Canpolat, Murat; Kuzu, Sekvan; Yıldırım, Bilal; CANPOLAT, Sevilay

2015-01-01

Problem Statement:In formal educational environments, the quality of student listening affects learning considerably. Students who areuninterested in a lesson listen reluctantly, wanting time to pass quickly andthe classto end as soon as possible. In such situations, students become passive and, thoughappearing to be listening, will not use listening strategies that promote productive and permanent learning. By contrast, when students willingly participate in lessonsby listening to instructor...

The Impact of Listening Strategy Training on the Meta-Cognitive Listening Strategies Awareness of Different Learner Types

Science.gov (United States)

Zarrabi, Fatemeh

2016-01-01

The present study investigated the effectiveness of listening strategy instruction on the metacognitive listening strategies awareness of different EFL learner types (LTs). To achieve this goal, 150 EFL students took part in the study and were taught based on a guided lesson plan regarding listening strategies and a pre-test/post-test design was…

A Faculty Development Session or Resident as Teacher Session for Didactic and Clinical Teaching Techniques; Part 1 of 2: Engaging Learners with Effective Didactic Teaching

Directory of Open Access Journals (Sweden)

Megan Boysen-Osborn

2016-07-01

Full Text Available Audience: This workshop is intended for faculty members in an emergency medicine (or other residency program, but is also appropriate for chief residents and medical student educators, including basic science faculty. Introduction: Faculty development sessions are required by the Accreditation Council for Graduate Medical Education and enhance the learning environment within residency programs. Resident as teacher sessions are important in helping residents transition from junior learners to supervisors of medical students and junior residents. Part I of this two-part workshop introduces learners to effective techniques to engaging learners during didactic sessions. Objectives: By the end of this workshop, the learner will: 1 describe eight teaching techniques that encourage active learning during didactic sessions; 2 plan a didactic session using at least one of eight new teaching techniques for didactic instruction. Methods: This educational session is uses several blended instructional methods, including team-based learning (classic and modified, the flipped classroom, audience response systems, pause procedures in order to demonstrate effective didactic teaching techniques.

Non-expert listeners show decreased heart rate and increased blood pressure (fear bradycardia) in response to atonal music.

Science.gov (United States)

Proverbio, Alice M; Manfrin, Luigi; Arcari, Laura A; De Benedetto, Francesco; Gazzola, Martina; Guardamagna, Matteo; Lozano Nasi, Valentina; Zani, Alberto

2015-01-01

Previous studies suggested that listening to different types of music may modulate differently psychological mood and physiological responses associated with the induced emotions. In this study the effect of listening to instrumental classical vs. atonal contemporary music was examined in a group of 50 non-expert listeners. The subjects' heart rate and diastolic and systolic blood pressure values were measured while they listened to music of different style and emotional typologies. Pieces were selected by asking a group of composers and conservatory professors to suggest a list of the most emotional music pieces (from Renaissance to present time). A total of 214 suggestions from 20 respondents were received. Then it was asked them to identify which pieces best induced in the listener feelings of agitation, joy or pathos and the number of suggested pieces per style was computed. Atonal pieces were more frequently indicated as agitating, and tonal pieces as joyful. The presence/absence of tonality in a musical piece did not affect the affective dimension of pathos (being touching). Among the most frequently cited six pieces were selected that were comparable for structure and style, to represent each emotion and style. They were equally evaluated as unfamiliar by an independent group of 10 students of the same cohort) and were then used as stimuli for the experimental session in which autonomic parameters were recorded. Overall, listening to atonal music (independent of the pieces' emotional characteristics) was associated with a reduced heart rate (fear bradycardia) and increased blood pressure (both diastolic and systolic), possibly reflecting an increase in alertness and attention, psychological tension, and anxiety. This evidence fits with the results of the esthetical assessment showing how, overall, atonal music is perceived as more agitating and less joyful than tonal one.

Non-expert listeners show decreased heart rate and increased blood pressure (fear bradycardia in response to atonal music

Directory of Open Access Journals (Sweden)

Alice Mado eProverbio

2015-10-01

Full Text Available Previous studies suggested that listening to different types of music may modulate differently psychological mood and physiological responses associated with the induced emotions. In this study the effect of listening to instrumental classical vs. atonal contemporary music was examined in a group of 50 non-expert listeners. The subjects’ heart rate and diastolic and systolic blood pressure values were measured while they listened to music of different style and emotional typologies. Pieces were selected by asking a group of composers and conservatory professors to suggest a list of the most emotional music pieces (from Renaissance to present time. A total of 214 suggestions from 20 respondents was received. Then it was asked them to identify which pieces best induced in the listener feelings of agitation, joy or pathos and the number of suggested pieces per style was computed. Atonal pieces were more frequently indicated as agitating, and tonal pieces as joyful. The presence/absence of tonality in a musical piece did not affect the affective dimension of pathos (being touching. Among the most frequently cited six pieces were selected that were comparable for structure and style, to represent each emotion and style. They were equally evaluated as unfamiliar by an independent group of 10 students of the same cohort and were then used as stimuli for the experimental session in which autonomic parameters were recorded. Overall, listening to atonal music (independent of the pieces’ emotional characteristics was associated with a reduced heart rate (fear bradycardia and increased blood pressure (both diastolic and systolic, possibly reflecting an increase in alertness and attention, psychological tension, and anxiety. This evidence fits with the results of the aesthetical assessment showing how, overall, atonal music is perceived as more agitating and less joyful than tonal one.

Non-expert listeners show decreased heart rate and increased blood pressure (fear bradycardia) in response to atonal music

Science.gov (United States)

Proverbio, Alice M.; Manfrin, Luigi; Arcari, Laura A.; De Benedetto, Francesco; Gazzola, Martina; Guardamagna, Matteo; Lozano Nasi, Valentina; Zani, Alberto

2015-01-01

Previous studies suggested that listening to different types of music may modulate differently psychological mood and physiological responses associated with the induced emotions. In this study the effect of listening to instrumental classical vs. atonal contemporary music was examined in a group of 50 non-expert listeners. The subjects’ heart rate and diastolic and systolic blood pressure values were measured while they listened to music of different style and emotional typologies. Pieces were selected by asking a group of composers and conservatory professors to suggest a list of the most emotional music pieces (from Renaissance to present time). A total of 214 suggestions from 20 respondents were received. Then it was asked them to identify which pieces best induced in the listener feelings of agitation, joy or pathos and the number of suggested pieces per style was computed. Atonal pieces were more frequently indicated as agitating, and tonal pieces as joyful. The presence/absence of tonality in a musical piece did not affect the affective dimension of pathos (being touching). Among the most frequently cited six pieces were selected that were comparable for structure and style, to represent each emotion and style. They were equally evaluated as unfamiliar by an independent group of 10 students of the same cohort) and were then used as stimuli for the experimental session in which autonomic parameters were recorded. Overall, listening to atonal music (independent of the pieces’ emotional characteristics) was associated with a reduced heart rate (fear bradycardia) and increased blood pressure (both diastolic and systolic), possibly reflecting an increase in alertness and attention, psychological tension, and anxiety. This evidence fits with the results of the esthetical assessment showing how, overall, atonal music is perceived as more agitating and less joyful than tonal one. PMID:26579029

The Influence of Working Memory on Listening Comprehension

Institute of Scientific and Technical Information of China (English)

张军

2008-01-01

@@ We many notice that in listening classroom, what proficient students complain most is that they can get every word in the listening material but the most difficult thing for them is to keep in mind what they have heard. Although listening comprehension is now widely considered to be of great importance in second language learning and is extensively studied, there has not been enough research on listening comprehensionfrom the language processing perspective. And there is not too much studies involving the concept of memory in listening comprehension,especially the relationship between working memory capacity and listening comprehension.

Listening Niches across a Century of Popular Music

Science.gov (United States)

Krumhansl, Carol Lynne

2017-01-01

This article investigates the contexts, or “listening niches”, in which people hear popular music. The study spanned a century of popular music, divided into 10 decades, with participants born between 1940 and 1999. It asks about whether they know and like the music in each decade, and their emotional reactions. It also asks whether the music is associated with personal memories and, if so, with whom they were listening, or whether they were listening alone. Finally, it asks what styles of music they were listening to, and the music media they were listening with, in different periods of their lives. The results show a regular progression through the life span of listening with different individuals (from parents to children) and with different media (from records to streaming services). A number of effects found in previous studies were replicated, but the study also showed differences across the birth cohorts. Overall, there was a song specific age effect with preferences for music of late adolescence and early adulthood; however, this effect was stronger for the older participants. In general, music of the 1940s, 1960s, and 1980s was preferred, particularly among younger participants. Music of these decades also produced the strongest emotional responses, and the most frequent and specific personal memories. When growing up, the participants tended to listen to the older music on the older media, but rapidly shifted to the new music technologies in their late teens and early 20s. Younger listeners are currently listening less to music alone than older listeners, suggesting an important role of socially sharing music, but they also report feeling sadder when listening to music. Finally, the oldest listeners had the broadest taste, liking music that they had been exposed to during their lifetimes in different listening niches. PMID:28424637

Teachers' practices and perceptions regarding listening strategies, and perceptions of difficulties likely to arise in English listening comprehension lessons

OpenAIRE

Yükselci, Sema

2003-01-01

Cataloged from PDF version of article. Students at English-medium universities (EMUs) in Turkey need to develop strategic listening abilities to prepare for English-medium content instruction. Listening strategies need to be taught because they help learners deal with incoming speech, particularly when comprehension is not complete. This study aimed to explore the extent to which teacher participants (a) incorporate listening strategies into teaching listening (b) perceive l...

Listening to Music in the New Ninth Grade Program at Lawrence Academy.

Science.gov (United States)

Peisch, Stephen

1995-01-01

Describes a class for ninth graders at a private school that used the study of music to help develop six basic intellectual skills and to provide a foundation for further creative work. Discusses using the inquiry/discovery method, applying the intellect, listening to and learning from pop music, the dangers of this approach, and the final exam…

Effective Listening: Five Lessons from the Best.

Science.gov (United States)

Watson, Kittie W

For many nurses, especially when workloads are high, it can be difficult to listen carefully to patients. Federally mandated Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS) surveys that help determine insurance reimbursement are asking patients how carefully their nurses listened. For Christian nurses, effective listening demonstrates the compassion, understanding, and care modeled by Jesus. An exploration of Jesus' responses reveals five ways Christ effectively listened to people that can guide nurses.

Second Language Learners' Perceptions of Listening Strategy Instruction

Science.gov (United States)

Siegel, Joseph

2013-01-01

Much research regarding listening strategies has focused on assembling lists of reported strategies and gaining better understanding of differences in strategy usage between less- and more-skilled listeners. Less attention has been given to how the accumulating knowledge based on listening strategies informs listening strategy instruction as…

L2 listening at work

DEFF Research Database (Denmark)

Øhrstrøm, Charlotte

This dissertation on adult second language (L2) learning investigates individual learners’ experiences with listening in Danish as an L2 in everyday situations at work. More specifically, the study explores when international employees, who work at international companies in Denmark with English...... as a corporate language, listen in Danish at work, how they handle these situations, what problems they experience, and why some situations are more difficult to listen in than others. The study makes use of qualitative research methods and theoretical aspects from psycholinguistic approaches as well as socially...

Listening Effectively For Results in an ESL/EFL Classroom. | Umera ...

African Journals Online (AJOL)

... looks into the different listening styles exhibited by people; gives reasons why people are poor listeners and how to develop effective listening habit. It also states what an ideal listening process ought to be; what people listen to and how to improve listening through active and critical listening. African Research Review Vol ...

Rethinking Conceptual Approaches to the Study of "Listening"

Science.gov (United States)

Bostrom, Robert N.

2011-01-01

Theory about listening has been strongly affected by methodological orientations and institutional pressures. It would help if researchers spent more time on the objects of study rather than method. Traditional listening research has confused listening with general cognitive abilities, such as IQ. Studying listening as memory is a tempting…

Type systems for distributed programs components and sessions

CERN Document Server

Dardha, Ornela

2016-01-01

In this book we develop powerful techniques based on formal methods for the verification of correctness, consistency and safety properties related to dynamic reconfiguration and communication in complex distributed systems. In particular, static analysis techniques based on types and type systems are an adequate methodology considering their success in guaranteeing not only basic safety properties, but also more sophisticated ones like deadlock or lock freedom in concurrent settings. The main contributions of this book are twofold. i) We design a type system for a concurrent object-oriented calculus to statically ensure consistency of dynamic reconfigurations. ii) We define an encoding of the session pi-calculus, which models communication in distributed systems, into the standard typed pi-calculus. We use this encoding to derive properties like type safety and progress in the session pi-calculus by exploiting the corresponding properties in the standard typed pi-calculus.

Listen: when words don't come easy.

NARCIS (Netherlands)

Dulmen, S. van

2017-01-01

Objective: Listening is at the very heart of communication in healthcare, but largely ignored in research and teaching. This paper presents different perspectives on listening within the context of healthcare and its implications for goal-directed communication. Methods: The assets of listening

Secured Session-key Distribution using control Vector Encryption / Decryption Process

International Nuclear Information System (INIS)

Ismail Jabiullah, M.; Abdullah Al-Shamim; Khaleqdad Khan, ANM; Lutfar Rahman, M.

2006-01-01

Frequent key changes are very much desirable for the secret communications and are thus in high demand. A session-key distribution technique has been designed and implemented using the programming language C on which the communication between the end-users is encrypted is used for the duration of a logical connection. Each session-key is obtained from the key distribution center (KDC) over the same networking facilities used for end-user communication. The control vector is cryptographically coupled with the session-key at the time of key generation in the KDC. For this, the generated hash function, master key and the session-key are used for producing the encrypted session-key, which has to be transferred. All the operations have been performed using the C programming language. This process can be widely applicable to all sorts of electronic transactions online or offline; commercially and academically.(authors)

Dichotic listening performance predicts language comprehension.

Science.gov (United States)

Asbjørnsen, Arve E; Helland, Turid

2006-05-01

Dichotic listening performance is considered a reliable and valid procedure for the assessment of language lateralisation in the brain. However, the documentation of a relationship between language functions and dichotic listening performance is sparse, although it is accepted that dichotic listening measures language perception. In particular, language comprehension should show close correspondence to perception of language stimuli. In the present study, we tested samples of reading-impaired and normally achieving children between 10 and 13 years of age with tests of reading skills, language comprehension, and dichotic listening to consonant-vowel (CV) syllables. A high correlation between the language scores and the dichotic listening performance was expected. However, since the left ear score is believed to be an error when assessing language laterality, covariation was expected for the right ear scores only. In addition, directing attention to one ear input was believed to reduce the influence of random factors, and thus show a more concise estimate of left hemisphere language capacity. Thus, a stronger correlation between language comprehension skills and the dichotic listening performance when attending to the right ear was expected. The analyses yielded a positive correlation between the right ear score in DL and language comprehension, an effect that was stronger when attending to the right ear. The present results confirm the assumption that dichotic listening with CV syllables measures an aspect of language perception and language skills that is related to general language comprehension.

Maltreatment type and behaviors: does listening matter?

Science.gov (United States)

Merritt, Darcey H; Snyder, Susan M

2014-12-01

This article presents an exploratory assessment of whether children's perceptions of caseworker support (e.g. feeling listened to) moderates the relationship between the type of maltreatment and problematic behaviors. Relying on data collected for the National Survey of Child and Adolescent Well-Being (NSCAW I), this research measures how often children felt listened to by their caseworkers and the effect on the relationship between two types of maltreatment (e.g. physical abuse and neglect) and problematic child behaviors. Results indicate that whereas children reported feeling listened to most of the time, there are significant differences in the probabilities of problematic behavior scores between physically abused and neglected children according to how often they felt listened to. With the exception of those children who felt listened to all of the time, physically abused children have a higher probability of problematic behaviors than neglected children. Comparisons between the two maltreatment types indicate a greater impact of listening on physically abused children across the continuum of feeling listened to (e.g. never to all of the time), than for neglected children, except for at the highest level of listening, as results indicate a small, but significant difference indicating neglected children are more positively impacted by listening than physically abused kids. Implications for practice are that children's perceptions of support from caseworkers may influence behavioral outcomes differently according to maltreatment type. Additionally, these findings encourage the inclusion of children's perspectives regarding the relationships they have with caseworkers. Copyright © 2014. Published by Elsevier Ltd.

Listening to Music during Warming-Up Counteracts the Negative Effects of Ramadan Observance on Short-Term Maximal Performance

Science.gov (United States)

Baklouti, Hana; Chtourou, Hamdi; Driss, Tarak; Chaouachi, Anis; Chamari, Karim; Souissi, Nizar

2015-01-01

Aim The aim of the present study was to examine whether listening to music during warming-up might influence short-term maximal performance (STMP), cognitive anxiety, self-confidence, and enjoyment during Ramadan, and whether these affects might predict STMP. Methods Nine male physical education students (age: 21 ± 1.1 years; height: 1.8 ± 0.04 m; body mass: 83 ± 5 kg) volunteered to participate in the present study. A within-subjects design consisted of four experimental sessions: Two sessions occurred one week before Ramadan and two others took place during Ramadan. They were scheduled at 5 p.m. and were conducted as follows: After a 10-minute warm-up either with or without listening to music, each participant performed a 5-m multiple shuttle run test, after which he was asked to answer items intended to assess his affective state during the experimental task. Results Our findings revealed that STMP was lower during Ramadan than before Ramadan in the no-music condition. Additionally, it was found that STMP was higher in the music condition than in the no-music condition during Ramadan, and that STMP measured before Ramadan did not differ from that measured during Ramadan in the music condition. Regarding affects, the findings revealed that enjoyment was lower during Ramadan than before Ramadan in the music condition, and that cognitive anxiety was lower in the music condition than in the no-music condition before Ramadan. Self-confidence was not influenced by the experimental conditions. Conclusion This study showed that listening to music during warming-up not only would be beneficial for STMP in Ramadan fasters, but also would counteract the negative effects of Ramadan observance on STMP. PMID:26301508

Listening Comprehension Strategies: A Review of the Literature

Science.gov (United States)

Berne, Jane E.

2004-01-01

Numerous studies related to listening comprehension strategies have been published in the past two decades. The present study seeks to build upon two previous reviews of listening comprehension strategies research. Of particular interest in this review are studies dealing with the types of cues used by listeners, the sequence of listening,…

Classroom listening assessment: strategies for speech-language pathologists.

Science.gov (United States)

Johnson, Cheryl DeConde

2012-11-01

Emphasis on classroom listening has gained importance for all children and especially for those with hearing loss and special listening needs. The rationale can be supported from trends in educational placements, the Response to Intervention initiative, student performance and accountability, the role of audition in reading, and improvement in hearing technologies. Speech-language pathologists have an instrumental role advocating for the accommodations that are necessary for effective listening for these children in school. To identify individual listening needs and make relevant recommendations for accommodations, a classroom listening assessment is suggested. Components of the classroom listening assessment include observation, behavioral assessment, self-assessment, and classroom acoustics measurements. Together, with a strong rationale, the results can be used to implement a plan that results in effective classroom listening for these children. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

Multiparty Session Types as Coherence Proofs

DEFF Research Database (Denmark)

Carbone, Marco; Montesi, Fabrizio; Schürmann, Carsten

2015-01-01

We propose a Curry-Howard correspondence between a language for programming multiparty sessions and a generalisation of Classical Linear Logic (CLL). In this framework, propositions correspond to the local behaviour of a participant in a multiparty session type, proofs to processes, and proof...... normalisation to executing communications. Our key contribution is generalising duality, from CLL, to a new notion of n-ary compatibility, called coherence. Building on coherence as a principle of compositionality, we generalise the cut rule of CLL to a new rule for composing many processes communicating...... in a multiparty session. We prove the soundness of our model by showing the admissibility of our new rule, which entails deadlock-freedom via our correspondence....

Multichannel auditory search: toward understanding control processes in polychotic auditory listening.

Science.gov (United States)

Lee, M D

2001-01-01

Two experiments are presented that serve as a framework for exploring auditory information processing. The framework is referred to as polychotic listening or auditory search, and it requires a listener to scan multiple simultaneous auditory streams for the appearance of a target word (the name of a letter such as A or M). Participants' ability to scan between two and six simultaneous auditory streams of letter and digit names for the name of a target letter was examined using six loudspeakers. The main independent variable was auditory load, or the number of active audio streams on a given trial. The primary dependent variables were target localization accuracy and reaction time. Results showed that as load increased, performance decreased. The performance decrease was evident in reaction time, accuracy, and sensitivity measures. The second study required participants to practice the same task for 10 sessions, for a total of 1800 trials. Results indicated that even with extensive practice, performance was still affected by auditory load. The present results are compared with findings in the visual search literature. The implications for the use of multiple auditory displays are discussed. Potential applications include cockpit and automobile warning displays, virtual reality systems, and training systems.

Impacts of Captioned Movies on Listening Comprehension

Directory of Open Access Journals (Sweden)

Abusaied Janfaza

2014-04-01

Full Text Available With the advent of technology, the implication of authentic multimedia-based teaching materials are using widely in language classrooms. Technology can be in service of teaching different skills such as listening, reading, speaking and writing. Among these skills listening comprehension is a skill in which the learners have problems to master. Regarding this issue, utilizing captions for the education purposes has been a good motivation for conducting some research on the effects of captions of listening skills. However, it seems that there is a gap in the literature whether to use captioned movies in the classroom and whether they are effective in improving listening comprehension. Many studies have been conducted on this issue. However, their findings are conclusive. While some studies refer to the effectiveness of using captions, others revel that they are not so effective for improving the learner’s language skills. Hence, the present study is a review of the effects of captioned movies on the improvement of listening skill. In this case, the findings of this study can clarify the role of using captioned movies in improving the listening skill Keywords: captioned movie, technology, listening comprehension, instruction

Tullis Rennie's Muscle Memory: Listening to the Act of Listening

OpenAIRE

Waters, Simon

2015-01-01

This paper explores a recent, broadly 'electroacoustic', fixed medium composition by Tullis Rennie, which uses his background in ethnographic fieldwork to explore (in this case through auto-ethnography) modes of listening, and the role of technologies in mediating this listening. Muscle Memory: A conversation about jazz, with Graham South (trumpet) (2014) begins to answer questions about how one work can comment on and analyse or critique another through its own agency as music, bringing comp...

Sound localization in noise in hearing-impaired listeners.

Science.gov (United States)

Lorenzi, C; Gatehouse, S; Lever, C

1999-06-01

The present study assesses the ability of four listeners with high-frequency, bilateral symmetrical sensorineural hearing loss to localize and detect a broadband click train in the frontal-horizontal plane, in quiet and in the presence of a white noise. The speaker array and stimuli are identical to those described by Lorenzi et al. (in press). The results show that: (1) localization performance is only slightly poorer in hearing-impaired listeners than in normal-hearing listeners when noise is at 0 deg azimuth, (2) localization performance begins to decrease at higher signal-to-noise ratios for hearing-impaired listeners than for normal-hearing listeners when noise is at +/- 90 deg azimuth, and (3) the performance of hearing-impaired listeners is less consistent when noise is at +/- 90 deg azimuth than at 0 deg azimuth. The effects of a high-frequency hearing loss were also studied by measuring the ability of normal-hearing listeners to localize the low-pass filtered version of the clicks. The data reproduce the effects of noise on three out of the four hearing-impaired listeners when noise is at 0 deg azimuth. They reproduce the effects of noise on only two out of the four hearing-impaired listeners when noise is at +/- 90 deg azimuth. The additional effects of a low-frequency hearing loss were investigated by attenuating the low-pass filtered clicks and the noise by 20 dB. The results show that attenuation does not strongly affect localization accuracy for normal-hearing listeners. Measurements of the clicks' detectability indicate that the hearing-impaired listeners who show the poorest localization accuracy also show the poorest ability to detect the clicks. The inaudibility of high frequencies, "distortions," and reduced detectability of the signal are assumed to have caused the poorer-than-normal localization accuracy for hearing-impaired listeners.

English for Specific Purposes: Podcasts for Listening Skills

Directory of Open Access Journals (Sweden)

Galina Kavaliauskienė

2011-04-01

Full Text Available The most needed ability in everyday communication is skills of listening. Ability to follow a speaker in a foreign language and respond appropriately needs to be taught like all other language skills. A novel approach to perfecting listening skills has emerged due to audio publishing online. It is known as “podcasting” and has become very popular because it offers language learners extra listening practice both inside and outside the classroom. Moreover, podcasting as online communication technology is a new way to inspire learning: it provides an exciting way for students and educators to explore and discover educational content. However, the applicability of podcasting to teaching English needs researching.This paper addresses research into learners’ perceptions of online listening to podcasts, self-evaluation of one’s performance in individual listening practice and reflections on practical ways of improving skills of listening and developing listening competence. Some implications of research are suggested including a blended learning, i.e. combination of multiple approaches to learning by harmonizing online listening with classroom audition activities in teaching / learning English for Specific Purposes.

Making Listening Instruction Meaningful: A Literature Review

Science.gov (United States)

Todd, Jennifer R.; Mishra, Jennifer

2013-01-01

Listening to, analyzing, and describing music, is perhaps the most difficult standard to present effectively in allotted classroom time. The purpose of this literature review is to better understand what constitutes effective listening instruction by examining students' listening practices, receptiveness, attentiveness, and activities that lead to…

Observations on Listener Responses from Multiple Perspectives

NARCIS (Netherlands)

de Kok, I.A.; Heylen, Dirk K.J.

In this paper we present three studies that investigate the individual differences in nonverbal listening behavior. Besides collecting a corpus of listener responses, we asked people to watch a video of a speaker and indicate where they would produce a listener response. Also we asked people to

Teach More Strategies in EFL College Listening Classroom

Science.gov (United States)

Zhang, Wen-sheng

2007-01-01

Listening is very important. Conversations will take place only when we can understand what our interlocutor says; listening is also an important input. Yet, many of my students got frustrated in listening. Being a teacher, I tried to rethink about what I did in my listening classes and did some literature review. As a result, I found that there…

Effects of Cooperative Learning Method on the Development of Listening Comprehension and Listening Skills

Science.gov (United States)

Kirbas, Abdulkadir

2017-01-01

In this study, the effect of the learning together technique, which is one of the cooperative learning methods, on the development of the listening comprehension and listening skills of the secondary school eighth grade students was investigated. Regarding the purpose of the research, experimental and control groups consisting of 75 students from,…

Listening comprehension across the adult lifespan.

Science.gov (United States)

Sommers, Mitchell S; Hale, Sandra; Myerson, Joel; Rose, Nathan; Tye-Murray, Nancy; Spehar, Brent

2011-01-01

Although age-related declines in perceiving spoken language are well established, the primary focus of research has been on perception of phonemes, words, and sentences. In contrast, relatively few investigations have been directed at establishing the effects of age on the comprehension of extended spoken passages. Moreover, most previous work has used extreme-group designs in which the performance of a group of young adults is contrasted with that of a group of older adults and little if any information is available regarding changes in listening comprehension across the adult lifespan. Accordingly, the goals of the current investigation were to determine whether there are age differences in listening comprehension across the adult lifespan and, if so, whether similar trajectories are observed for age-related changes in auditory sensitivity and listening comprehension. This study used a cross-sectional lifespan design in which approximately 60 individuals in each of 7 decades, from age 20 to 89 yr (a total of 433 participants), were tested on three different measures of listening comprehension. In addition, we obtained measures of auditory sensitivity from all participants. Changes in auditory sensitivity across the adult lifespan exhibited the progressive high-frequency loss typical of age-related hearing impairment. Performance on the listening comprehension measures, however, demonstrated a very different pattern, with scores on all measures remaining relatively stable until age 65 to 70 yr, after which significant declines were observed. Follow-up analyses indicated that this same general pattern was observed across three different types of passages (lectures, interviews, and narratives) and three different question types (information, integration, and inference). Multiple regression analyses indicated that low-frequency pure-tone average was the single largest contributor to age-related variance in listening comprehension for individuals older than 65 yr, but

The Mediating Effect of Listening Metacognitive Awareness between Test-Taking Motivation and Listening Test Score: An Expectancy-Value Theory Approach

OpenAIRE

Xu, Jian

2017-01-01

The present study investigated test-taking motivation in L2 listening testing context by applying Expectancy-Value Theory as the framework. Specifically, this study was intended to examine the complex relationships among expectancy, importance, interest, listening anxiety, listening metacognitive awareness, and listening test score using data from a large-scale and high-stakes language test among Chinese first-year undergraduates. Structural equation modeling was used to examine the mediating...

Modeling auditory perception of individual hearing-impaired listeners

DEFF Research Database (Denmark)

Jepsen, Morten Løve; Dau, Torsten

showed that, in most cases, the reduced or absent cochlear compression, associated with outer hair-cell loss, quantitatively accounts for broadened auditory filters, while a combination of reduced compression and reduced inner hair-cell function accounts for decreased sensitivity and slower recovery from...... selectivity. Three groups of listeners were considered: (a) normal hearing listeners; (b) listeners with a mild-to-moderate sensorineural hearing loss; and (c) listeners with a severe sensorineural hearing loss. A fixed set of model parameters were derived for each hearing-impaired listener. The simulations...

Listening Comprehension Performance Viewed in the Light of Emotional Intelligence and Foreign Language Listening Anxiety

Science.gov (United States)

Valizadeh, Mohammad Reza; Alavinia, Parviz

2013-01-01

The researchers in the current study were after probing the potential relationship between emotional intelligence, foreign language listening anxiety (FLLA), and listening comprehension performance of Iranian EFL learners. To this end, 233 participants, studying English language and literature at three different Universities in Urmia, were…

Balancing Openness and Interpretation in Active Listening

Science.gov (United States)

Topornycky, Joseph; Golparian, Shaya

2016-01-01

Active listening is an important communication skill in a variety of disciplines and professions, including the profession of Educational Development. In our roles as educational developers, we engage in a variety of processes, all of which rely heavily on the practice of active listening. Emerging strategies of active listening praxis have…

The use of auditory and visual context in speech perception by listeners with normal hearing and listeners with cochlear implants

Directory of Open Access Journals (Sweden)

Matthew eWinn

2013-11-01

Full Text Available There is a wide range of acoustic and visual variability across different talkers and different speaking contexts. Listeners with normal hearing accommodate that variability in ways that facilitate efficient perception, but it is not known whether listeners with cochlear implants can do the same. In this study, listeners with normal hearing (NH and listeners with cochlear implants (CIs were tested for accommodation to auditory and visual phonetic contexts created by gender-driven speech differences as well as vowel coarticulation and lip rounding in both consonants and vowels. Accommodation was measured as the shifting of perceptual boundaries between /s/ and /ʃ/ sounds in various contexts, as modeled by mixed-effects logistic regression. Owing to the spectral contrasts thought to underlie these context effects, CI listeners were predicted to perform poorly, but showed considerable success. Listeners with cochlear implants not only showed sensitivity to auditory cues to gender, they were also able to use visual cues to gender (i.e. faces as a supplement or proxy for information in the acoustic domain, in a pattern that was not observed for listeners with normal hearing. Spectrally-degraded stimuli heard by listeners with normal hearing generally did not elicit strong context effects, underscoring the limitations of noise vocoders and/or the importance of experience with electric hearing. Visual cues for consonant lip rounding and vowel lip rounding were perceived in a manner consistent with coarticulation and were generally used more heavily by listeners with CIs. Results suggest that listeners with cochlear implants are able to accommodate various sources of acoustic variability either by attending to appropriate acoustic cues or by inferring them via the visual signal.

Cognitive Correlates of Listening Comprehension

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Kim, Young-Suk; Phillips, Beth

2014-01-01

In an effort to understand cognitive foundations of oral language comprehension (i.e., listening comprehension), we examined how inhibitory control, theory of mind, and comprehension monitoring are uniquely related to listening comprehension over and above vocabulary and age. A total of 156 children in kindergarten and first grade from…

Using Video in Web-Based Listening Tests

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Cristina Pardo-Ballester

2016-07-01

Full Text Available With sophisticated multimedia technology, there is a renewed interest in the relationship between visual and auditory channels in assessing listening comprehension (LC. Research on the use of visuals in assessing listening has emerged with inconclusive results. Some learners perform better on tests which include visual input (Wagner, 2007 while others have found no difference in the performance of participants on the two test formats (Batty, 2015. These mixed results make it necessary to examine the role of using audio and video in LC as measured by L2 listening tests. The current study examined the effects of two different types of listening support on L2 learners’ comprehension: (a visual aid in a video with input modified with redundancy and (b no visuals (audio-only input with input modified with redundancy. The participants of this study included 246 Spanish students enrolled in two different intermediate Spanish courses at a large Midwestern university who participated in four listening tasks either with video or with audio. Findings of whether the video serves as a listening support device and whether the course formats differ on intermediate-level Spanish learners’ comprehension will be shared as well as participants’ preferences with respect to listening support.

Dissecting the role of sessional anatomy teachers: A systematic literature review.

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Rhodes, Danielle; Fogg, Quentin A; Lazarus, Michelle D

2017-12-04

Worldwide there is a growing reliance on sessional teachers in universities. This has impacted all disciplines in higher education including medical anatomy programs. The objective of this review was to define the role and support needs of sessional anatomy teachers by reporting on the (1) qualifications, (2) teaching role, (3) training, and (4) performance management of this group of educators. A systematic literature search was conducted on the 27 July 2017 in Scopus, Web of Science, and several databases on the Ovid, ProQuest and EBSCOhost platforms. The search retrieved 5,658 articles, with 39 deemed eligible for inclusion. The qualifications and educational distance between sessional anatomy teachers and their students varied widely. Reports of cross-level, near-peer and reciprocal-peer teaching were identified, with most institutes utilizing recent medical graduates or medical students as sessional teachers. Sessional anatomy teachers were engaged in the full spectrum of teaching-related duties from assisting students with cadaveric dissection, to marking student assessments and developing course materials. Fourteen institutes reported that training was provided to sessional anatomy teachers, but the specific content, objectives, methods and effectiveness of the training programs were rarely defined. Evaluations of sessional anatomy teacher performance primarily relied on subjective feedback measures such as student surveys (n = 18) or teacher self-assessment (n = 3). The results of this systematic review highlight the need for rigorous explorations of the use of sessional anatomy teachers in medical education, and the development of evidence-based policies and training programs that regulate and support the use of sessional teachers in higher education. Anat Sci Educ. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

Listening Comprehension: Approach, Design, Procedure.

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Richards, Jack C.

1983-01-01

Three dimensions in the teaching of listening comprehension are outlined: (1) a theory is presented that takes account of the cognitive processes used (approach); (2) listeners' needs are analyzed and a taxonomy of microskills and objectives for teaching them are proposed (design); and (3) classroom exercises and activities are suggested…

A Survey of Iranian EFL Teachers’ and Learners’ Perceptions Toward Authentic Listening Materials at University Level

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Amir Mahdavi Zhafarghandi

2014-08-01

Full Text Available This study intends to deal with attitudes of teachers and learners toward authentic listening materials at pre- intermediate level. Studies have indicated the positive effect of authentic listening materials on motivation and listening comprehension ability in learners of English as a foreign language (Nuttall, 1996; Peacock, 1997; Miller, 2005; Field, 2008. It focused on EFL teachers and students at pre intermediate proficiency level. Participants included 60 students, from both gender; male and female university students studying at Rodaki Higher Institute Education in the fields of: Accounting, Computer Engineering and Commercial Management and also 30 teachers who taught listening at Rodaki Higher Institute Education. The students were randomly selected and assigned to two groups. Then, Oxford Placement test as a standard test was administered to the participant in order to determine their proficiency level. Then, the participants were divided into two groups of control and experiment. The experiment group received the listening materials taken from UK radio program whereas the other group received simplified listening materials taken from the authentic listening materials. Afterwards, to be sure that they know what authentic materials are, they were exposed to both of related materials, then the questionnaire was distributed among them, the results taken from the questionnaire showed that the participants of this study prefer authentic materials and have positive attitudes toward using them. By the same token, the analysis of teachers’ questionnaire also showed their satisfaction with authentic listening materials. These findings can have implications for language learning/teaching, and curriculum development paving the way for educational policy makers, teachers and learners to introduce authentic listening materials to EFL learners at pre- intermediate proficiency level.

Closing session

International Nuclear Information System (INIS)

2014-01-01

This part makes a summary of the different sessions and discussions of the workshop in a series of slide presentations: Summary of Opening Session; Summary of Session 1: Analysis of External Hazard Potential; Summary of session 2: Specific features of analysis and modeling of particular natural external hazards; Summary of session-3: Practices and research efforts on natural external events PSA; Summary of session 4: Modeling of NPP response to natural external events in PSA; Summary of session 5: Seismic Risk Analysis; Summary of session 6: Use of external events PSA with the focus on regulatory body role; Facilitated discussion 1 summary: Where do we stand in the analysis of external events?; Summary Facilitated Discussion 2: Findings and Good Practices for External Events Analysis

Communication skills of heads of departments: verbal, listening, and feedback skills.

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Hamidi, Yadollah; Barati, Majid

2011-11-04

Managers' communication skills are one of the most important topics in educational sector of universities of medical sciences and may have considerable effect on faculty members and employees. This study was per-formed to determine the level of communication skills (verbal, listening, feed-back) of the heads of department of faculties and its relation with some demo-graphic variables. This cross-sectional study was conducted from June 2009 to January 2010. We enrolled all of the heads of departments (N=60) in Hamadan University of Medical Sciences, western Iran. The participants received a self-administered 24-item questionnaire in Likert format (six general items and 18 items related to communication skills). Data were analyzed with SPSS software using Chi-square and Fisher's exact tests. The average scores of verbal, listening and feedback communication were 22.5, 16.1 and 21.1, respectively. Accordingly, 78.3% of participants in verbal communication, 16.7% in listening communication and 73.3% in feedback communication had high status. There were significant differences between the average score of listening skills and age (P=0.013) as well as gender (P=0.042). In addition, there was a significant statistical difference between verbal skills and gender (P=0.021). The overall communication skills of more than half of the heads of departments were moderate. This needs designing some programs for improving department managers' communication skills.

Optimizing Visually-Assisted Listening Comprehension

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Kashani, Ahmad Sabouri; Sajjadi, Samad; Sohrabi, Mohammad Reza; Younespour, Shima

2011-01-01

The fact that visual aids such as pictures or graphs can lead to greater comprehension by language learners has been well established. Nonetheless, the order of presenting visuals to listeners is left unattended. This study examined listening comprehension from a strategy of introducing visual information, either prior to or during an audio…

MENINGKATKAN KEMAMPUAN PEMAHAMAN DAN KOMUNIKASI MATEMATIK SISWA SMK MELALUI PENDEKATAN KONTEKSTUAL DAN STRATEGI FORMULATE-SHARE-LISTEN-CREATE (FSLC

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Dian Anggraeni

2013-02-01

Full Text Available Makalah ini melaporkan temuan satu eksperimen dengan disain pretest-postest dengan kelompok kontrol dan menerapkan pendekatan kontekstual dan strategi formulate-share-listen-create (FSLC, untuk menelaah kemampuan pemahaman dan komunikasi matematik siswa SMK. Subyek penelitian ini adalah 80 siswa SMK program keahlian pemasaran di Bandung. Instrumen penelitian terdiri dari tes kemampuan pemahaman dan komunikasi matematik serta disposisi matematik. Berdasarkan analisis data menggunakan SPSS 16.0 dan Microsoft Excel 2010, penelitian menemukan: Pencapaian dan peningkatan kemampuan pemahaman dan komunikasi matematik siswa yang memperoleh pendekatan kontekstual dan strategi formulate-share-listen-create (FSLC lebih baik daripada pencapaian dan peningkatan kemampuan siswa yang memperoleh pembelajaran konvensional.  Penelitian juga menemukan adanya asosiasi sedang antara kemampuan pemahaman dan komunikasi matematik, dan siswa menunjukkan disposisi matematik yang positif terhadap pendekatan kontekstual dan strategi formulate-share-listen-create (FSLC   Kata Kunci    : pendekatan kontekstual, strategi formulate-share-listen-create, pemahaman dan komunikasi matematik, disposisi matematik     This paper reports the findings from an experimental prettest-posttest control group design conducted by using contextual approach and formulate-share-listen-create (FSLC strategy to investigate students’ mathematical understanding and communication abilities.The study involved 80 grade-11 students from SMK of marketing field program in Bandung. The instrumens of this study are mathematical undestanding test, mathematical communication test, and mathematical disposistion scale. By using SPSS 16.0 and Microsoft Excel 2010, the study found the contextual approach and formulate-share-listen-create (FSLC strategy was able to improve students’ mathematical understanding and mathematical communication abilities better than that of conventional approach. Students�

"Can You Repeat That?" Teaching Active Listening in Management Education

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Spataro, Sandra E.; Bloch, Janel

2018-01-01

Listening is a critical communication skill and therefore an essential element of management education. "Active" listening surpasses passive listening or simple hearing to establish a deeper connection between speaker and listener, as the listener gives the speaker full attention via inquiry, reflection, respect, and empathy. This…

Exploring Community Radio Programming Practices to Inform ...

African Journals Online (AJOL)

A collective case study (multi-site) design was used to probe educational programming practices used in community radio. The paper explores how community radio station programming engages listeners in community generated education programmes that are produced through collaborative work with radio listener clubs.

Training and Support of Sessional Staff to Improve Quality of Teaching and Learning at Universities.

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Knott, Gillian; Crane, Linda; Heslop, Ian; Glass, Beverley D

2015-06-25

Sessional staff is increasingly involved in teaching at universities, playing a pivotal role in bridging the gap between theory and practice for students, especially in the health professions, including pharmacy. Although sessional staff numbers have increased substantially in recent years, limited attention has been paid to the quality of teaching and learning provided by this group. This review will discuss the training and support of sessional staff, with a focus on Australian universities, including the reasons for and potential benefits of training, and structure and content of training programs. Although sessional staff views these programs as valuable, there is a lack of in-depth evaluations of the outcomes of the programs for sessional staff, students and the university. Quality assurance of such programs is only guaranteed, however, if these evaluations extend to the impact of this training and support on student learning.

ACADIA 2010 konference: listener

DEFF Research Database (Denmark)

Ramsgaard Thomsen, Mette; Karmon, Ayelet

2010-01-01

This paper presents the thinking and making of the architectural research probe Listener. Developed as an interdisciplinary collaboration between textile design and architecture, Listener explores how information based fabrication technologies are challenging the material practices of architecture....... The paper investigates how textile design can be understood as a model for architectural production providing new strategies for material specification and allowing the thinking of material as inherently variegated and performative. The paper traces the two fold information based strategies present...

Headphone listening habits and hearing thresholds in swedish adolescents

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Stephen E Widen

2017-01-01

Full Text Available Introduction: The aim of this study was to investigate self-reported hearing and portable music listening habits, measured hearing function and music exposure levels in Swedish adolescents. The study was divided into two parts. Materials and Methods: The first part included 280 adolescents, who were 17 years of age and focused on self-reported data on subjective hearing problems and listening habits regarding portable music players. From this group, 50 adolescents volunteered to participate in Part II of the study, which focused on audiological measurements and measured listening volume. Results: The results indicated that longer lifetime exposure in years and increased listening frequency were associated with poorer hearing thresholds and more self-reported hearing problems. A tendency was found for listening to louder volumes and poorer hearing thresholds. Women reported more subjective hearing problems compared with men but exhibited better hearing thresholds. In contrast, men reported more use of personal music devices, and they listen at higher volumes. Discussion: Additionally, the study shows that adolescents listening for ≥3 h at every occasion more likely had tinnitus. Those listening at ≥85 dB LAeq, FF and listening every day exhibited poorer mean hearing thresholds, reported more subjective hearing problems and listened more frequently in school and while sleeping. Conclusion: Although the vast majority listened at moderate sound levels and for shorter periods of time, the study also indicates that there is a subgroup (10% that listens between 90 and 100 dB for longer periods of time, even during sleep. This group might be at risk for developing future noise-induced hearing impairments.

Application of Metacognitive Strategy to Primary Listening Teaching

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Zheng, Jie

2017-12-01

It is of vital importance that our students should be taught to listen effectively and critically. This essay focuses the metacognitive strategy in listening and an empirical study of the application of metacognitive strategy to primary listening teaching is made.

Listening in the Language Arts

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Ediger, Marlow

2015-01-01

The process of acquiring language is often depicted as a tiered process of oral development: listening and speaking; and, literacy development: reading, and writing. As infants we first learn language by listening, then speaking. That is, regardless of culture, or dialect we are first immersed in language in this oral context. It is only after one…

Music Perception and Appraisal: Cochlear Implant Users and Simulated CI Listening

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Wright, Rose; Uchanski, Rosalie M.

2012-01-01

years old), recruited from the patient population of the local adult cochlear implant program, also participated in this study. Data Collection and Analysis Musical excerpts were appraised using a 7-point rating scale and music perception tests were scored as designed. Analysis of variance was performed on appraisal ratings, perception scores, and questionnaire data with listener group as a factor. Correlations were computed between musical appraisal ratings and perceptual scores on each music test. Results Music is rated as more enjoyable by CI users than by the NH listeners hearing music through a simulation (CIsim), and the difference is statistically significant. For roughly half of the music perception tests, there are no statistically significant differences between the performance of the CI users and of the CIsim listeners. Generally, correlations between appraisal ratings and music perception scores are weak or non-existent. Conclusions NH adults listening to music that has been processed through a CI-simulation program are a reasonable model for actual CI users for many music perception skills, but not for rating musical enjoyment. For CI users, the apparent independence of music perception skills and music enjoyment (as assessed by appraisals), indicates that music enjoyment should not be assumed and should be examined explicitly. PMID:22533978

Visual cues and listening effort: individual variability.

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Picou, Erin M; Ricketts, Todd A; Hornsby, Benjamin W Y

2011-10-01

To investigate the effect of visual cues on listening effort as well as whether predictive variables such as working memory capacity (WMC) and lipreading ability affect the magnitude of listening effort. Twenty participants with normal hearing were tested using a paired-associates recall task in 2 conditions (quiet and noise) and 2 presentation modalities (audio only [AO] and auditory-visual [AV]). Signal-to-noise ratios were adjusted to provide matched speech recognition across audio-only and AV noise conditions. Also measured were subjective perceptions of listening effort and 2 predictive variables: (a) lipreading ability and (b) WMC. Objective and subjective results indicated that listening effort increased in the presence of noise, but on average the addition of visual cues did not significantly affect the magnitude of listening effort. Although there was substantial individual variability, on average participants who were better lipreaders or had larger WMCs demonstrated reduced listening effort in noise in AV conditions. Overall, the results support the hypothesis that integrating auditory and visual cues requires cognitive resources in some participants. The data indicate that low lipreading ability or low WMC is associated with relatively effortful integration of auditory and visual information in noise.

Cognitive Load and Listening Effort: Concepts and Age-Related Considerations.

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Lemke, Ulrike; Besser, Jana

2016-01-01

Listening effort has been recognized as an important dimension of everyday listening, especially with regard to the comprehension of spoken language. At constant levels of comprehension performance, the level of effort exerted and perceived during listening can differ considerably across listeners and situations. In this article, listening effort is used as an umbrella term for two different types of effort that can arise during listening. One of these types is processing effort, which is used to denote the utilization of "extra" mental processing resources in listening conditions that are adverse for an individual. A conceptual description is introduced how processing effort could be defined in terms of situational influences, the listener's auditory and cognitive resources, and the listener's personal state. Also, the proposed relationship between processing effort and subjectively perceived listening effort is discussed. Notably, previous research has shown that the availability of mental resources, as well as the ability to use them efficiently, changes over the course of adult aging. These common age-related changes in cognitive abilities and their neurocognitive organization are discussed in the context of the presented concept, especially regarding situations in which listening effort may be increased for older people.

HELPING ESL STUDENTS BECOME MOTIVATED LISTENER : USING FILMS TO DEVELOP LEARNERS’ MOTIVATION IN LISTENING CLASSROOM

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Rahmawati Sukmaningrum

2017-04-01

Full Text Available This article is based on an experiments conducted within 5 classes of ESL Listening classrooms in IKIP PGRI Semarang. It takes a very broad look at some theories relating to language learning (especially in listening skill and motivation. Listening is a receptive skill, and receptive skills give way to productive skills. If we have our students produce something, the teaching will be more communicative. Lack of sociocultural, factual, and contextual knowledge of the target language can present an obstacle to listening comprehension and hence decrease students’ motivation to learn. In order to teach listening skills, a teacher should firstly state the difficulties, find the solution to overcome the difficulties and then help the students to maintain their motivation in the classroom. The article then illustrates the possible solutions with a practical example of how movies may be employed in the classroom in a manner which both facilitates language learning and further encourages students’ motivation. In conducting the experiment, four steps were taken with each purposive reason. The activities given stimulated learners with a clear goal that is achievable; there are no right or wrong answers, as long as the script fits the scene. Learners are encouraged to use the linguistic tools they have to solve an immediate problem/question. The activities also practice both extensive and intensive listening skills of the learners and allow them to use the non-verbal clues which make video such a rich medium for language learning. In this case, the group has expressed an interest in watching movies in English. The teacher's task is to manipulate this enthusiasm in a way that develops a positive attitude towards language learning. The challenge is obvious; if learners can tackle tasks related to a full-length movie then their confidence and self-esteem will be raised.

Listen to Me Listen to You: A Step-By-Step Guide to Communication Skills Training

Science.gov (United States)

Kotzman, Mandy; Kotzman, Anne

2008-01-01

This step-by-step guide is a companion to the popular "Listen to Me, Listen to You: A Practical Guide to Self-Awareness, Communication Skills and Conflict Management" (New Expanded Edition, Penguin Books, 2007). It is designed for use by anyone working in communication skills and personal development training. Resource material is grouped under…

Understanding Listening Competency: A Systematic Review of Research Scales

Science.gov (United States)

Fontana, Peter C.; Cohen, Steven D.; Wolvin, Andrew D.

2015-01-01

To better understand what constitutes listening competency, we perform a systematic review of listening scales. Our goal was twofold: to determine the most commonly appearing listening traits and to determine if listening scales are similar to one other. As part of our analysis, we identified 53 relevant scales and analyzed the scales…

Music perception and appraisal: cochlear implant users and simulated cochlear implant listening.

Science.gov (United States)

Wright, Rose; Uchanski, Rosalie M

2012-05-01

program, also participated in this study. Musical excerpts were appraised using a seven-point rating scale, and music perception tests were scored as designed. Analysis of variance was performed on appraisal ratings, perception scores, and questionnaire data with listener group as a factor. Correlations were computed between musical appraisal ratings and perceptual scores on each music test. Music is rated as more enjoyable by CI users than by the NH listeners hearing music through a simulation (CIsim), and the difference is statistically significant. For roughly half of the music perception tests, there are no statistically significant differences between the performance of the CI users and of the CIsim listeners. Generally, correlations between appraisal ratings and music perception scores are weak or nonexistent. NH adults listening to music that has been processed through a CI-simulation program are a reasonable model for actual CI users for many music perception skills, but not for rating musical enjoyment. For CI users, the apparent independence of music perception skills and music enjoyment (as assessed by appraisals) indicates that music enjoyment should not be assumed and should be examined explicitly. American Academy of Audiology.

Cognitive Style and EFL Learners’ Listening Comprehension Ability

Directory of Open Access Journals (Sweden)

Mandana Yousefi

2011-07-01

Full Text Available Abstract     The current study aimed to investigate whether, and to what extent, there is a relationship between field independence / dependence cognitive styles and Iranian EFL learners' listening comprehension ability. For this purpose, a sample population of 131 Subjects was randomly selected.  A battery of tests including: a the Group Embedded Figures Test (1971, b the TOFEL listening test (1995, c the listening task preference questionnaire, and d the Michigan ECPE test (1996 were administered. The data analysis showed that the correlation between the TOFEL and the GEFT scores for FD learners (both males and females was significant(r =0.70, and higher scores on the GEFT led to an increase in the FD learners TOFEL scores. Conducting one-way and two-way ANOVAs, it was suggested that while there was a relationship between cognitive style and listening comprehension (F= 18.02 and also no relationship between sex and listening comprehension (F=0.267, the interactional effect was significant (f = 7.03. Therefore, sex can be regarded as a source of performance difference in listening comprehension but not by itself and it seems that the interaction of sex and cognitive style can have a stronger effect on this skill. Regarding the learners’ preference toward the different parts of the TOEFL listening section, most  learners favored the short conversations, informal assessment, and one item/one conversation, however, the FI ones did better on the longer conversations of the second and the third parts of the TOEFL listening test. Keywords: Cognitive style, Field dependence, Field independence, Listening comprehension.

"Teacher, the Tape Is Too Fast!" Extensive Listening in ELT

Science.gov (United States)

Renandya, Willy A.; Farrell, Thomas S. C.

2011-01-01

For many years, research effort has been devoted to understanding the nature of listening strategies and how listening strategies used by good listeners can be taught to so-called ineffective listeners. As a result of this line of research, strategy training activities have now become a standard feature of most modern listening coursebooks.…

Perceptual evaluation of backchannel strategies for artificial listeners

NARCIS (Netherlands)

Poppe, Ronald Walter; Truong, Khiet Phuong; Heylen, Dirk K.J.

Artificial listeners are virtual agents that can listen attentively to a human speaker in a dialog. In this paper, we present two experiments where we investigate the perception of rule-based backchannel strategies for artificial listeners. In both, we collect subjective judgements of humans who

Psychophysiological Responses to Group Exercise Training Sessions: Does Exercise Intensity Matter?

Science.gov (United States)

Vandoni, Matteo; Codrons, Erwan; Marin, Luca; Correale, Luca; Bigliassi, Marcelo; Buzzachera, Cosme Franklim

2016-01-01

Group exercise training programs were introduced as a strategy for improving health and fitness and potentially reducing dropout rates. This study examined the psychophysiological responses to group exercise training sessions. Twenty-seven adults completed two group exercise training sessions of moderate and vigorous exercise intensities in a random and counterbalanced order. The %HRR and the exertional and arousal responses to vigorous session were higher than those during the moderate session (psession were less pleasant than those during moderate session (ptraining sessions are intensity-dependent. From an adherence perspective, interventionists are encouraged to emphasize group exercise training sessions at a moderate intensity to maximize affective responses and to minimize exertional responses, which in turn may positively affect future exercise behavior.

Listening Effort With Cochlear Implant Simulations

NARCIS (Netherlands)

Pals, Carina; Sarampalis, Anastasios; Başkent, Deniz

2013-01-01

Purpose: Fitting a cochlear implant (CI) for optimal speech perception does not necessarily optimize listening effort. This study aimed to show that listening effort may change between CI processing conditions for which speech intelligibility remains constant. Method: Nineteen normal-hearing

Enhancing Listening Comprehension through a Group Work Guessing Game

Directory of Open Access Journals (Sweden)

Sasan Baleghizadeh

2010-12-01

Full Text Available The present paper is an attempt to introduce an innovative technique for a more effective teaching of L2 listening comprehension through a process-oriented approach. Much of what is traditionally known as listening practice is in fact testing material in which students are required to listen to a recording and answer a number of comprehension questions. However, as a preliminary step, teachers should focus on the process of listening comprehension by encouraging students to employ efficient learning strategies during the listening process and cooperatively evaluate them in the class. The suggested technique in this article provides students with appropriate metacognitive strategies, which pave the way for successful L2 listening practice.

Teaching Listening as a Communicative Skill in Military English

Science.gov (United States)

Likaj, Manjola

2015-01-01

This article deals with teaching listening in English for Specific Purposes and more specifically in Military English. There are presented different approaches on listening and ways on teaching it in ESP. Active listening it is seen as one of the most productive and applicable approach in teaching ESP students how to master the skill of listening.…

Second Language Listening Comprehension: A Schema-Theoretic Perspective.

Science.gov (United States)

Long, Donna Reseigh

1989-01-01

Enormous potential exists for the transfer of listening comprehension theory to second language listening research. The need for such research is highlighted through an exploration of recurring themes in the literature on background knowledge and through application of these themes to second language listening comprehension. (CB)

Looking is not seeing and listening is not hearing: effect of an intervention to enhance auditory skills of graduate-entry nursing students.

Science.gov (United States)

Pellico, Linda Honan; Duffy, Thomas C; Fennie, Kristopher P; Swan, Katharine A

2012-01-01

Inspection/observation and listening/auscultation are essential skills for health care providers. Given that observational and auditory skills take time to perfect, there is concern about accelerated students' ability to attain proficiency in a timely manner. This article describes the impact of music auditory training (MAT) for nursing students in an accelerated master's entry program on their competence in detecting heart, lung, and bowel sounds. During the first semester, a two-hour MAT session with focused attention on pitch, timbre, rhythm, and masking was held for the intervention group; a control group received traditional instruction only. Students in the music intervention group demonstrated significant improvement in hearing bowel, heart, and lung sounds (p < .0001). The ability to label normal and abnormal heart sounds doubled; interpretation of normal and abnormal lung sounds improved by 50 percent; and bowel sounds interpretation improved threefold, demonstrating the effect of an adult-oriented, creative, yet practical method for teaching auscultation.

Music evokes vicarious emotions in listeners.

Science.gov (United States)

Kawakami, Ai; Furukawa, Kiyoshi; Okanoya, Kazuo

2014-01-01

Why do we listen to sad music? We seek to answer this question using a psychological approach. It is possible to distinguish perceived emotions from those that are experienced. Therefore, we hypothesized that, although sad music is perceived as sad, listeners actually feel (experience) pleasant emotions concurrent with sadness. This hypothesis was supported, which led us to question whether sadness in the context of art is truly an unpleasant emotion. While experiencing sadness may be unpleasant, it may also be somewhat pleasant when experienced in the context of art, for example, when listening to sad music. We consider musically evoked emotion vicarious, as we are not threatened when we experience it, in the way that we can be during the course of experiencing emotion in daily life. When we listen to sad music, we experience vicarious sadness. In this review, we propose two sides to sadness by suggesting vicarious emotion.

An Overview of Teaching Listening in Islamic Tertiary Level of Education

Directory of Open Access Journals (Sweden)

Andang Saehu

2016-12-01

Full Text Available The ultimate aim of this paper is to depict listening activities in teaching Basic Listening designed by lecturers in an EFL classroom observation of Islamic tertiary level of education in Indonesia. Qualitative methods, used to collect and analyze data gained from observation and interview. The result showed that the lecturer designed various activities in teaching Basic Listening in the EFL class, which they were set up in three stages: pre-listening, while-listening, and post-listening. The activities in the pre-listening were aimed at generating students’ interest, activating student’s prior knowledge, and trying to anticipate any difficult vocabularies.  The while-listening stage is to invite students to be involved at listening through various physical movements, such as story telling, dialogue, listening to songs, and drama. The post-listening stage is to internalize what they have heard with other language skills and to check students’ comprehension. 

Relationship among Iranian EFL Students' Foreign Language Anxiety, Foreign Language Listening Anxiety and Their Listening Comprehension

Science.gov (United States)

Serraj, Samaneh; Noordin, Noreen Bt.

2013-01-01

Anxiety is an influential factor in a foreign language learning domain and plays a crucial role in language learners' performance. The following study was conducted to explore the possible impact of Foreign Language Anxiety and Foreign Language Listening Anxiety on language learners' listening skill. The researcher was interested to know the…

Listening in the General Education Curriculum

Science.gov (United States)

Wolvin, Andrew D.

2012-01-01

Research supports the point that listening skills play an important role in 21st century personal, academic, and professional success. This article argues that educators should include listening, a critical communication competency, in the oral communication course in the general education curriculum. (Contains 1 table.)

The Composer's Program Note for Newly Written Classical Music: Content and Intentions.

Science.gov (United States)

Blom, Diana M; Bennett, Dawn; Stevenson, Ian

2016-01-01

In concerts of western classical music the provision of a program note is a widespread practice dating back to the 18th century and still commonly in use. Program notes tend to inform listeners and performers about historical context, composer biographical details, and compositional thinking. However, the scant program note research conducted to date reveals that program notes may not foster understanding or enhance listener enjoyment as previously assumed. In the case of canonic works, performers and listeners may already be familiar with much of the program note information. This is not so in the case of newly composed works, which formed the basis of the exploratory study reported here. This article reports the views of 17 living contemporary composers on their writing of program notes for their own works. In particular, the study sought to understand the intended recipient, role and the content of composer-written program notes. Participating composers identified three main roles for their program notes: to shape a performer's interpretation of the work; to guide, engage or direct the listener and/or performer; and as collaborative mode of communication between the composer, performer, and listener. For some composers, this collaboration was intended to result in "performative listening" in which listeners were actively engaged in bringing each composition to life. This was also described as a form of empathy that results in the co-construction of the musical experience. Overall, composers avoided giving too much personal information and they provided performers with more structural information. However, composers did not agree on whether the same information should be provided to both performers and listeners. Composers' responses problematize the view of a program note as a simple statement from writer to recipient, indicating instead a more complex set of relations at play between composer, performer, listener, and the work itself. These relations are

Machine listening intelligence

Science.gov (United States)

Cella, C. E.

2017-05-01

This manifesto paper will introduce machine listening intelligence, an integrated research framework for acoustic and musical signals modelling, based on signal processing, deep learning and computational musicology.

Active Listening Strategies of Academically Successful University Students

Science.gov (United States)

Canpolat, Murat; Kuzu, Sekvan; Yildirim, Bilal; Canpolat, Sevilay

2015-01-01

Problem Statement: In formal educational environments, the quality of student listening affects learning considerably. Students who are uninterested in a lesson listen reluctantly, wanting time to pass quickly and the class to end as soon as possible. In such situations, students become passive and, though appearing to be listening, will not use…

A listening test system for automotive audio

DEFF Research Database (Denmark)

Christensen, Flemming; Martin, Geoff; Minnaar, Pauli

2005-01-01

A selection procedure was devised in order to select listeners for experiments in which their main task will be to judge multi-channel reproduced sound. 91 participants filled in a web-based questionnaire. 78 of them took part in an assessment of their hearing thresholds, their spatial hearing......, and their verbal production abilities. The listeners displayed large individual differences in their performance. 40 subjects were selected based on the test results. The self-assessed listening habits and experience in the web questionnaire could not predict the results of the selection procedure. Further......, the hearing thresholds did not correlate with the spatial-hearing test. This leads to the conclusion that task-specific performance tests might be the preferable means of selecting a listening panel....

Mirroring, Mentalizing, and the Social Neuroscience of Listening

Science.gov (United States)

Spunt, Robert P.

2013-01-01

Listening to another speak is a basic process in social cognition. In the social neurosciences, there are relatively few studies that directly bear on listening; however, numerous studies have investigated the neural bases of some of the likely constituents of successful listening. In this article, I review some of this work as it relates to…

Open Listening: Creative Evolution in Early Childhood Settings

Science.gov (United States)

Davies, Bronwyn

2011-01-01

This article sketches out a philosophy and practice of open listening, linking open listening to Bergson's (1998) concept of creative evolution. I draw on examples of small children at play from a variety of sources, including Reggio-Emilia-inspired preschools in Sweden. The article offers a challenge to early childhood educators to listen and to…

Using Elite Athletes to Promote Drug Abstinence: Evaluation of a Single-Session School-Based Drug Use Prevention Program Delivered by Junior Hockey Players

Science.gov (United States)

Wong, Jennifer

2016-01-01

School-based substance use prevention programs are a common method to approaching drug use in youths. Project SOS is a single-session drug prevention program developed by police officers and delivered by elite junior hockey players to students in grades 6 and 7. The current study evaluates the effects of Project SOS at achieving its objectives of…

Music Listening and Stress in Daily Life-a Matter of Timing.

Science.gov (United States)

Linnemann, Alexandra; Wenzel, Mario; Grammes, Jennifer; Kubiak, Thomas; Nater, Urs M

2018-04-01

Despite increasing evidence suggesting that music listening in daily life has stress-reducing effects, studies mostly rely on subjective, retrospective data on music listening. Thus, the temporal dynamics underlying the stress-reducing effect of music listening remain unclear. Therefore, we aimed to examine the temporal dynamics of the associations between stress and music listening by assessing subjective and objective data on music in daily life. An exploratory Ambulatory Assessment study examining a total of 60 participants (37 women), aged 18 to 34 years (M = 22.4 years, SD = 3.5) was conducted. For 1 week, participants answered questions on music listening and stress six times per day via an electronic diary device, which additionally objectively sampled the exact time point of music listening and its duration. Self-reports on mere music listening were associated with lower stress reports, whereas objectively assessed data was not. However, concerning duration of music listening, both subjective and objective data on music listening showed associations between a minimum of 20 min of music listening and lower stress reports. Concerning the latency, objective data on music listening revealed that the association between stress reports and music listening occurs in a time-delayed manner. Although the study design does not allow for causal inferences, substantial associations among subjectively and objectively assessed data on music listening were found to differentially affect the experience of stress after music listening. In particular, when focusing on the temporal dynamics, objectively assessed data allowed for a more fine-grained analysis. In consequence, subjectively and objectively reported data on music listening should be assessed jointly when investigating effects of music listening on health. Experimental research with rigorous methodological control is required in order to corroborate our findings in a laboratory setting.

Listening Competence in Initial Interactions I: Distinguishing between What Listening Is and What Listeners Do

Science.gov (United States)

Bodie, Graham D.; St. Cyr, Kellie; Pence, Michelle; Rold, Michael; Honeycutt, James

2012-01-01

The impressions we form of others during initial interactions are powerful. These impressions are a product of various implicit theories--mental representations of people and actions. This article investigates the structure of implicit theories of listening used when forming impressions of others after an initial encounter. Specifically, three…

Listeners as Authors in Preaching

DEFF Research Database (Denmark)

Gaarden, Marianne; Lorensen, Marlene Ringgaard

2013-01-01

Based on new empirical studies this essay explores how churchgoers listen to sermons in regard to the theological notion that “faith comes from hearing.” Through Bakhtinian theories presented by Lorensen and empirical findings presented by Gaarden, the apparently masked agency in preaching......) create new meaning and understanding. It is not a room that the listener or the preacher can control or occupy, but a room in which both engage....

An Erlang Implementation of Multiparty Session Actors

Directory of Open Access Journals (Sweden)

Simon Fowler

2016-08-01

Full Text Available By requiring co-ordination to take place using explicit message passing instead of relying on shared memory, actor-based programming languages have been shown to be effective tools for building reliable and fault-tolerant distributed systems. Although naturally communication-centric, communication patterns in actor-based applications remain informally specified, meaning that errors in communication are detected late, if at all. Multiparty session types are a formalism to describe, at a global level, the interactions between multiple communicating entities. This article describes the implementation of a prototype framework for monitoring Erlang/OTP gen_server applications against multiparty session types, showing how previous work on multiparty session actors can be adapted to a purely actor-based language, and how monitor violations and termination of session participants can be reported in line with the Erlang mantra of "let it fail". Finally, the framework is used to implement two case studies: an adaptation of a freely-available DNS server, and a chat server.

Activation and Functional Connectivity of the Left Inferior Temporal Gyrus during Visual Speech Priming in Healthy Listeners and Listeners with Schizophrenia.

Science.gov (United States)

Wu, Chao; Zheng, Yingjun; Li, Juanhua; Zhang, Bei; Li, Ruikeng; Wu, Haibo; She, Shenglin; Liu, Sha; Peng, Hongjun; Ning, Yuping; Li, Liang

2017-01-01

Under a "cocktail-party" listening condition with multiple-people talking, compared to healthy people, people with schizophrenia benefit less from the use of visual-speech (lipreading) priming (VSP) cues to improve speech recognition. The neural mechanisms underlying the unmasking effect of VSP remain unknown. This study investigated the brain substrates underlying the unmasking effect of VSP in healthy listeners and the schizophrenia-induced changes in the brain substrates. Using functional magnetic resonance imaging, brain activation and functional connectivity for the contrasts of the VSP listening condition vs. the visual non-speech priming (VNSP) condition were examined in 16 healthy listeners (27.4 ± 8.6 years old, 9 females and 7 males) and 22 listeners with schizophrenia (29.0 ± 8.1 years old, 8 females and 14 males). The results showed that in healthy listeners, but not listeners with schizophrenia, the VSP-induced activation (against the VNSP condition) of the left posterior inferior temporal gyrus (pITG) was significantly correlated with the VSP-induced improvement in target-speech recognition against speech masking. Compared to healthy listeners, listeners with schizophrenia showed significantly lower VSP-induced activation of the left pITG and reduced functional connectivity of the left pITG with the bilateral Rolandic operculum, bilateral STG, and left insular. Thus, the left pITG and its functional connectivity may be the brain substrates related to the unmasking effect of VSP, assumedly through enhancing both the processing of target visual-speech signals and the inhibition of masking-speech signals. In people with schizophrenia, the reduced unmasking effect of VSP on speech recognition may be associated with a schizophrenia-related reduction of VSP-induced activation and functional connectivity of the left pITG.

Engagement beyond Interruption: A Performative Perspective on Listening and Ethics

Science.gov (United States)

McRae, Chris; Nainby, Keith

2015-01-01

This article presents an understanding of listening as a performative and pedagogical act. Moving beyond existing theories of listening in communication and education studies that frame listening as a selective and incremental act, this article considers listening in terms of a performance studies and critical education studies perspective. An…

Native listeners

NARCIS (Netherlands)

Cutler, A.

2002-01-01

Becoming a native listener is the necessary precursor to becoming a native speaker. Babies in the first year of life undertake a remarkable amount of work; by the time they begin to speak, they have perceptually mastered the phonological repertoire and phoneme co-occurrence probabilities of the

"Listening Silence" and Its Discursive Effects

Science.gov (United States)

Applebaum, Barbara

2016-01-01

While researchers have studied how white silence protects white innocence and white ignorance, in this essay Barbara Applebaum explores a form of white silence that she refers to as "listening silence" in which silence protects white innocence but does not necessarily promote resistance to learning. White listening silence can appear to…

Learners' Listening Comprehension Difficulties in English Language Learning: A Literature Review

Science.gov (United States)

Gilakjani, Abbas Pourhosein; Sabouri, Narjes Banou

2016-01-01

Listening is one of the most important skills in English language learning. When students listen to English language, they face a lot of listening difficulties. Students have critical difficulties in listening comprehension because universities and schools pay more attention to writing, reading, and vocabulary. Listening is not an important part…

The Challenges of Listening to Academic Lectures for EAP Learners and the Impact of Metacognition on Academic Lecture Listening Comprehension

Directory of Open Access Journals (Sweden)

Maryam Rahimirad

2015-06-01

Full Text Available Academic listening skill is an indispensable necessity for English for academic purposes (EAP students in English-medium universities and also critical for their future success in comprehending conference lectures. But due to the specific nature of such academic lectures, nonnative students all too often face challenges in getting a full command of this task. This study investigates the challenges of listening to academic lectures and the impact of related metacognitive strategies on academic lecture listening comprehension on a group of Iranian learners in an EAP workshop. Fifteen academic staff who took part in two intact classes at the University of Qom, Iran, were randomly assigned to treatment (N = 8 and control (N = 7 groups. The treatment group received 16 hr of metacognitive strategy instruction based on the models proposed by Vandergrift during academic listening instruction, while the control group was just exposed to academic lectures with no explicit strategy instruction. The academic listening sections of the British International English Language Testing System (IELTS were utilized to measure the listening comprehension of both groups before and after the treatment. The results of the data analysis determined that the experimental group significantly outperformed the control group in the listening posttest. The interviews before and after the treatment revealed details of challenges in academic lecture comprehension and also shed light on the perception of the learners regarding metacognitive strategy instruction and the frequency of main metacognitive strategies used in comprehending academic lectures.

Listeners' comprehension of uptalk in spontaneous speech.

Science.gov (United States)

Tomlinson, John M; Fox Tree, Jean E

2011-04-01

Listeners' comprehension of phrase final rising pitch on declarative utterances, or uptalk, was examined to test the hypothesis that prolongations might differentiate conflicting functions of rising pitch. In Experiment 1 we found that listeners rated prolongations as indicating more speaker uncertainty, but that rising pitch was unrelated to ratings. In Experiment 2 we found that prolongations interacted with rising pitch when listeners monitored for words in the subsequent utterance. Words preceded by prolonged uptalk were monitored faster than words preceded by non-prolonged uptalk. In Experiment 3 we found that the interaction between rising pitch and prolongations depended on listeners' beliefs about speakers' mental states. Results support the theory that temporal and situational context are important in determining intonational meaning. Copyright © 2010 Elsevier B.V. All rights reserved.

The composer’s program note for newly-written classical music: content and intentions

Directory of Open Access Journals (Sweden)

Diana Mary Blom

2016-11-01

Full Text Available In concerts of western classical music the provision of a program note is a widespread practice dating back to the 18th century and still commonly in use. Program notes tend to inform listeners and performers about historical context, composer biographical details and compositional thinking. However, the scant program note research conducted to date reveals that program notes may not foster understanding or enhance listener enjoyment as previously assumed. In the case of canonic works, performers and listeners may already be familiar with much of the program note information. This is not so in the case of newly composed works, which formed the basis of the exploratory study reported here. This article reports the views of 17 living contemporary composers on their writing of program notes for their own works. In particular the study sought to understand the intended recipient, intended role and the content of composer-written program notes. Participating cComposers identified three main roles for their program notes: to shape a performer’s interpretation of the work; to guide, engage or direct the listener and/or performer; and as collaborative mode of communication between the composer, performer and listener. For some composers this collaboration was intended to result in performative listening in which listeners were actively engaged in bringing each composition to life. This was also described as a form of empathy that results in the co-construction of the musical experience. Overall, composers avoided giving too much personal information and they provided performers with more structural information. However, composers did not agree on whether the same information should be provided to both performers and listeners. Composers’ responses problematize the view of a program note as a simple statement from writer to recipient, indicating instead a more complex set of relations at play between composer, performer, listener and the work itself

Empathic Listening as a Transferable Skill

Directory of Open Access Journals (Sweden)

Anthony Gritten

2015-09-01

Full Text Available This text responds to Deniz Peters' argument with three things: a broad context for empathic listening based on its value as a transferable skill; a comment on the relationship between musical empathy and "social empathy via music"; and a comment on the "indeterminacy" at the beginning of empathic listening.

Teaching Listening Comprehension: Bottom-Up Approach

Science.gov (United States)

Khuziakhmetov, Anvar N.; Porchesku, Galina V.

2016-01-01

Improving listening comprehension skills is one of the urgent contemporary educational problems in the field of second language acquisition. Understanding how L2 listening comprehension works can have a serious influence on language pedagogy. The aim of the paper is to discuss the practical and methodological value of the notion of the perception…

Active Listening : A View of Canadian Culture through Travel Conversations

OpenAIRE

ピアセツキ, リオン

2006-01-01

Ideas concerning the role of listening in SLA have evolved considerably in the last thirty years. In the 1960’s most researchers were convinced that listening was a passive skill of minor importance. However, listening is now considered a critical aspect of daily life and thus deserves primary consideration in SLA teaching and research. This article considers the role of listening in developing SL proficiency and offers an example of listening activities based on travel conversations. It is s...

Complex-Tone Pitch Discrimination in Listeners With Sensorineural Hearing Loss

DEFF Research Database (Denmark)

Bianchi, Federica; Fereczkowski, Michal; Zaar, Johannes

2016-01-01

estimated in the same listeners. The estimated reduction of cochlear compression was significantly correlated with the increase in the F0DL ratio, while no correlation was found with filter bandwidth. The effects of degraded frequency selectivity and loss of compression were considered in a simplified......-discrimination performance in listeners with SNHL. Pitch-discrimination thresholds were obtained for 14 normal-hearing (NH) and 10 hearing-impaired (HI) listeners for sine-phase (SP) and random-phase (RP) complex tones. When all harmonics were unresolved, the HI listeners performed, on average, worse than NH listeners...... in the RP condition but similarly to NH listeners in the SP condition. The increase in pitch-discrimination performance for the SP relative to the RP condition (F0DL ratio) was significantly larger in the HI as compared with the NH listeners. Cochlear compression and auditory-filter bandwidths were...

Listening to Women: Focus group discussions of what women want from postnatal care

Directory of Open Access Journals (Sweden)

WA Butchart

1999-09-01

Full Text Available Postpartum care is an essential part of the experience of childbirth and parenthood. This study explores what women want from postnatal care. Three focus groups, using a semi-structured format, were conducted. A total of 12 mothers, up to six weeks postpartum, participated in the study, which was conducted in two clinics in the Western Cape Metropole. Data was transcribed from taped sessions and analysed using Burnard’s (1991 model of “thematic content analysis” . Seven major categories were identified: Information, Support, Organisation of services, Attitudes of the health team, Contact with other mothers, Practical assistance and Other services. Listening to women is an essential element in the provision of flexible and responsive postnatal care that meets the felt needs of women and families.

Pilot Evaluation of the Feasibility and Acceptability of StressOFF Strategies: A Single-Session School-Based Stress Management Program for Adolescents

Science.gov (United States)

Shapiro, Amy J.; Heath, Nancy L.; Carsley, Dana

2016-01-01

The present study reports the pilot evaluation of the feasibility and acceptability of StressOFF Strategies, a "single-session" (45 min) adolescent-targeted, school-based psychoeducational program, which introduces cognitive behavioral techniques and mindfulness-based techniques. Five hundred and sixty-five Grade 9 students (57% female;…

Psychophysiological Responses to Group Exercise Training Sessions: Does Exercise Intensity Matter?

Directory of Open Access Journals (Sweden)

Matteo Vandoni

Full Text Available Group exercise training programs were introduced as a strategy for improving health and fitness and potentially reducing dropout rates. This study examined the psychophysiological responses to group exercise training sessions. Twenty-seven adults completed two group exercise training sessions of moderate and vigorous exercise intensities in a random and counterbalanced order. The %HRR and the exertional and arousal responses to vigorous session were higher than those during the moderate session (p<0.05. Consequently, the affective responses to vigorous session were less pleasant than those during moderate session (p<0.05. These results suggest that the psychophysiological responses to group exercise training sessions are intensity-dependent. From an adherence perspective, interventionists are encouraged to emphasize group exercise training sessions at a moderate intensity to maximize affective responses and to minimize exertional responses, which in turn may positively affect future exercise behavior.

LISTENING FOR EFFECTIVE COMMUNICATION: A STUDY OF ...

African Journals Online (AJOL)

JONATHAN

2016-07-01

Jul 1, 2016 ... In almost every human interaction, listening plays a vital role and so ... provided in order enhance effective communication. ... listening as “a deliberate process through which we seek to understand and retain aural (heard).

Task-Based Listening Assessment and the Influence of Construct-Irrelevant Variance

Directory of Open Access Journals (Sweden)

Arshya Keyvanfar

2008-02-01

Full Text Available Task-based listening tests such as IELTS require testees to listen to some information on a CD and simultaneously answer the related items. To answer such items, testees are expected to comprehend, analyze, compare and infer pieces of information while listening to the incoming audio material. The present research attempted to investigate whether the two major characteristics of question type and consecutive/simultaneous performance have any impact on the listening performance of Iranian EFL learners. Findings indicated that participants had a significantly better performance when they tackled the tasks consecutively, and performed even better in listening MC items rather than in listening task-based items. The researchers, thus, concluded that task-based listening tests such as IELTS listening module may be under the influence of construct-irrelevant variance.

The Relationship between Listening Strategies Used by Iranian EFL Freshman University Students and Their Listening Proficiency Levels

Science.gov (United States)

Bidabadi, Farinaz Shirani; Yamat, Hamidah

2011-01-01

The purpose of the current study was to identify Iranian EFL freshman university students' listening proficiency levels and the listening strategies they employed to investigate the relationship between these two variables. A total of 92 freshmen were involved in this study. The Oxford Placement Test was employed to identify the learners'…

An Investigation of the Use of Listening Strategies and Listening Performance of Proficient and Nonproficient Language Learners

Science.gov (United States)

Piamsai, Chatraporn

2014-01-01

This study was an attempt to investigate how proficient and non-proficient learners used listening strategies to complete a listening task. 65 third-year Chulalongkorn University Commerce and Accountancy students participated in the first stage of the quantitative data collection. 18 students were randomly selected from the group for more in depth…

A Study on the Ability in Listening Comprehension on Descriptive Text by the 2nd Semester Students of English Study Program Fkip-ur

OpenAIRE

Ristanti, Septia Ristanti Septiana; ', Eliwarti Eliwarti; Sumbayak, Desri Maria Sumbayak Maria

2016-01-01

English is the most popular and most spoken language in the world which has been used effectively in many developing countries. One of the first skills that students should be learnt in English is listening. In learning language, students use listening to began the process of learning to comprehend and produce language. The problems that usually faced by students while listening are lack of control over the speed at which speakers speak, inability to concentrate (topic, effort, technical prob...

Role of Active Listening and Listening Effort on Contralateral Suppression of Transient Evoked Otoacousic Emissions

OpenAIRE

Kalaiah, Mohan Kumar; Theruvan, Nikhitha B; Kumar, Kaushlendra; Bhat, Jayashree S

2017-01-01

Background and Objectives The present study aimed to investigate the effect of active listening and listening effort on the contralateral suppression of transient evoked otoacoustic emissions (CSTEOAEs). Subjects and Methods Twenty eight young adults participated in the study. Transient evoked otoacoustic emissions (TEOAEs) were recorded using ?linear? clicks at 60 dB peSPL, in three contralateral noise conditions. In condition 1, TEOAEs were obtained in the presence of white noise in the con...

Differential Difficulties in Perception of Tashlhiyt Berber Consonant Quantity Contrasts by Native Tashlhiyt Listeners vs. Berber-Naïve French Listeners.

Science.gov (United States)

Hallé, Pierre A; Ridouane, Rachid; Best, Catherine T

2016-01-01

In a discrimination experiment on several Tashlhiyt Berber singleton-geminate contrasts, we find that French listeners encounter substantial difficulty compared to native speakers. Native listeners of Tashlhiyt perform near ceiling level on all contrasts. French listeners perform better on final contrasts such as fit-fitt than initial contrasts such as bi-bbi or sir-ssir. That is, French listeners are more sensitive to silent closure duration in word-final voiceless stops than to either voiced murmur or frication duration of fully voiced stops or voiceless fricatives in word-initial position. We propose, tentatively, that native speakers of French, a language in which gemination is usually not considered to be phonemic, have not acquired quantity contrasts but yet exhibit a presumably universal sensitivity to rhythm, whereby listeners are able to perceive and compare the relative temporal distance between beats given by successive salient phonetic events such as a sequence of vowel nuclei.

A report on academic listening development of second language ...

African Journals Online (AJOL)

Particular attention is given to the students' ability to engage successfully in the academic discourse by employing effective listening skills in their second language. Listening tasks were developed within the theoretical and practical framework of active listening. The discussion will focus on the theoretical approach and ...

The effect of multiple modalities on the perception of a listening agent

NARCIS (Netherlands)

Poppe, Ronald Walter; ter Maat, Mark; Heylen, Dirk K.J.

Listening agents are IVAs that display attentive listening behavior to a human speaker. The research into listening agents has mainly focused on (1) automatically timing listener responses; and (2) investigating the perceptual quality of listening behavior. Both issues have predominantly been

The psychological functions of music listening.

Science.gov (United States)

Schäfer, Thomas; Sedlmeier, Peter; Städtler, Christine; Huron, David

2013-01-01

Why do people listen to music? Over the past several decades, scholars have proposed numerous functions that listening to music might fulfill. However, different theoretical approaches, different methods, and different samples have left a heterogeneous picture regarding the number and nature of musical functions. Moreover, there remains no agreement about the underlying dimensions of these functions. Part one of the paper reviews the research contributions that have explicitly referred to musical functions. It is concluded that a comprehensive investigation addressing the basic dimensions underlying the plethora of functions of music listening is warranted. Part two of the paper presents an empirical investigation of hundreds of functions that could be extracted from the reviewed contributions. These functions were distilled to 129 non-redundant functions that were then rated by 834 respondents. Principal component analysis suggested three distinct underlying dimensions: People listen to music to regulate arousal and mood, to achieve self-awareness, and as an expression of social relatedness. The first and second dimensions were judged to be much more important than the third-a result that contrasts with the idea that music has evolved primarily as a means for social cohesion and communication. The implications of these results are discussed in light of theories on the origin and the functionality of music listening and also for the application of musical stimuli in all areas of psychology and for research in music cognition.

The psychological functions of music listening

Science.gov (United States)

Schäfer, Thomas; Sedlmeier, Peter; Städtler, Christine; Huron, David

2013-01-01

Why do people listen to music? Over the past several decades, scholars have proposed numerous functions that listening to music might fulfill. However, different theoretical approaches, different methods, and different samples have left a heterogeneous picture regarding the number and nature of musical functions. Moreover, there remains no agreement about the underlying dimensions of these functions. Part one of the paper reviews the research contributions that have explicitly referred to musical functions. It is concluded that a comprehensive investigation addressing the basic dimensions underlying the plethora of functions of music listening is warranted. Part two of the paper presents an empirical investigation of hundreds of functions that could be extracted from the reviewed contributions. These functions were distilled to 129 non-redundant functions that were then rated by 834 respondents. Principal component analysis suggested three distinct underlying dimensions: People listen to music to regulate arousal and mood, to achieve self-awareness, and as an expression of social relatedness. The first and second dimensions were judged to be much more important than the third—a result that contrasts with the idea that music has evolved primarily as a means for social cohesion and communication. The implications of these results are discussed in light of theories on the origin and the functionality of music listening and also for the application of musical stimuli in all areas of psychology and for research in music cognition. PMID:23964257

Can you hear me now? Teaching listening skills.

Science.gov (United States)

Nemec, Patricia B; Spagnolo, Amy Cottone; Soydan, Anne Sullivan

2017-12-01

This column provides an overview of methods for training to improve service provider active listening and reflective responding skills. Basic skills in active listening and reflective responding allow service providers to gather information about and explore the needs, desires, concerns, and preference of people using their services-activities that are of critical importance if services are to be truly person-centered and person-driven. Sources include the personal experience of the authors as well as published literature on the value of basic counseling skills and best practices in training on listening and other related soft skills. Training in listening is often needed but rarely sought by behavioral health service providers. Effective curricula exist, providing content and practice opportunities that can be incorporated into training, supervision, and team meetings. When providers do not listen well to the people who use their services, the entire premise of recovery-oriented person-driven services is undermined. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Improving listening skills of tertiary level students for effective ...

African Journals Online (AJOL)

Listening is essential to the leaming process. Students in tertiary institutions of learning need to acquire effective listening and note-taking skiils in order to benefit from lectures. This paper focused on factors militating against effective listening during lectures such as poor rate of presentation, poor communication skills, ...

The effects of listening environment and earphone style on preferred listening levels of normal hearing adults using an MP3 player.

Science.gov (United States)

Hodgetts, William E; Rieger, Jana M; Szarko, Ryan A

2007-06-01

The main objective of this study was to determine the influence of listening environment and earphone style on the preferred-listening levels (PLLs) measured in users' ear canals with a commercially-available MP3 player. It was hypothesized that listeners would prefer higher levels with earbud headphones as opposed to over-the-ear headphones, and that the effects would depend on the environment in which the user was listening. A secondary objective was to use the measured PLLs to determine the permissible listening duration to reach 100% daily noise dose. There were two independent variables in this study. The first, headphone style, had three levels: earbud, over-the-ear, and over-the-ear with noise reduction (the same headphones with a noise reduction circuit). The second, environment, also had 3 levels: quiet, street noise and multi-talker babble. The dependent variable was ear canal A-weighted sound pressure level. A 3 x 3 within-subjects repeated-measures ANOVA was used to analyze the data. Thirty-eight normal hearing adults were recruited from the Faculty of Rehabilitation Medicine at the University of Alberta. Each subject listened to the same song and adjusted the level until it "sounded best" to them in each of the 9 conditions. Significant main effects were found for both the headphone style and environment factors. On average, listeners had higher preferred listening levels with the earbud headphones, than with the over-the-ear headphones. When the noise reduction circuit was used with the over-the-ear headphones, the average PLL was even lower. On average, listeners had higher PLLs in street noise than in multi-talker babble and both of these were higher than the PLL for the quiet condition. The interaction between headphone style and environment was also significant. Details of individual contrasts are explored. Overall, PLLs were quite conservative, which would theoretically allow for extended permissible listening durations. Finally, we investigated

Student's Second-Language Grade May Depend on Classroom Listening Position.

Science.gov (United States)

Hurtig, Anders; Sörqvist, Patrik; Ljung, Robert; Hygge, Staffan; Rönnberg, Jerker

2016-01-01

The purpose of this experiment was to explore whether listening positions (close or distant location from the sound source) in the classroom, and classroom reverberation, influence students' score on a test for second-language (L2) listening comprehension (i.e., comprehension of English in Swedish speaking participants). The listening comprehension test administered was part of a standardized national test of English used in the Swedish school system. A total of 125 high school pupils, 15 years old, participated. Listening position was manipulated within subjects, classroom reverberation between subjects. The results showed that L2 listening comprehension decreased as distance from the sound source increased. The effect of reverberation was qualified by the participants' baseline L2 proficiency. A shorter reverberation was beneficial to participants with high L2 proficiency, while the opposite pattern was found among the participants with low L2 proficiency. The results indicate that listening comprehension scores-and hence students' grade in English-may depend on students' classroom listening position.

Guided Imagery and Stress in Pregnant Adolescents.

Science.gov (United States)

Flynn, Theresa A; Jones, Brittney A; Ausderau, Karla K

2016-01-01

We examined the effects of a guided imagery intervention on perceived stress in pregnant adolescents. Thirty-five pregnant adolescents recruited from a local alternative education program participated in a guided imagery intervention. Participants listened to a pregnancy-specific guided imagery recording on four separate occasions during their pregnancies. Perceived stress was measured immediately before and after each session using the Perceived Stress Measure-9 (PSM-9). Participants' pre- and postsession PSM-9 scores for three of the four sessions demonstrated a significant reduction in stress. Participants' baseline stress levels also decreased significantly across the four listening sessions. The greatest reductions in stress within and between sessions occurred in the early sessions, with effects diminishing over time. Pregnant teens experienced initial short- and long-term stress reduction during a guided imagery intervention, supporting the use of guided imagery to reduce stress in pregnant adolescents. Copyright © 2016 by the American Occupational Therapy Association, Inc.

Compassionate, Spiritual, and Creative Listening in Teaching and Learning

Science.gov (United States)

Garrison, Jim

2010-01-01

Background/Context: Listening is largely overlooked in cultures constituted on the basis of the freedom of speech, such as we find in the United States and elsewhere. Purpose/Objective/Research Question/Focus of Study: The article explores compassionate listening as a creative spiritual activity. Such listening recognizes the suffering of others…

Spectral and binaural loudness summation for hearing-impaired listeners.

Science.gov (United States)

Oetting, Dirk; Hohmann, Volker; Appell, Jens-E; Kollmeier, Birger; Ewert, Stephan D

2016-05-01

Sensorineural hearing loss typically results in a steepened loudness function and a reduced dynamic range from elevated thresholds to uncomfortably loud levels for narrowband and broadband signals. Restoring narrowband loudness perception for hearing-impaired (HI) listeners can lead to overly loud perception of broadband signals and it is unclear how binaural presentation affects loudness perception in this case. Here, loudness perception quantified by categorical loudness scaling for nine normal-hearing (NH) and ten HI listeners was compared for signals with different bandwidth and different spectral shape in monaural and in binaural conditions. For the HI listeners, frequency- and level-dependent amplification was used to match the narrowband monaural loudness functions of the NH listeners. The average loudness functions for NH and HI listeners showed good agreement for monaural broadband signals. However, HI listeners showed substantially greater loudness for binaural broadband signals than NH listeners: on average a 14.1 dB lower level was required to reach "very loud" (range 30.8 to -3.7 dB). Overall, with narrowband loudness compensation, a given binaural loudness for broadband signals above "medium loud" was reached at systematically lower levels for HI than for NH listeners. Such increased binaural loudness summation was not found for loudness categories below "medium loud" or for narrowband signals. Large individual variations in the increased loudness summation were observed and could not be explained by the audiogram or the narrowband loudness functions. Copyright © 2016 Elsevier B.V. All rights reserved.

Integrated of Mobile Phone as Interactive Media in Extensive Listening

Directory of Open Access Journals (Sweden)

Kodir Al-Baekani Abdul

2018-01-01

Full Text Available Learning English is the most difficult to learn by students, especially in learning of listening aspect. This research aims to investigate the process of listening activity in the classroom using mobile phone as interactive media in extensive listening and how the students’ responds of learning listening using mobile phone as an interactive media in extensive listening. Methodology of this research is descriptive qualitative. The subject of this research is Private Senior High School Muhammadiyah Karawang with 30 students as the sample of this research. The data analysis of this research uses the result of observation, interview, and documentation. Observation is used to know the learning process in classroom. Interview is used to know the students’ respond in learning process. While documentation is used to strengthen the data. The result of observation class shows that the process of teaching and learning listening as follows: (1 the teacher begins learning within 10 minutes, (2 the main activity using mobile phone in learning listening within 25 minutes, and (2 the final activity: the teacher gives a test to measure the students’ ability in listening comprehension. Meanwhile, the result of interview with the students shows that students mentioned convenience and interesting using mobile phone (37% and accessed in anywhere and anytime (30%, easiness (17%, authenticity (10%, and usefulness and fun (7% to use their mobile phone in English listening.

The Effect of Teaching Metacognitive Listening Strategy during Shadowing Activity on Field-Dependent and Field-Independent EFL Learners’ Listening Comprehension

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Parastoo Alizadeh Oghyanous

2017-11-01

Full Text Available This study aimed to compare the effect of teaching metacognitive listening strategies through shadowing activity on the listening comprehension of field-dependent (FD and field-independent (FI EFL learners. Since the researcher had access only to female participants,85 female EFL learners from a language institute in Tehran, at the pre-intermediate level of proficiency with the age range of 18-35 were selected out of the initial 120 participants based on their performance on a piloted PET. The Group Embedded Figures Test (GEFT was administered to the selected participants in order to categorize them into the two experimental groups (49 FD and 36 FI. The participants including both FD and FI sat in several classes. During a five-week instruction period (twice a week, both groups practiced listening comprehension for 45 minutes through a combination of shadowing activity, and metacognitive strategy instruction with no difference in treatment. The results of the independent samples t-test demonstrated that there was no significant difference between listening posttest scores of FI and FD groups. Therefore, it was concluded that metacognitive strategy training coupled with shadowing activity could be equally beneficial in terms of listening proficiency for all students regardless of their perceptual tendency (FD/FI. The findings of the present study have implications for language teachers regarding metacognitive strategy training and listening comprehension enhancement.

Co-Optima Stakeholder Listening Day Summary Report

Energy Technology Data Exchange (ETDEWEB)

None, None

2016-04-01

On June 16–17, 2015, the U.S. Department of Energy (DOE) convened the Optima Stakeholder Listening ay to share information on an emerging effort to concurrently investigate the optimization of fuels and vehicles. At the time of the stakeholder listening day, this effort was referred to as “Optima.” The revised name of the effort is Co-Optimization of Fuels & Engines (Co-Optima). The effort and the listening day will use the term “Co-Optima” hereafter in this report.Co-Optima officially began in FY 2016 and is a collaboration of the DOE Vehicle Technologies Office, Bioenergy Technologies Office, and the DOE national laboratories. In FY 2015, DOE invited industry stakeholders to the listening day to obtain critical input on the opportunities and challenges of this effort. The meeting was held in Golden, Colorado, and hosted by the National Renewable Energy Laboratory.

Measuring listening-related effort and fatigue in school-aged children using pupillometry.

Science.gov (United States)

McGarrigle, Ronan; Dawes, Piers; Stewart, Andrew J; Kuchinsky, Stefanie E; Munro, Kevin J

2017-09-01

Stress and fatigue from effortful listening may compromise well-being, learning, and academic achievement in school-aged children. The aim of this study was to investigate the effect of a signal-to-noise ratio (SNR) typical of those in school classrooms on listening effort (behavioral and pupillometric) and listening-related fatigue (self-report and pupillometric) in a group of school-aged children. A sample of 41 normal-hearing children aged 8-11years performed a narrative speech-picture verification task in a condition with recommended levels of background noise ("ideal": +15dB SNR) and a condition with typical classroom background noise levels ("typical": -2dB SNR). Participants showed increased task-evoked pupil dilation in the typical listening condition compared with the ideal listening condition, consistent with an increase in listening effort. No differences were found between listening conditions in terms of performance accuracy and response time on the behavioral task. Similarly, no differences were found between listening conditions in self-report and pupillometric markers of listening-related fatigue. This is the first study to (a) examine listening-related fatigue in children using pupillometry and (b) demonstrate physiological evidence consistent with increased listening effort while listening to spoken narratives despite ceiling-level task performance accuracy. Understanding the physiological mechanisms that underpin listening-related effort and fatigue could inform intervention strategies and ultimately mitigate listening difficulties in children. Copyright © 2017 Elsevier Inc. All rights reserved.

Exploring the Relationship between Listening Development and Strategy Use

Science.gov (United States)

Graham, Suzanne; Santos, Denise; Vanderplank, Robert

2011-01-01

This article reports on an investigation into the development of the listening proficiency and strategic behaviour of 15 lower-intermediate learners of French in England. We consider whether listeners remain in the same listening proficiency group after six months, and whether changes in strategy use are related to movement or non-movement between…

An Investigation of Metacognitive Strategies Used by EFL Listeners

Science.gov (United States)

Teng, Huei-Chun; Chan, Chi-Yeu

2008-01-01

The main intent of the present study is to find out what metacognitive strategies Taiwanese college students employ in EFL listening process. Four research questions explored in the study include: (1) What are the metacognitive strategies adopted by EFL listeners when they listen? (2) What are the differences of metacognitive strategies between…

Self-perceived Listening Comprehension Strategies Used by Iranian EFL Students

Directory of Open Access Journals (Sweden)

Sara Nowrouzi

2014-11-01

Full Text Available Numerous studies are available on L2 learners’ strategy use; however, there is no study investigating the Iranian tertiary level EFL learners’ listening strategy use. The present paper reports the findings of a cross-sectional study that explored a group of Iranian EFL learners’ (n = 100 use of listening comprehension strategies. The instrument that was used for collecting the data was called the Listening Strategy Use Questionnaire (LSUQ by Nowrouzi, Tam, Nimehchisalem, and Zareian (2014. The instrument divides listening strategies into cognitive, metacognitive, and socio-affective categories. Based on the results, on average the respondents reported low levels of self-perceived use of cognitive, metacognitive, and socio-affective strategies. The results indicate a serious need to focus more on the students’ listening comprehension skills in general and their listening strategies in particular.

Teaching How to Listen. Blended Learning for the Development and Assessment of Listening Skills in a Second Language

Science.gov (United States)

Caruso, Marinella; Gadd Colombi, Anna; Tebbit, Simon

2017-01-01

This paper discusses the integration and effectiveness of blended learning for the development and assessment of listening skills in a second language. The development of oral abilities (listening and speaking) is one of the most challenging and neglected aspects of second language learning (Vandergrift & Goh 2012, Graham & Santos 2015).…

Validation of an Academic Listening Test: Effects of "Breakdown" Tests and Test Takers' Cognitive Awareness of Listening Processes

Science.gov (United States)

Chi, Youngshin

2011-01-01

This study investigated the breakdown effect of a listening comprehension test, whether test takers are affected in comprehending lectures by impediments, and collected test takers' cognitive awareness on test tasks which contain listening breakdown factors how they perceived these impediments. In this context of the study, a "Breakdown" is a test…

Instructor Active Empathic Listening and Classroom Incivility

Science.gov (United States)

Weger, Harry

2018-01-01

Instructor listening skill is an understudied area in instructional communication research. This study looks at teachers' active empathic listening behavior association with student incivility. Scholars recognize student incivility as a growing problem and have called for research that identifies classroom behaviors that can affect classroom…

The Effect of Question Position on Listening Comprehension: A Case Study

OpenAIRE

Naci Yildiz; Nikoloz Parjanadze; Mustafa Albay

2015-01-01

Though speaking has been considered as the most important skill in foreign language learning process, listening has a fundamental value because learning does not occur without comprehensible input. Listening is a complex process in which learners must do analysis to accurately interpret. In listening learners need to interpret with a speaker to construct meaning. This study tries to find out whether listening strategies are effective to influence listening comprehension and the major goal of ...

The Relationships between Social Class, Listening Test Anxiety and Test Scores

OpenAIRE

Omid Talebi Rezaabadi

2016-01-01

This study investigated the relationships between the social anxiety, social class and listening-test anxiety of students learning English as a foreign language. The aims of the study were to examine the relationship between listening-test anxiety and listening-test performance. The data were collected using an adapted Foreign Language Listening Anxiety Scale and a newly developed Foreign Language Social Anxiety Scale. The potential correlation between social anxiety and listening-test perfor...

Understanding the Listening Process: Rethinking the "One Size Fits All" Model

Science.gov (United States)

Wolvin, Andrew

2013-01-01

Robert Bostrom's seminal contributions to listening theory and research represent an impressive legacy and provide listening scholars with important perspectives on the complexities of listening cognition and behavior. Bostrom's work provides a solid foundation on which to build models that more realistically explain how listeners function…

Equipping Learners with Listening Strategies in English Language Classes

Science.gov (United States)

Seferoglu, Golge; Uzakgoren, Sedef

2004-01-01

This study aimed at investigating beginner level English language learners' perspectives on the listening skill with regard to several dimensions, and to find out the extent to which the learners who have been trained in listening strategies actually use them while listening. The study took place at the English Preparatory School of an English…

Session-RPE for quantifying the load of different youth basketball training sessions.

Science.gov (United States)

Lupo, C; Tessitore, A; Gasperi, L; Gomez, Mar

2017-03-01

The aim of the study was to evaluate youth basketball training, verifying the reliability of the session-RPE method in relation to session duration (session) categories. Six male youth basketball players (age, 16.5±0.5 years; height, 195.5±6.75 cm; body mass, 93.9±10.9 kg; and body mass index, 23.6±2.8 kg.m -2 ) were monitored (HR, type and duration of workouts) during 15 (66 individual) training sessions (80±26 minutes). Edwards' HR method was used as a reference measure of internal training load (ITL); the CR-10 RPE scale was administered 30 minutes after the end of each session. The results obtained showed that all comparisons between different session durations and workout portions revealed effects in term of Edwards' ITLs except for warm-up portions. Moderate to strong relationships between Edwards' and session- RPE methods emerged for all sessions (r = .85, P sessions (r range = .79 - .95, P session durations (session-RPE to monitor the ITL, regardless of session durations and workout portions.

Factors Leading to Self-Removal from the Bariatric Surgery Program After Attending the Orientation Session.

Science.gov (United States)

Yang, Kai; Zhang, Binghao; Kastanias, Patti; Wang, Wei; Okraniec, Allan; Sockalingam, Sanjeev

2017-01-01

Bariatric surgery orientation sessions are often the first point of contact and a recommended component of pre-bariatric surgery assessment. Self-removal rates after bariatric program orientation are as high as 25 % despite the proven efficacy of this procedure. The objective of this study was to identify factors contributing to patient self-removal after orientation using a mixed method approach. Patients who attended the Toronto Western Hospital Bariatric Surgery Program orientation between 2012 and 2013 and then self-removed from the program (N = 216) were included in the study. Subjects were interviewed via telephone using a semi-structured interview guide, generating both quantitative and qualitative data. Factors leading to discontinuation were rated on a five-point Likert scale. Qualitative data was analyzed using constant comparative methodology. The response rate was 59 % with a 40.7 % completion rate (N = 88). Concerns about potential surgical risks and complications and the ability to adapt to changes in eating and drinking post-operatively were identified as the top two factors for patients' self-removal from the program. Thematic analysis uncovered 11 major themes related to patient self-removal. Unexpected themes include perceived personal suitability for the surgery, family impact of surgery, miscommunication with the family physician, and fears related to the orientation information. This is one of the first studies examining barriers to bariatric surgery in the pre-operative setting and offers new insights into the reasons patients self-remove from bariatric surgery programs. This study may inform bariatric orientation program changes resulting in improved access to this effective surgical intervention.

Senior radio listeners

DEFF Research Database (Denmark)

Blaakilde, Anne Leonora

Radiobroadcasting and the hardware materialization of radio have during the 20th century changed significantly, which means that senior radio listeners have travelled along with this evolution from large, impressive radio furnitures to DAB and small, wireless, mobile devices, and from grave...... and solemn radio voices to lightharted, laughing and chatting speakers. Senior radio listerners have experienced the development and refinements of technique, content and genres. It is now expected of all media users that they are capable of crossing media, combining, juggling and jumping between various...... media platforms, not the least when listening to radio. The elder generation is no exception from this. Recently, for instance, the Danish public broadcast DR has carried out an exodus of programmes targeted for the senior segment. These programmes are removed from regular FM and sent to DAB receivers...

[Effectively communicate active listening : Comparison of two concepts].

Science.gov (United States)

Martin, O; Rockenbauch, K; Kleinert, E; Stöbel-Richter, Y

2017-09-01

Communication between physicians and patients has a great influence on patient adherence, patient satisfaction and the success of treatment. In this context, patient centered care and emotional support have a high positive impact; however, it is unclear how physicians can be motivated to communicate with patients in an appreciative and empathetic way. The implementation of such behavior requires a multitude of communicative skills. One of them is active listening, which is very important in two respects. On the one hand active listening provides the basis for several conversational contexts as a special communication technique and on the other hand active listening is presented in current textbooks in different ways: as an attitude or as a technique. In light of this, the question arises how active listening should be taught in order to be not only applicable in concrete conversations but also to lead to the highest possible level of patient satisfaction. The aim of this pilot study was to examine some variations in simulated doctor-patient conversations, which are the result of the different approaches to active listening. For this purpose three groups of first semester medical students were recruited, two of which were schooled in active listening in different ways (two groups of six students), i.e. attitude versus technique oriented. The third group (seven students) acted as the control group. In a pre-post design interviews with standardized simulation patients were conducted and subsequently evaluated. The analysis of these interviews was considered from the perspectives of participants and observers as well as the quantitative aspects. This study revealed some interesting tendencies despite its status as a pilot study: in general, the two interventional groups performed significantly better than the control group in which no relevant changes occurred. In a direct comparison, the group in which active listening was taught from an attitude approach achieved

Academic Listening in the 21st Century: Reviewing a Decade of Research

Science.gov (United States)

Lynch, Tony

2011-01-01

This review article extends the conventional notion of academic listening to include reciprocal (two-way) listening events in academic settings, as well as (one-way) listening to lectures. The introductory section highlights the comparatively low profile of listening in EAP research, due in part to the inherent complexity of listening and its…

Content-specific coordination of listeners' to speakers' EEG during communication.

Science.gov (United States)

Kuhlen, Anna K; Allefeld, Carsten; Haynes, John-Dylan

2012-01-01

Cognitive neuroscience has recently begun to extend its focus from the isolated individual mind to two or more individuals coordinating with each other. In this study we uncover a coordination of neural activity between the ongoing electroencephalogram (EEG) of two people-a person speaking and a person listening. The EEG of one set of twelve participants ("speakers") was recorded while they were narrating short stories. The EEG of another set of twelve participants ("listeners") was recorded while watching audiovisual recordings of these stories. Specifically, listeners watched the superimposed videos of two speakers simultaneously and were instructed to attend either to one or the other speaker. This allowed us to isolate neural coordination due to processing the communicated content from the effects of sensory input. We find several neural signatures of communication: First, the EEG is more similar among listeners attending to the same speaker than among listeners attending to different speakers, indicating that listeners' EEG reflects content-specific information. Secondly, listeners' EEG activity correlates with the attended speakers' EEG, peaking at a time delay of about 12.5 s. This correlation takes place not only between homologous, but also between non-homologous brain areas in speakers and listeners. A semantic analysis of the stories suggests that listeners coordinate with speakers at the level of complex semantic representations, so-called "situation models". With this study we link a coordination of neural activity between individuals directly to verbally communicated information.

Multimodality and video observation in “Collective Academic Supervision” in the Master Program in Guidance, Aarhus University, Denmark

DEFF Research Database (Denmark)

Nordentoft, Helle Merete; Buhl, Mie

2012-01-01

In the preface of his book on counseling McLeod (2003, p. xvii) is wondering how this practice appear to be so simple and yet so vastly complicated. What could be simpler than being and interested interviewer and listener? Still, the complexity of what is involved in professional interaction...... practices can be difficult to pinpoint. In this presentation we argue that an analytical approach to the professional’s own practice provides valuable knowledge of how to practice guidance and counseling. Furthermore, we argue that this must be addressed as an active part of the master programme’s pedagogy...... observations of group supervision sessions at the Danish Master Program in Guidance....

The link between systematc planned listening to a chosen musical programme and autism spectrum disorders and moderate mental development disorders

OpenAIRE

Škrlj Trošt, Kristina

2016-01-01

The results of the research carried out so far show that a systematically planned listening program stimulates different parts of the brain and enables their synchronic interaction. It also stimulates and improves certain thinking functions and processes in the brain, which are connected to some cognitive abilities which may seem unrelated. These results encouraged us to study if music activities with the emphasis on systematically planned listening programme help a child with autism spectrum...

Listeners' processing of a given reduced word pronunciation variant directly reflects their exposure to this variant: Evidence from native listeners and learners of French.

Science.gov (United States)

Brand, Sophie; Ernestus, Mirjam

2018-05-01

In casual conversations, words often lack segments. This study investigates whether listeners rely on their experience with reduced word pronunciation variants during the processing of single segment reduction. We tested three groups of listeners in a lexical decision experiment with French words produced either with or without word-medial schwa (e.g., /ʀvy/ and /ʀvy/ for revue). Participants also rated the relative frequencies of the two pronunciation variants of the words. If the recognition accuracy and reaction times (RTs) for a given listener group correlate best with the frequencies of occurrence holding for that given listener group, recognition is influenced by listeners' exposure to these variants. Native listeners' relative frequency ratings correlated well with their accuracy scores and RTs. Dutch advanced learners' accuracy scores and RTs were best predicted by their own ratings. In contrast, the accuracy and RTs from Dutch beginner learners of French could not be predicted by any relative frequency rating; the rating task was probably too difficult for them. The participant groups showed behaviour reflecting their difference in experience with the pronunciation variants. Our results strongly suggest that listeners store the frequencies of occurrence of pronunciation variants, and consequently the variants themselves.

Using ILD or ITD Cues for Sound Source Localization and Speech Understanding in a Complex Listening Environment by Listeners with Bilateral and with Hearing-Preservation Cochlear Implants

Science.gov (United States)

Loiselle, Louise H.; Dorman, Michael F.; Yost, William A.; Cook, Sarah J.; Gifford, Rene H.

2016-01-01

Purpose: To assess the role of interaural time differences and interaural level differences in (a) sound-source localization, and (b) speech understanding in a cocktail party listening environment for listeners with bilateral cochlear implants (CIs) and for listeners with hearing-preservation CIs. Methods: Eleven bilateral listeners with MED-EL…

Culture and Listeners' Gaze Responses to Stuttering

Science.gov (United States)

Zhang, Jianliang; Kalinowski, Joseph

2012-01-01

Background: It is frequently observed that listeners demonstrate gaze aversion to stuttering. This response may have profound social/communicative implications for both fluent and stuttering individuals. However, there is a lack of empirical examination of listeners' eye gaze responses to stuttering, and it is unclear whether cultural background…

Encouraging Students to Enhance Their Listening Performance

Directory of Open Access Journals (Sweden)

Hernandez-Ocampo Sonia Patricia

2013-10-01

Full Text Available Spanish-speaking students constantly complain about the difficulty they have comprehending spoken English. It seems teachers do not often provide them with strategies to alleviate that. This article reports on a pedagogical experience carried out at a Colombian university to help pre-service teachers at an intermediate level of English to improve their aural comprehension. The students were given the task of designing listening activities to be worked on as micro-teaching sessions and were asked to describe their experience by answering a survey. The results showed that students developed the ability to think critically since they needed to make the best decisions regarding the audio level and the design of the activities. They also appeared to have become more autonomous as they realized they could be responsible for their improvement in listening. Additionally, there were evident changes in the teachers’ roles.Es común que los hablantes de español se quejen de su comprensión oral en inglés. Parece que los profesores no siempre dan a sus estudiantes estrategias para mejorar al respecto. En este artículo se describe la experiencia pedagógica desarrollada en una universidad colombiana con el propósito de ayudar a los estudiantes de inglés intermedio de una licenciatura a mejorar su comprensión auditiva. Se pidió a los estudiantes desarrollar actividades de escucha para ser trabajadas en sesiones de microenseñanza y describir su experiencia, contestando una encuesta. Los resultados evidenciaron que los estudiantes desarrollaron su pensamiento crítico en la medida que necesitaban tomar decisiones con respecto al nivel de dificultad del audio y al diseño de las actividades mismas. También se mostraron más autónomos por cuanto se hicieron conscientes de su responsabilidad en el mejoramiento de su comprensión oral. Adicionalmente, se dieron cambios en los papeles del profesor.

A Faculty Development Session or Resident as Teacher Session for Clinical and Clinical Teaching Techniques; Part 2 of 2: Engaging Learners with Effective Clinical Teaching

Directory of Open Access Journals (Sweden)

Megan Boysen-Osborn

2016-07-01

Full Text Available Audience: This workshop is intended for faculty members in an emergency medicine (or other residency program, but is also appropriate for chief residents and medical student clerkship educators. Introduction: Faculty development sessions are required by the Accreditation Council for Graduate Medical Education and enhance the learning environment within residency programs. Resident as teacher sessions are important in helping residents transition from junior learners to supervisors of medical students and junior residents. Part I of this two-part workshop introduces learners to effective techniques to engaging learners with clinical and bedside teaching. Objectives: By the end of this workshop, the learner will: 1 describe and implement nine new clinical teaching techniques; 2 implement clinical teaching techniques specific to junior and senior resident learners. Methods: This educational session is uses several blended instructional methods, including team- based learning (modified, the flipped classroom, audience response systems, pause procedures.

An Investigation of the Relationship between Iranian EFL Learners’ Cultural Intelligence and Their Performance on the IELTS Listening Modules

Directory of Open Access Journals (Sweden)

Arezoo Rafie

2016-06-01

Full Text Available This study aimed to investigate the relationship between Iranian EFL Learners’ Cultural intelligence (CQ and their performance on the IELTS Listening Module. Sixty advanced EFL students majoring in English translation at University of Zanjan were matched for the study through the Oxford Quick Placement Test. Cultural Intelligence Scale developed and validated by Ang et al. (2007 was used to assess the participants' cultural intelligence. The IELTS Listening Module and the Cultural Intelligence Scale were administered to the participants who were willing to take part in this study. The correlational analysis of the results revealed that there exists a statistically significant relationship between EFL learners’ CQ and their performance on IELTS Listening Module. Furthermore, running multiple regression analysis indicated that of the four components of CQ (i.e. metacognitive, cognitive, behavioral, and motivational CQs, motivational CQ is the best predictor forthe listening ability of EFL learners. The findings of the study highlight the importance of incorporating programs for teaching culture in the EFL classroom, as enhancing cultural intelligence related skills at schools and universities can promote better communicational skills. Keywords: Culture, cultural intelligence (CQ, teaching culture, listening comprehension, EFL learners

How hearing aids, background noise, and visual cues influence objective listening effort.

Science.gov (United States)

Picou, Erin M; Ricketts, Todd A; Hornsby, Benjamin W Y

2013-09-01

The purpose of this article was to evaluate factors that influence the listening effort experienced when processing speech for people with hearing loss. Specifically, the change in listening effort resulting from introducing hearing aids, visual cues, and background noise was evaluated. An additional exploratory aim was to investigate the possible relationships between the magnitude of listening effort change and individual listeners' working memory capacity, verbal processing speed, or lipreading skill. Twenty-seven participants with bilateral sensorineural hearing loss were fitted with linear behind-the-ear hearing aids and tested using a dual-task paradigm designed to evaluate listening effort. The primary task was monosyllable word recognition and the secondary task was a visual reaction time task. The test conditions varied by hearing aids (unaided, aided), visual cues (auditory-only, auditory-visual), and background noise (present, absent). For all participants, the signal to noise ratio was set individually so that speech recognition performance in noise was approximately 60% in both the auditory-only and auditory-visual conditions. In addition to measures of listening effort, working memory capacity, verbal processing speed, and lipreading ability were measured using the Automated Operational Span Task, a Lexical Decision Task, and the Revised Shortened Utley Lipreading Test, respectively. In general, the effects measured using the objective measure of listening effort were small (~10 msec). Results indicated that background noise increased listening effort, and hearing aids reduced listening effort, while visual cues did not influence listening effort. With regard to the individual variables, verbal processing speed was negatively correlated with hearing aid benefit for listening effort; faster processors were less likely to derive benefit. Working memory capacity, verbal processing speed, and lipreading ability were related to benefit from visual cues. No

Session II-D. Systems

International Nuclear Information System (INIS)

Hall, R.J.

1981-01-01

The objectives of the Systems Task in the NWTS Program include: development of program requirements, allocation of the requirements to subsystems or tasks, integration of the task activities towards meeting the overall requirements, and assessment of progress towards achievement of the program mission. The Systems Task also includes a number of ancillary activities which are necessary to the program but which do not logically fall into other work-breakdown structure elements. Activities in the Systems Task, which in the NWTS Program are conducted at both the program and project levels, are generally grouped under the heading systems engineering and include identification of requirements, development of a baseline, integration of the system, baseline control, functional analyses, trade-off studies, and system analyses. The following papers in this session address some of the activities and progress that was achieved in the Systems Task in FY 1981: (1) waste isolation system alternatives: a cost comparison; (2) BWIP technical integration and control; (3) BWIP performance evaluation process: a criteria based method; (4) impacts of waste age; (5) systems studies of subseabed disposal; and (6) systems studies of waste transportation

The Effect of Transcribing on Elementary Iranian EFL Learners' Listening Comprehension

Science.gov (United States)

Afsharrad, Mohammad; Nafchi, Asghar Moulavi

2015-01-01

This study is motivated by the gap existing between theory and practice in teaching listening. Most of the techniques used to teach listening put more emphasis on top-down processing while listeners' problems are more of perceptive ones (bottom-up). In order to address the pervasive decoding problem in listening, this study suggests using…

How Social Psychological Factors May Modulate Auditory and Cognitive Functioning During Listening.

Science.gov (United States)

Pichora-Fuller, M Kathleen

2016-01-01

The framework for understanding effortful listening (FUEL) draws on psychological theories of cognition and motivation. In the present article, theories of social-cognitive psychology are related to the FUEL. Listening effort is defined in our consensus as the deliberate allocation of mental resources to overcome obstacles in goal pursuit when carrying out a task that involves listening. Listening effort depends not only on hearing difficulties and task demands but also on the listener's motivation to expend mental effort in challenging situations. Listeners' cost/benefit evaluations involve appraisals of listening demands, their own capacity, and the importance of listening goals. Social psychological factors can affect a listener's actual and self-perceived auditory and cognitive abilities, especially when those abilities may be insufficient to readily meet listening demands. Whether or not listeners experience stress depends not only on how demanding a situation is relative to their actual abilities but also on how they appraise their capacity to meet those demands. The self-perception or appraisal of one's abilities can be lowered by poor self-efficacy or negative stereotypes. Stress may affect performance in a given situation and chronic stress can have deleterious effects on many aspects of health, including auditory and cognitive functioning. Social support can offset demands and mitigate stress; however, the burden of providing support may stress the significant other. Some listeners cope by avoiding challenging situations and withdrawing from social participation. Extending the FUEL using social-cognitive psychological theories may provide valuable insights into how effortful listening could be reduced by adopting health-promoting approaches to rehabilitation.

Post-Session Authentication

DEFF Research Database (Denmark)

Ahmed, Naveed; Jensen, Christian D.

2012-01-01

Entity authentication provides confidence in the claimed identity of a peer entity, but the manner in which this goal is achieved results in different types of authentication. An important factor in this regard is the order between authentication and the execution of the associated session....... In this paper, we consider the case of post-session authentication, where parties authenticate each other at the end of their interactive session. This use of authentication is different from session-less authentication (e.g., in RFID) and pre-session authentication (e.g., for access control.) Post......-session authentication, although a new term, is not a new concept; it is the basis of at least a few practical schemes. We, for the first time, systematically study it and present the underlying authentication model. Further, we show that an important class of problems is solvable using post-session authentication...

A Survey of the Status of Listening Training in Some Fortune 500 Corporations.

Science.gov (United States)

Wolvin, Andrew D.; Coakley, Carolyn Gwynn

1991-01-01

Surveys training directors of Fortune 500 corporations to determine the content and nature of listening training offered to employees. Discusses types of listening instruction, personnel receiving listening training, length of listening training, and backgrounds of listening trainers. (KEH)

Rozšíření infrastruktury Code Listener o podporu C++

OpenAIRE

Kašpar, David

2014-01-01

V této práci je popisováno rozšíření infrastruktury Code Listener, kterou lze použít pro tvorbu nástrojů pro statickou analýzu programů, o podporu zpracování programovacího jazyka C++. Řešení představuje rozšíření pluginu Code Listener bez nutnosti jakékoliv modifikace v již existujících statických analyzátorech, které jsou na této infrastruktuře postaveny. Výsledkem této práce je přidání podpory pro zpracování základních konstrukcí jazyka C++, jako například jmenných prostorů, L-hodnotových ...

78 FR 52899 - Supplemental Nutrition Assistance Program (SNAP) Enhancing Retail Food Store Eligibility...

Science.gov (United States)

2013-08-27

... food choices, access to food, and retailer operations. Listening session attendees will be provided... food, be eligible to participate in SNAP? 10. Restaurants are generally prohibited from being SNAP... in an area where no store meets basic eligibility criteria for SNAP authorization, how should FNS...

The music listening preferences and habits of youths in Singapore and its relation to leisure noise-induced hearing loss.

Science.gov (United States)

Lee, Gary Jek Chong; Lim, Ming Yann; Kuan, Angeline Yi Wei; Teo, Joshua Han Wei; Tan, Hui Guang; Low, Wong Kein

2014-02-01

Noise-induced hearing loss (NIHL) is a preventable condition, and much has been done to protect workers from it. However, thus far, little attention has been given to leisure NIHL. The purpose of this study is to determine the possible music listening preferences and habits among young people in Singapore that may put them at risk of developing leisure NIHL. In our study, the proportion of participants exposed to > 85 dBA for eight hours a day (time-weighted average) was calculated by taking into account the daily number of hours spent listening to music and by determining the average sound pressure level at which music was listened to. A total of 1,928 students were recruited from Temasek Polytechnic, Singapore. Of which, 16.4% of participants listened to portable music players with a time-weighted average of > 85 dBA for 8 hours. On average, we found that male students were more likely to listen to music at louder volumes than female students (p students in our study listened to louder music than the Chinese students (p leisure NIHL from music delivered via earphones. As additional risks due to exposure to leisure noise from other sources was not taken into account, the extent of the problem of leisure NIHL may be even greater. There is a compelling need for an effective leisure noise prevention program among young people in Singapore.

How To Improve Listening Skills for Technical Students

Directory of Open Access Journals (Sweden)

Galina Artyushina

2011-10-01

Full Text Available Communication competence includes four main activities: speaking, listening, reading, and writing. Listening is the most difficult skill for many of our students. But that of the time a person is engaged in communication, approximately 9% is devoted to writing, 16% to reading, 30% to speaking, and 45% to listening. That’s why for non-linguistic universities the perfection and development of the speech learning procedure becomes actual especially when we use academic hours of student independent work (self-study for this purpose.

Impacts of Captioned Movies on Listening Comprehension

Science.gov (United States)

Janfaza, Abusaied; Jelyani, Saghar Javidi; Soori, Afshin

2014-01-01

With the advent of technology, the implication of authentic multimedia-based teaching materials are using widely in language classrooms. Technology can be in service of teaching different skills such as listening, reading, speaking and writing. Among these skills listening comprehension is a skill in which the learners have problems to master.…

Tempo Preferences of Different Age Music Listeners.

Science.gov (United States)

LeBlanc, Albert; And Others

1988-01-01

Measures the effect of four levels of tempo on the self-reported preferences of six different age-groups for traditional jazz music listening examples. Stated that listener age exerted a strong influence on overall preference scores. Reported an analysis of variance showing that there is a significant preference for increasingly faster tempo at…

Task Context Influences Brain Activation during Music Listening

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Andjela Markovic

2017-06-01

Full Text Available In this paper, we examined brain activation in subjects during two music listening conditions: listening while simultaneously rating the musical piece being played [Listening and Rating (LR] and listening to the musical pieces unconstrained [Listening (L]. Using these two conditions, we tested whether the sequence in which the two conditions were fulfilled influenced the brain activation observable during the L condition (LR → L or L → LR. We recorded high-density EEG during the playing of four well-known positively experienced soundtracks in two subject groups. One group started with the L condition and continued with the LR condition (L → LR; the second group performed this experiment in reversed order (LR → L. We computed from the recorded EEG the power for different frequency bands (theta, lower alpha, upper alpha, lower beta, and upper beta. Statistical analysis revealed that the power in all examined frequency bands increased during the L condition but only when the subjects had not had previous experience with the LR condition (i.e., L → LR. For the subjects who began with the LR condition, there were no power increases during the L condition. Thus, the previous experience with the LR condition prevented subjects from developing the particular mental state associated with the typical power increase in all frequency bands. The subjects without previous experience of the LR condition listened to the musical pieces in an unconstrained and undisturbed manner and showed a general power increase in all frequency bands. We interpret the fact that unconstrained music listening was associated with increased power in all examined frequency bands as a neural indicator of a mental state that can best be described as a mind-wandering state during which the subjects are “drawn into” the music.

A few thoughts about teaching listening and grammar

Institute of Scientific and Technical Information of China (English)

吴西

2014-01-01

Listening and grammar are the most difficult subjects for both teacher and students. This passage discussed how to visual aid and brain storming in the listening class;and the importance of confidence in the grammar teaching and learning.

Listening comprehension in preschoolers: the role of memory.

Science.gov (United States)

Florit, Elena; Roch, Maja; Altoè, Gianmarco; Levorato, Maria Chiara

2009-11-01

The current study analyzed the relationship between text comprehension and memory skills in preschoolers. We were interested in verifying the hypothesis that memory is a specific contributor to listening comprehension in preschool children after controlling for verbal abilities. We were also interested in analyzing the developmental path of the relationship between memory skills and listening comprehension in the age range considered. Forty-four, 4-year-olds (mean age = 4 years and 6 months, SD = 4 months) and 40, 5-year-olds (mean age = 5 years and 4 months, SD = 5 months) participated in the study. The children were administered measures to evaluate listening comprehension ability (story comprehension), short-term and working memory skills (forward and backward word span), verbal intelligence and receptive vocabulary. Results showed that both short-term and working memory predicted unique and independent variance in listening comprehension after controlling for verbal abilities, with working memory explaining additional variance over and above short-term memory. The predictive power of memory skills was stable in the age range considered. Results also confirm a strong relation between verbal abilities and listening comprehension in 4- and 5-year-old children.

Rhythmic Density Affects Listeners' Emotional Response to Microtiming

Directory of Open Access Journals (Sweden)

Olivier Senn

2017-10-01

– Study A investigates the effect of fixed time displacements within and between the parts played by different musicians. Listeners (n = 160 reacted negatively to irregularities within the drum track, but the mutual displacement of bass vs. drums did not have an effect.– Study B develops three metrics to calculate the average microtiming magnitude in a musical excerpt. The experiment showed that listeners' (n = 160 emotional responses to expert performance microtiming aligned with each other across styles, when microtiming magnitude was adjusted for rhythmic density. This indicates that rhythmic density is a unifying moderator for listeners' emotional response to microtiming in swing and funk.– Study C used the data from both experiments in order to compare the effect of fixed microtiming displacements (from Study A with scaled versions of the originally performed microtiming patterns (from Study B. It showed that fixed snare drum displacements irritated expert listeners more than the more flexible deviations occurring in the original performances. This provides some evidence that listeners' emotional response to microtiming deviations not only depends on the magnitude of the deviations, but also on the kind and origin of the microtiming patterns (fixed lab displacements vs. flexible performance microtiming.

Student’s Second-Language Grade May Depend on Classroom Listening Position

Science.gov (United States)

Sörqvist, Patrik; Ljung, Robert; Hygge, Staffan; Rönnberg, Jerker

2016-01-01

The purpose of this experiment was to explore whether listening positions (close or distant location from the sound source) in the classroom, and classroom reverberation, influence students’ score on a test for second-language (L2) listening comprehension (i.e., comprehension of English in Swedish speaking participants). The listening comprehension test administered was part of a standardized national test of English used in the Swedish school system. A total of 125 high school pupils, 15 years old, participated. Listening position was manipulated within subjects, classroom reverberation between subjects. The results showed that L2 listening comprehension decreased as distance from the sound source increased. The effect of reverberation was qualified by the participants’ baseline L2 proficiency. A shorter reverberation was beneficial to participants with high L2 proficiency, while the opposite pattern was found among the participants with low L2 proficiency. The results indicate that listening comprehension scores—and hence students’ grade in English—may depend on students’ classroom listening position. PMID:27304980

Why do we listen to music? A uses and gratifications analysis.

Science.gov (United States)

Lonsdale, Adam J; North, Adrian C

2011-02-01

Four 'uses and gratifications' studies investigated peoples' reasons for listening to music (Study 1); and whether these reasons differ significantly from those associated with other leisure activities (Study 2). In Study 3, an open-ended, qualitative research design was used to investigate why people listen to music. In Study 4, a cross-sectional design was used to investigate the possibility that people of different ages might listen to music for different reasons. Findings showed that there are a number of reasons why participants listen to music, comparison of which indicated that participants listen to music primarily to manage/regulate their moods. Comparison with other leisure activities indicated that for the most part, listening to music was rated better than other leisure activities at serving an individual's different needs. This versatility may explain why music is so important to people. Evidence was also found to suggest that the reasons for listening to music may change as people grow older. ©2010 The British Psychological Society.

Measuring listening effort: driving simulator versus simple dual-task paradigm.

Science.gov (United States)

Wu, Yu-Hsiang; Aksan, Nazan; Rizzo, Matthew; Stangl, Elizabeth; Zhang, Xuyang; Bentler, Ruth

2014-01-01

The dual-task paradigm has been widely used to measure listening effort. The primary objectives of the study were to (1) investigate the effect of hearing aid amplification and a hearing aid directional technology on listening effort measured by a complicated, more real world dual-task paradigm and (2) compare the results obtained with this paradigm to a simpler laboratory-style dual-task paradigm. The listening effort of adults with hearing impairment was measured using two dual-task paradigms, wherein participants performed a speech recognition task simultaneously with either a driving task in a simulator or a visual reaction-time task in a sound-treated booth. The speech materials and road noises for the speech recognition task were recorded in a van traveling on the highway in three hearing aid conditions: unaided, aided with omnidirectional processing (OMNI), and aided with directional processing (DIR). The change in the driving task or the visual reaction-time task performance across the conditions quantified the change in listening effort. Compared to the driving-only condition, driving performance declined significantly with the addition of the speech recognition task. Although the speech recognition score was higher in the OMNI and DIR conditions than in the unaided condition, driving performance was similar across these three conditions, suggesting that listening effort was not affected by amplification and directional processing. Results from the simple dual-task paradigm showed a similar trend: hearing aid technologies improved speech recognition performance, but did not affect performance in the visual reaction-time task (i.e., reduce listening effort). The correlation between listening effort measured using the driving paradigm and the visual reaction-time task paradigm was significant. The finding showing that our older (56 to 85 years old) participants' better speech recognition performance did not result in reduced listening effort was not

Assessing the Watson-Barker Listening Test (WBLT)-Form C in Measuring Listening Comprehension of Post-Secondary Hispanic-American Students

Science.gov (United States)

Worthington, Debra L.; Keaton, Shaughan; Cook, John; Fitch-Hauser, Margaret; Powers, William G.

2014-01-01

The Watson-Barker Listening Test (WBLT) is one of the most popular measures of listening comprehension. However, participants in studies utilizing this scale have been almost exclusively Anglo-American. At the same time, previous research questions the psychometric properties of the test. This study addressed both of these issues by testing the…

33 CFR 401.60 - Listening watch and notice of arrival.

Science.gov (United States)

2010-07-01

... 33 Navigation and Navigable Waters 3 2010-07-01 2010-07-01 false Listening watch and notice of arrival. 401.60 Section 401.60 Navigation and Navigable Waters SAINT LAWRENCE SEAWAY DEVELOPMENT....60 Listening watch and notice of arrival. (a) Vessels shall be on radio listening watch on the...

A review of the studies on listening comprehension in the second language

OpenAIRE

Fukuda, Michiko

2003-01-01

Few studies have been done on the listening comprehension processing, especially in second language. However, recent studies show that listening comprehension is considered as an active and cognitive process. This paper overviews studies on listening comprehension in the second language by presenting some models of listening comprehension processing. Then, listening comprehension was studied from cognitive psychology and educational point of view. Finally, the direction of future researches o...

The stress-reducing effect of music listening varies depending on the social context.

Science.gov (United States)

Linnemann, Alexandra; Strahler, Jana; Nater, Urs M

2016-10-01

Given that music listening often occurs in a social context, and given that social support can be associated with a stress-reducing effect, it was tested whether the mere presence of others while listening to music enhances the stress-reducing effect of listening to music. A total of 53 participants responded to questions on stress, presence of others, and music listening five times per day (30min after awakening, 1100h, 1400h, 1800h, 2100h) for seven consecutive days. After each assessment, participants were asked to collect a saliva sample for the later analysis of salivary cortisol (as a marker for the hypothalamic-pituitary-adrenal axis) and salivary alpha-amylase (as a marker for the autonomic nervous system). Hierarchical linear modeling revealed that music listening per se was not associated with a stress-reducing effect. However, listening to music in the presence of others led to decreased subjective stress levels, attenuated secretion of salivary cortisol, and higher activity of salivary alpha-amylase. When listening to music alone, music that was listened to for the reason of relaxation predicted lower subjective stress. The stress-reducing effect of music listening in daily life varies depending on the presence of others. Music listening in the presence of others enhanced the stress-reducing effect of music listening independently of reasons for music listening. Solitary music listening was stress-reducing when relaxation was stated as the reason for music listening. Thus, in daily life, music listening can be used for stress reduction purposes, with the greatest success when it occurs in the presence of others or when it is deliberately listened to for the reason of relaxation. Copyright © 2016 Elsevier Ltd. All rights reserved.

Teaching listening to older second language learners: Classroom implications

Directory of Open Access Journals (Sweden)

Agata Słowik

2017-09-01

Full Text Available Listening is often listed as the most challenging language skill that the students need to learn in the language classrooms. Therefore the awareness of listening strategies and techniques, such as bottom-up and top-down processes, specific styles of listening, or various compensatory strategies, prove to facilitate the process of learning of older individuals. Indeed, older adult learners find decoding the aural input, more challenging than the younger students. Therefore, both students’ and teachers’ subjective theories and preferences regarding listening comprehension as well as the learners’ cognitive abilities should be taken into account while designing a teaching model for this age group. The aim of this paper is, thus, to draw the conclusions regarding processes, styles and strategies involved in teaching listening to older second language learners and to juxtapose them with the already existing state of research regarding age-related hearing impairments, which will serve as the basis for future research.

98th LHCC meeting Agenda OPEN Session and CLOSED Session

CERN Document Server

CERN. Geneva

2009-01-01

OPEN Session on Wednesday, 8 July at 9h00-11h00 in Main Auditorium, Live webcast, followed by CLOSED Session, Conference room 160-1-009 11h20-17h00. CLOSED Session continued on Thursday, 9 July at 9h00-12h30

Y-Notes; Introductory Sessions on Nuclear Technology

International Nuclear Information System (INIS)

2001-01-01

This chapter is divided into next parts: What is 'Y-Notes ; Young generation opening session; Nuclear education and transfer of know-how; Nuclear technology; Other applications of nuclear technology; Nuclear programs and technical cooperation; Political aspects; Environment and safety; Communication and public perception; Economics; Fuel cycle challenges; Video

Prospective EFL Teachers' Perceptions of Listening Comprehension Problems in Turkey

Science.gov (United States)

Solak, Ekrem; Altay, Firat

2014-01-01

Listening skill has been called as the "Cinderella Skill" which is overlooked by its elder sister speaking in language learning. Therefore, the purpose of the study was to reemphasize the importance of listening skill in ELT context and to determine prospective English teachers' perceptions of listening comprehension problems. The study…

"Not" Just Wanna Have Fun: Teaching Listening Skills with Songs

Science.gov (United States)

Abdullah, Amalia Qistina

2013-01-01

Teaching listening skills is very challenging to ESL teachers. It involves active participation from both teachers and students to ensure the objectives of teaching listening skills can be achieved. Hence, this presentation provides interesting and exciting strategies to teach listening skills using selected songs. It is hoped that this would…

The neural underpinnings of music listening under different attention conditions.

Science.gov (United States)

Jäncke, Lutz; Leipold, Simon; Burkhard, Anja

2018-05-02

Most studies examining the neural underpinnings of music listening have no specific instruction on how to process the presented musical pieces. In this study, we explicitly manipulated the participants' focus of attention while they listened to the musical pieces. We used an ecologically valid experimental setting by presenting the musical stimuli simultaneously with naturalistic film sequences. In one condition, the participants were instructed to focus their attention on the musical piece (attentive listening), whereas in the second condition, the participants directed their attention to the film sequence (passive listening). We used two instrumental musical pieces: an electronic pop song, which was a major hit at the time of testing, and a classical musical piece. During music presentation, we measured electroencephalographic oscillations and responses from the autonomic nervous system (heart rate and high-frequency heart rate variability). During passive listening to the pop song, we found strong event-related synchronizations in all analyzed frequency bands (theta, lower alpha, upper alpha, lower beta, and upper beta). The neurophysiological responses during attentive listening to the pop song were similar to those of the classical musical piece during both listening conditions. Thus, the focus of attention had a strong influence on the neurophysiological responses to the pop song, but not on the responses to the classical musical piece. The electroencephalographic responses during passive listening to the pop song are interpreted as a neurophysiological and psychological state typically observed when the participants are 'drawn into the music'.

The Effect of Age on Listening Effort

Science.gov (United States)

Degeest, Sofie; Keppler, Hannah; Corthals, Paul

2015-01-01

Purpose: The objective of this study was to investigate the effect of age on listening effort. Method: A dual-task paradigm was used to evaluate listening effort in different conditions of background noise. Sixty adults ranging in age from 20 to 77 years were included. A primary speech-recognition task and a secondary memory task were performed…

A Community of Scholars Investigates Music Listening

Science.gov (United States)

Bundra, Judy Iwata

2006-01-01

This article focuses on a number of research projects produced by members of the Center for the Study of Education and the Musical Experience (CSEME). Written over a fifteen year span, the studies were linked by a common topic--music listening. Each study explores a distinctive aspect of music listening, and together, they have generated a more…

Effects of Phonological Input as a Pre-Listening Activity on Vocabulary Learning and L2 Listening Comprehension Test Performance

Science.gov (United States)

Mihara, Kei

2015-01-01

The purpose of the present study is twofold. The first goal is to examine the effects of phonological input on students' vocabulary learning. The second is to discuss how different pre­-listening activities affect students' second language listening comprehension. The participants were first-­year students at a Japanese university. There were two…

Session-RPE for quantifying the load of different youth basketball training sessions

Directory of Open Access Journals (Sweden)

C Lupo

2016-12-01

Full Text Available The aim of the study was to evaluate youth basketball training, verifying the reliability of the session-RPE method in relation to session duration (< and ≥ 80 minutes and workout typology (reduced and high warm-up, conditioning, technical, tactical, game portions within a single session categories. Six male youth basketball players (age, 16.5±0.5 years; height, 195.5±6.75 cm; body mass, 93.9±10.9 kg; and body mass index, 23.6±2.8 kg.m-2 were monitored (HR, type and duration of workouts during 15 (66 individual training sessions (80±26 minutes. Edwards’ HR method was used as a reference measure of internal training load (ITL; the CR-10 RPE scale was administered 30 minutes after the end of each session. The results obtained showed that all comparisons between different session durations and workout portions revealed effects in term of Edwards’ ITLs except for warm-up portions. Moderate to strong relationships between Edwards’ and session- RPE methods emerged for all sessions (r = .85, P < .001, player’s sessions (r range = .79 - .95, P < .001, session durations (< 80 minutes: r = .67, P < .001; ≥ 80 minutes: r = .75, P < .001, and workout portions (r range = .78 - .89, P range = .002 - < .001. The findings indicated that coaches of youth basketball players can successfully use session-RPE to monitor the ITL, regardless of session durations and workout portions.

Pragmatics in ESL classroom: its importance in listening skills

Directory of Open Access Journals (Sweden)

Presotto, Leticia

2014-01-01

Full Text Available This article aims at discussing the importance of Pragmatics in ESL classroom, more specifically in listening tasks. In order to base our study, we present an overview of some pragmatic theories which relies on the notion of inference, like Grice (1975 and Sperber and Wilson (1995. Then, we discuss about the importance of Pragmatics among language teaching and listening skill. In this section, we highlight some important aspects that have to be considered in teaching a second language focusing in listening activities. Finally, we analyze the listening section of TOEFL exam. Here, we show how Pragmatics is present and its importance to the students who take this specific test

Evaluating a Pre-Session Homework Exercise in a Standalone Information Literacy Class

Science.gov (United States)

Goetz, Joseph E.; Barber, Catherine R.

2015-01-01

In this study, researchers evaluate a homework exercise assigned before a standalone information literacy session. Students in a Master of Education program completed a worksheet using the ERIC database thesaurus. The researchers conducted pre- and posttests within a single library session to assess student learning, using a control group for…

Binaural pitch perception in normal-hearing and hearing-impaired listeners

DEFF Research Database (Denmark)

Santurette, Sébastien; Dau, Torsten

2007-01-01

The effects of hearing impairment on the perception of binaural-pitch stimuli were investigated. Several experiments were performed with normal-hearing and hearing-impaired listeners, including detection and discrimination of binaural pitch, and melody recognition using different types of binaural...... pitches. For the normal-hearing listeners, all types of binaural pitches could be perceived immediately and were musical. The hearing-impaired listeners could be divided into three groups based on their results: (a) some perceived all types of binaural pitches, but with decreased salience or musicality...... compared to normal-hearing listeners; (b) some could only perceive the strongest pitch types; (c) some were unable to perceive any binaural pitch at all. The performance of the listeners was not correlated with audibility. Additional experiments investigated the correlation between performance in binaural...

Listening and Musical Engagement: An Exploration of the Effects of Different Listening Strategies on Attention, Emotion, and Peak Affective Experiences

Science.gov (United States)

Diaz, Frank M.

2015-01-01

Music educators often use guided listening strategies as a means of enhancing engagement during music listening activities. Although previous research suggests that these strategies are indeed helpful in facilitating some form of cognitive and emotional engagement, little is known about how these strategies might function for music of differing…

Listening to Yourself Is like Listening to Others: External, but Not Internal, Verbal Self-Monitoring Is Based on Speech Perception

Science.gov (United States)

Huettig, Falk; Hartsuiker, Robert J.

2010-01-01

Theories of verbal self-monitoring generally assume an internal (pre-articulatory) monitoring channel, but there is debate about whether this channel relies on speech perception or on production-internal mechanisms. Perception-based theories predict that listening to one's own inner speech has similar behavioural consequences as listening to…

Is it possible to improve hearing by listening training?

OpenAIRE

Reuter, Karen

2011-01-01

Different listening training methods exist, which are based on the assumption that people can be trained to process incoming sound more effectively. It is often distinguished between the terms hearing (=passive reception of sound) and listening (=active process of tuning in to those sounds we wish to receive). Listening training methods claim to benefit a wide variety of people, e.g. people having learning disabilities, developmental delay or concentration problems. Sound therapists report ab...

THE EFFECT OF FORMAL SCHEMA ON COLLEGE ENGLISH LISTENING COMPREHENSION IN EFL

OpenAIRE

Shi Liyan; Wang Duqin; Chu Chunyan

2014-01-01

Abstract: Listening comprehension used to be thought of as a passive skill, and listeners were called as“tape-recorder” (Anderson & Lynch,1988). But in fact it is an active process, in which what the listener wants to get is an adequate understanding of what the speaker said and what the speaker meant. To achieve this purpose, English listeners should utilize contextual clues, background knowledge and depend on many learning strategies. Active listeners will understand what the speakers said ...

Enhancing Foreign Language Learning through Listening Strategies Delivered in L1: An Experimental Study

Directory of Open Access Journals (Sweden)

Hitendra Pillay

2013-01-01

Full Text Available Listening used in language teaching refers to a complex process that allows us to understand spoken language. The current study, conducted in Iran with an experimental design, investigated the effectiveness of teaching listening strategies delivered in L1 (Persian and its effect on listening comprehension in L2. Five listening strategies: Guessing, making inferences, identifying topics, repetition, and note-taking were taught over 14 weeks during a semester. Sixty lower intermediate female participants came from two EFL classrooms in an English language institute. The experimental class (n = 30 who listened to their classroom activities performed better (t value = 10.083 than the control class using a methodology that led learners through five listening strategies in Persian. The same teacher taught the students in the control class (n = 30, who listened to the same classroom listening activities without any of the above listening strategies. A pre and post listening test made by a group of experts in the language institute assessed the effect of teaching listening strategies delivered in L1. Results gathered on the post intervention listening test revealed that listening strategies delivered in L1 led to a statistically significant improvement in their discrete listening scores compared with the control group.

Research into Practice: Listening Strategies in an Instructed Classroom Setting

Science.gov (United States)

Graham, Suzanne

2017-01-01

This paper considers research and practice relating to listening in instructed classroom settings, limiting itself to what might be called unidirectional listening (Macaro, Graham & Vanderplank 2007)--in other words, where learners listen to a recording, a TV or radio clip or lecture, but where there is no communication back to the speaker(s).…

Do Questions Written in the Target Language Make Foreign Language Listening Comprehension Tests More Difficult?

Science.gov (United States)

Filipi, Anna

2012-01-01

The Assessment of Language Competence (ALC) certificates is an annual, international testing program developed by the Australian Council for Educational Research to test the listening and reading comprehension skills of lower to middle year levels of secondary school. The tests are developed for three levels in French, German, Italian and…

DEVELOPING PODCAST OF ENGLISH SONG AS MEDIA FOR ELT LISTENING

Directory of Open Access Journals (Sweden)

Amirudin Latif

2015-10-01

Full Text Available Abstract: Listening is one of the fundamental language skills.Based on the pre survey research, many students at Senior High School were not interested in listening course.This research tried to develop podcast of English song (PES as the media in order to help the teacher in the teaching of listening and make the students interested in listening course. The type of the reseacher is developmental research.The steps of this research are self evaluation, expert review and one-to-one, small group, and field test. The subjects of this research are the students of SMAN 03 Metro and SMK Muhammadiyah 03 Metro. The researcher collected the data by giving some questionnaires to the expert review and students to find out whether the media is applicable and suitable or not. The result showed that: first, most of the studentsfelt fun and enjoyable in the learning process of listening course. Second, PES media was applicable, the students were active, very enthusiastic, excited with PES media.   Key Words: English song, Listening media, Podcast.

Evaluation of Listening Skill of ELT Textbook at Secondary School Level

Directory of Open Access Journals (Sweden)

Mumtaz Ahmed

2015-06-01

Full Text Available Textbook evaluation means development of textbook that is based on rigorous research. In Pakistan text books are designed on communicative language teaching which focuses on communication. Morley (1991 has asserted that listening has a critical role in communication and in language acquisition because the better the students understand, the better they will be able to speak. In our text books, listening practices (text and activities are missing, and listening plays a secondary role as compared to speaking, as it is part of oral work that are dialogues and role play, neglecting that during conversation in English our students face hurdles in quick thinking and accurate predicting because of ignoring listening skill which help in learning sound, rhythm, intonation, pronunciation, vocabulary and grammatical details. The researchers’ intention here is to put different views on importance of listening skill and to evaluate English Text Books prescribed in Punjab government school whether they contain listening material, corresponding activities and related audio video material in text books. Keywords: Evaluation, listening skill, ELT, textbook, Punjab Textbook Board (PTB

The Relationship between EFL Learners' Self-Regulation and Their Listening Comprehension

Directory of Open Access Journals (Sweden)

Mohammad Ali Fatemi

2014-08-01

Full Text Available Self-regulated EFL students can comprehend better what they listen. The present study sought to investigate the relationship between EFL learners' listening comprehension and their self-regulation. To achieve the goals of this study, 103 intermediate EFL learners were selected in Torbat-e- Heydarieh, Iran. Two instruments were employed and the participants were to complete; first, Motivated Strategies for Learning Questionnaire (MSLQ to assess their Self-Regulation; and second, Standard Listening Test (SLT to measure their listening comprehension. Results of Pearson Correlation Coefficient indicated a statistically significant correlation. This finding provides pedagogical implications for EFL teachers to use self-regulatory approach when teaching listening comprehension.

Report of the American Heart Association (AHA) Scientific Session 2017, Anaheim, California.

Science.gov (United States)

Seo, Yoshihiro

2018-01-25

On November 11-15, the American Heart Association (AHA) Scientific Sessions 2017 were held in Anaheim, California, for the first time in 16 years. The annual sessions attracted nearly 18,000 attendees, with a global presence from more than 100 countries, and featured 5 days of programming for cardiovascular basic scientists, clinicians, and researchers. As usual, activities of participants from Japan were prominent. From the exciting sessions, I report the topics and key presentations including the late-breaking clinical trials.

Differential Item Functioning in While-Listening Performance Tests: The Case of the International English Language Testing System (IELTS) Listening Module

Science.gov (United States)

Aryadoust, Vahid

2012-01-01

This article investigates a version of the International English Language Testing System (IELTS) listening test for evidence of differential item functioning (DIF) based on gender, nationality, age, and degree of previous exposure to the test. Overall, the listening construct was found to be underrepresented, which is probably an important cause…

LISTENING TO MUSIC AND MUSIC PREFERENCES IN EARLY ADOLESCENCE

OpenAIRE

Ercegovac, Ina Reić; Dobrota, Snježana; Surić, Sara

2017-01-01

Music plays an important role in the life of adolescents. Dealing with music represents a very important free-time activity during adolescence, while by listening to music or performing music adolescents can satisfy a range of needs, both personal and those of social nature. Therefore, this paper presents the results of research on musical taste and listening to music habits in early adolescence. We hypothesized that students generally like listening to music and that they mostly prefer do...

DESIGNING PODCAST FOR STUDENTS: A PROTOTYPE FOR TEACHING ENGLISH IN LISTENING CLASS

Directory of Open Access Journals (Sweden)

Delsa Miranty

2016-09-01

Full Text Available In the context of language education, listening is recognized as the first skill that learnt by the students in the EFL classroom. However, some problems are commonly found in the process of learning to listen the material in form of English. Students are usually less confident and often confuse to start to listen the material in the EFL classroom. To minimize this problem, this study is aimed at discovering alternative tool in learning listening material by using Podcast. Four instruments were chosen to reveal students’ listening skill, they were: direct observation, questionnaire, interview and test. Direct observation was conducted three times, Likert Scale with five options was applied for questionnaires, close interview was conducted at the end of teaching learning process and the tests were conducted to check the students understanding of the materials. Moreover this research used one class in the third semester of English department in Untirta. The result of this research showed two things. First, there was effectiveness of using Podcast in the laboratory, since it has high score, for normalization gain score and the students finally had nice and good communication in the laboratory, the students have many time to download, listen, analysis and discuss the materials from Podcast with their team, out of the laboratory before they came to the laboratory. Second, there were good responses from the students since they got many advantages after using Podcast as the tool in the listening class, by applying podcast in the listening class. It started since the students were allowed to download, listen and give comments in the web blog about materials in critical listening from www.critical listening Podcast 2016.word press. Finally, by using Podcast, the English teacher also help the students to build their interaction skill and students’ self-confidence to improve their critical listening.

The Breakthrough Listen Search for Intelligent Life

Science.gov (United States)

Croft, Steve; Siemion, Andrew; De Boer, David; Enriquez, J. Emilio; Foster, Griffin; Gajjar, Vishal; Hellbourg, Greg; Hickish, Jack; Isaacson, Howard; Lebofsky, Matt; MacMahon, David; Price, Daniel; Werthimer, Dan

2018-01-01

The $100M, 10-year philanthropic "Breakthrough Listen" project is driving an unprecedented expansion of the search for intelligent life beyond Earth. Modern instruments allow ever larger regions of parameter space (luminosity function, duty cycle, beaming fraction, frequency coverage) to be explored, which is enabling us to place meaningful physical limits on the prevalence of transmitting civilizations. Data volumes are huge, and preclude long-term storage of the raw data products, so real-time and machine learning processing techniques must be employed to identify candidate signals as well as simultaneously classifying interfering sources. However, the Galaxy is now known to be a target-rich environment, teeming with habitable planets.Data from Breakthrough Listen can also be used by researchers in other areas of astronomy to study pulsars, fast radio bursts, and a range of other science targets. Breakthrough Listen is already underway in the optical and radio bands, and is also engaging with facilities across the world, including Square Kilometer Array precursors and pathfinders. I will give an overview of the technology, science goals, data products, and roadmap of Breakthrough Listen, as we attempt to answer one of humanity's oldest questions: Are we alone?

77 FR 17073 - Medicare, Medicaid, and Children's Health Insurance Programs; Meeting of the Advisory Panel on...

Science.gov (United States)

2012-03-23

... section 1804 of the Social Security Act (the Act), requiring the Secretary to provide informational... Primary Care Association; Marjorie Cadogan, Executive Deputy Commissioner, Department of Social Services... meeting will include the following: Welcome and Listening Session with CMS Leadership Recap of the...

77 FR 37681 - Medicare, Medicaid, and Children's Health Insurance Programs; Meeting of the Advisory Panel on...

Science.gov (United States)

2012-06-22

... imposed by section 1804 of the Social Security Act (the Act), requiring the Secretary to provide... Care Association, Marjorie Cadogan, Executive Deputy Commissioner, Department of Social Services..., 2012 meeting will include the following: Welcome and Listening Session with CMS Leadership Recap of the...

Are Listening Skills Best Enhanced Through the Use of Multimedia Technology

OpenAIRE

Sejdiu, Sejdi

2017-01-01

Listening comprehension is essential to L2 learning. Pupils who are able to demonstrate L2 listening skills are able to demonstrate proficiency in other language skills. Due to the relatively unappreciated role of listening in language development, educators and language experts have been actively promoting the equal or emphasized enhancement of listening skills among students. Through multimedia, L2 speakers are provided access to several visual and aural L2 texts via audio, video, th...

Session II-H. Regulatory implementation

International Nuclear Information System (INIS)

Farzin, M.H.

1981-01-01

During FY 1981, the program concepts for implementing the NRC and EPA regulations were formed. These concepts consist of: review and critique of proposed rules; interpretation of rules into practical performance objectives; and planning to achieve compliance of total system performance with the rules. Although still flexible because of the lack of final rules, notable advances in implementation of these concepts were achieved in FY 1981. Technically, proposed and draft rules were evaluated and resulting radionuclide release limits were compared for consistency. For issue identification and resolution activity, six LTR's were initiated, and other topics were identified. In activities leading to total system compliance with regulations, planning and implementation efforts were more clearly defined and integrated. Papers reported in this session are: (1) regulatory implementation concepts and program overview; (2) licensing issue resolution; (3) status of NEPA activities in the NNWSI Program; (4) status of NEPA activities in the ONWI Program; (5) NWTS approach to site characterization reporting; and (6) quality assurance perspectives relative to licensing needs

Engaged listeners: shared neural processing of powerful political speeches.

Science.gov (United States)

Schmälzle, Ralf; Häcker, Frank E K; Honey, Christopher J; Hasson, Uri

2015-08-01

Powerful speeches can captivate audiences, whereas weaker speeches fail to engage their listeners. What is happening in the brains of a captivated audience? Here, we assess audience-wide functional brain dynamics during listening to speeches of varying rhetorical quality. The speeches were given by German politicians and evaluated as rhetorically powerful or weak. Listening to each of the speeches induced similar neural response time courses, as measured by inter-subject correlation analysis, in widespread brain regions involved in spoken language processing. Crucially, alignment of the time course across listeners was stronger for rhetorically powerful speeches, especially for bilateral regions of the superior temporal gyri and medial prefrontal cortex. Thus, during powerful speeches, listeners as a group are more coupled to each other, suggesting that powerful speeches are more potent in taking control of the listeners' brain responses. Weaker speeches were processed more heterogeneously, although they still prompted substantially correlated responses. These patterns of coupled neural responses bear resemblance to metaphors of resonance, which are often invoked in discussions of speech impact, and contribute to the literature on auditory attention under natural circumstances. Overall, this approach opens up possibilities for research on the neural mechanisms mediating the reception of entertaining or persuasive messages. © The Author (2015). Published by Oxford University Press. For Permissions, please email: journals.permissions@oup.com.

Pleasurable music affects reinforcement learning according to the listener

Science.gov (United States)

Gold, Benjamin P.; Frank, Michael J.; Bogert, Brigitte; Brattico, Elvira

2013-01-01

Mounting evidence links the enjoyment of music to brain areas implicated in emotion and the dopaminergic reward system. In particular, dopamine release in the ventral striatum seems to play a major role in the rewarding aspect of music listening. Striatal dopamine also influences reinforcement learning, such that subjects with greater dopamine efficacy learn better to approach rewards while those with lesser dopamine efficacy learn better to avoid punishments. In this study, we explored the practical implications of musical pleasure through its ability to facilitate reinforcement learning via non-pharmacological dopamine elicitation. Subjects from a wide variety of musical backgrounds chose a pleasurable and a neutral piece of music from an experimenter-compiled database, and then listened to one or both of these pieces (according to pseudo-random group assignment) as they performed a reinforcement learning task dependent on dopamine transmission. We assessed musical backgrounds as well as typical listening patterns with the new Helsinki Inventory of Music and Affective Behaviors (HIMAB), and separately investigated behavior for the training and test phases of the learning task. Subjects with more musical experience trained better with neutral music and tested better with pleasurable music, while those with less musical experience exhibited the opposite effect. HIMAB results regarding listening behaviors and subjective music ratings indicate that these effects arose from different listening styles: namely, more affective listening in non-musicians and more analytical listening in musicians. In conclusion, musical pleasure was able to influence task performance, and the shape of this effect depended on group and individual factors. These findings have implications in affective neuroscience, neuroaesthetics, learning, and music therapy. PMID:23970875

Proceedings of the eighth annual DOE low-level waste management forum: Executive summary, opening plenary session, closing plenary session, attendees

Energy Technology Data Exchange (ETDEWEB)

1987-02-01

The Eighth Annual DOE (Department of Energy) Low-Level Waste Management Forum was held in September 1986, in Denver, Colorado, to provide a forum for exchange of information on low-level radioactive waste (LLW) management activities, requirements, and plans. The one hundred ninety attendees included representatives from the DOE Nuclear Energy and Defense Low-Level Waste Management Programs, DOE Operations Offices and their contractors; representatives from the US Nuclear Regulatory Commission (NRC), US Environmental Protection Agency (EPA), US Geological Survey, and their contractors; representatives of states and regions responsible for development of new commercial low-level waste disposal facilities; representatives of utilities, private contractors, disposal facility operators, and other parties concerned with low-level waste management issues. Plenary sessions were held at the beginning and conclusion of the meeting, while eight concurrent topical sessions were held during the intervening two days. The meeting was organized by topical areas to allow for information exchange and discussion on current and future low-level radioactive waste management challenges. Session chairmen presented summaries of the discussions and conclusions resulting from their respective sessions. Selected papers in this volume have been processed for inclusion in the Energy Data Base.

Proceedings of the eighth annual DOE low-level waste management forum: Executive summary, opening plenary session, closing plenary session, attendees

International Nuclear Information System (INIS)

1987-02-01

The Eighth Annual DOE (Department of Energy) Low-Level Waste Management Forum was held in September 1986, in Denver, Colorado, to provide a forum for exchange of information on low-level radioactive waste (LLW) management activities, requirements, and plans. The one hundred ninety attendees included representatives from the DOE Nuclear Energy and Defense Low-Level Waste Management Programs, DOE Operations Offices and their contractors; representatives from the US Nuclear Regulatory Commission (NRC), US Environmental Protection Agency (EPA), US Geological Survey, and their contractors; representatives of states and regions responsible for development of new commercial low-level waste disposal facilities; representatives of utilities, private contractors, disposal facility operators, and other parties concerned with low-level waste management issues. Plenary sessions were held at the beginning and conclusion of the meeting, while eight concurrent topical sessions were held during the intervening two days. The meeting was organized by topical areas to allow for information exchange and discussion on current and future low-level radioactive waste management challenges. Session chairmen presented summaries of the discussions and conclusions resulting from their respective sessions. Selected papers in this volume have been processed for inclusion in the Energy Data Base

The effect of extending high-frequency bandwidth on the acceptable noise level (ANL) of hearing-impaired listeners.

Science.gov (United States)

Johnson, Earl; Ricketts, Todd; Hornsby, Benjamin

2009-01-01

This study examined the effects of extending high-frequency bandwidth, for both a speech signal and a background noise, on the acceptable signal-to-noise ratio (SNR) of listeners with mild sensorineural hearing loss through utilization of the Acceptable Noise Level (ANL) procedure. In addition to extending high-frequency bandwidth, the effects of reverberation time and background noise type and shape were also examined. The study results showed a significant increase in the mean ANL (i.e. participants requested a better SNR for an acceptable listening situation) when high-frequency bandwidth was extended from 3 to 9 kHz and from 6 to 9 kHz. No change in the ANL of study participants was observed as a result of isolated modification to reverberation time or background noise stimulus. An interaction effect, however, of reverberation time and background noise stimulus was demonstrated. These findings may have implications for future design of hearing aid memory programs for listening to speech in the presence of broadband background noise.

Foreign Language Listening Anxiety: A Self-Presentational View

Science.gov (United States)

Kimura, Harumi

2017-01-01

This study used a self-presentational framework to investigate second language listening anxiety among university students and demonstrated that second language listening involves social concerns that are specific to second language settings. A set of anxiety questionnaires was administered to 1,177 students, and 17 learners provided verbal…

Evaluating a Pre-session Exercise in a Standalone Information Literacy Class

Directory of Open Access Journals (Sweden)

Joseph E. Goetz

2015-12-01

Full Text Available In this study, researchers evaluate a homework exercise assigned before a standalone information literacy session. Students in a Master of Education program completed a worksheet using the ERIC database thesaurus. The researchers conducted pre- and posttests within a single library session to assess student learning, using a control group for comparison. The treatment group did not demonstrate better thesaurus skills than students who had regular library instruction alone, but results pointed the way to targeted improvements of pre-session learning materials. This approach could inform other information literacy homework applications such as flipping the classroom.

Session-RPE for quantifying load of different youth taekwondo training sessions.

Science.gov (United States)

Lupo, Corrado; Capranica, Laura; Cortis, Cristina; Guidotti, Flavia; Bianco, Antonino; Tessitore, Antonio

2017-03-01

The session rating of perceived exertion (session-RPE) proved to be a valuable method to quantify the internal training load (ITL) in taekwondo. However, no study validated this method in youth taekwondo athletes performing different training sessions. Thus this study aimed at evaluating the reliability of the session-RPE to monitor the ITL of prepubescent taekwondo athletes during pre-competitive (PC) and competitive (C) training sessions. Five female (age: 12.0±0.7 y; height: 1.54±0.08 m; body mass: 48.8±7.3 kg) and four male (age: 12.0±0.8 yrs; height: 1.55±0.07 m; body mass: 47.3±5.3 kg) taekwondo athletes were monitored during 100 individual sessions (PC: N.=33; C: N.=67). The Edwards' HR method was used as reference measure of ITL; the CR-10 RPE scale was administered at 1- and 30-minutes from the end of each session. No difference for gender emerged. The ITLs of C (Edwards: 228±40 arbitrary units, AU) resulted higher than that of PC (192±26 AU; P=0.04). Although all training typologies and data collections achieved significant correlations between Edwards' and session-RPE methods, a large relationship (r =0.71, Psessions evaluated at 30 minutes of the recovery phases. Findings support coaches of prepubescent taekwondo athletes to successfully use session-RPE to monitor the ITL of different training typologies. However, PC training evaluated at 30 minutes of the recovery phase represents the best condition for a highly reliable ITL perception.

[A longitudinal (3 years) study of the development of four children with autism without mental retardation after 90 sessions of social skills training].

Science.gov (United States)

Liratni, M; Blanchet, C; Pry, R

2016-12-01

socialization and communication domains (VABS, P=0.00). From a symptomatic point of view (ADOS), we clinically observe better conversation skills and more social initiatives. About socialization and communication behaviors, parents reported (VABS): better listening, better verbal expression, more social relationships and a start of friendship for most of the children. This three-year longitudinal follow-up is the first known study about the evolution of children with autistic disorders after a great number of sessions of social skills training. It shows that it is possible to adapt social skills training to young children. In addition, our program and our results (VABS) show clear examples of generalization which is targeted as a weakness in the specialized studies. However, the absence of a control group and of a base line strongly limit our results in terms of effectiveness. Copyright © 2016 L’Encéphale, Paris. Published by Elsevier Masson SAS. All rights reserved.

Assessing treatment integrity in cognitive-behavioral therapy: comparing session segments with entire sessions.

Science.gov (United States)

Weck, Florian; Grikscheit, Florian; Höfling, Volkmar; Stangier, Ulrich

2014-07-01

The evaluation of treatment integrity (therapist adherence and competence) is a necessary condition to ensure the internal and external validity of psychotherapy research. However, the evaluation process is associated with high costs, because therapy sessions must be rated by experienced clinicians. It is debatable whether rating session segments is an adequate alternative to rating entire sessions. Four judges evaluated treatment integrity (i.e., therapist adherence and competence) in 84 randomly selected videotapes of cognitive-behavioral therapy for major depressive disorder, social anxiety disorder, and hypochondriasis (from three different treatment outcome studies). In each case, two judges provided ratings based on entire therapy sessions and two on session segments only (i.e., the middle third of the entire sessions). Interrater reliability of adherence and competence evaluations proved satisfactory for ratings based on segments and the level of reliability did not differ from ratings based on entire sessions. Ratings of treatment integrity that were based on entire sessions and session segments were strongly correlated (r=.62 for adherence and r=.73 for competence). The relationship between treatment integrity and outcome was comparable for ratings based on session segments and those based on entire sessions. However, significant relationships between therapist competence and therapy outcome were only found in the treatment of social anxiety disorder. Ratings based on segments proved to be adequate for the evaluation of treatment integrity. The findings demonstrate that session segments are an adequate and cost-effective alternative to entire sessions for the evaluation of therapist adherence and competence. Copyright © 2014. Published by Elsevier Ltd.

IFESS 2005 Special Session 5 Artifical Vision. Final progress report

Energy Technology Data Exchange (ETDEWEB)

Weiland, James D.

2005-07-05

A special session on visual prostheses was held during the Annual Meeting of the International Functional Electrical Stimulation Society (IFESS), in Montreal, Canada, July 5-9, 2005. IFESS is a meeting that typically attracts researchers in implantable nerve stimulators, functional electrical stimulation, and rehabilitation. All of these areas have significant overlap with the retinal prosthesis, but these areas have decades of research behind them. The special session provided a forum for researchers with vast experience in nerve stimulation to interact with leading research in retinal and cortical visual prostheses. The grant paid for the travel and conference costs of the presenters in the session. The session was chaired by James Weiland (the PI on this grant). The session co-chair was Phil Troyk, Ph.D., from the Illinois Institute of Technology. The Department of Energy was acknowledged at the start of the session as the sponsor. The following talks were delivered: Clinical Trial of a Prototype Retinal Prosthesis James Weiland, Ph.D. Doheny Eye Institute, Los Angeles, California The U.S. Department of Energy's Artificial Sight Program Elias Greenbaum, Ph.D. Oak Ridge National Laboratory, Oak Ridge, Tennessee A 16-Channel stimulator ASIC for use in an intracortical visual prosthesis Phillip R. Troyk, Ph.D. Illinois Institute of Technology, Chicago, Illinois Two approaches to the Optic Nerve Visual Prosthesis Jean Delbeke, M.D. University Cath de Louvain, Louvain, Belgium Design and Implementation of High Power Efficiency Modules for a Cortical Visual Stimulator Mohammad Sawan, Ph.D. Ecole Polytechnique de Montreal, Montreal, Canada Remaining funds from the grant were used to support Dr. Weiland's travel to the Association for Research in Vision and Ophthalmology in May 2006, with DOE approval, where several projects, supported by the DOE artificial retina program, were presented.

Listening to sound patterns as a dynamic activity

Science.gov (United States)

Jones, Mari Riess

2003-04-01

The act of listening to a series of sounds created by some natural event is described as involving an entrainmentlike process that transpires in real time. Some aspects of this dynamic process are suggested. In particular, real-time attending is described in terms of an adaptive synchronization activity that permits a listener to target attending energy to forthcoming elements within an acoustical pattern (e.g., music, speech, etc.). Also described are several experiments that illustrate features of this approach as it applies to attending to musiclike patterns. These involve listeners' responses to changes in either the timing or the pitch structure (or both) of various acoustical sequences.

Web-Based Assessment Tool for Communication and Active Listening Skill Development

Science.gov (United States)

Cheon, Jongpil; Grant, Michael

2009-01-01

The website "Active Listening" was developed within a larger project--"Interactive Web-based training in the subtleties of communication and active listening skill development." The Active Listening site aims to provide beginning counseling psychology students with didactic and experimental learning activities and interactive tests so that…

Effects of Two Listening Strategies for Melodic Dictation

Science.gov (United States)

Buonviri, Nathan O.

2017-01-01

The purpose of this research was to examine effects of two listening strategies on melodic dictation scores. Fifty-four undergraduate music majors completed short tonal melodic dictations in a within-subjects design with three conditions: (a) no specified strategy in the instructions, (b) required listening before writing, and (c) required writing…

The effect of listening comprehension skills on students ...

African Journals Online (AJOL)

This paper presents the report of a study that investigated the effects of listening comprehension skill training on students' performance in Oral English Test. To investigate the effects that the teaching of listening comprehension skills would have on the performance in Oral English test, 82 Senior Secondary School 2 ...

Listening Instruction and Practice for Advanced ESL Students.

Science.gov (United States)

Godfrey, Dennis

This paper attempts to enact Rivers' (1971 and 1972) urgings to base ESL listening instruction on both psychological and linguistic findings and contends that advanced ESL students' listening needs call for improvement in processing spoken English discourse. Psychological data on memory span is cited to demonstrate that advanced ESL students…

Older Adults with Mild Cognitive Impairments Show Less Driving Errors after a Multiple Sessions Simulator Training Program but Do Not Exhibit Long Term Retention.

Science.gov (United States)

Teasdale, Normand; Simoneau, Martin; Hudon, Lisa; Germain Robitaille, Mathieu; Moszkowicz, Thierry; Laurendeau, Denis; Bherer, Louis; Duchesne, Simon; Hudon, Carol

2016-01-01

The driving performance of individuals with mild cognitive impairment (MCI) is suboptimal when compared to healthy older adults. It is expected that the driving will worsen with the progression of the cognitive decline and thus, whether or not these individuals should continue to drive is a matter of debate. The aim of the study was to provide support to the claim that individuals with MCI can benefit from a training program and improve their overall driving performance in a driving simulator. Fifteen older drivers with MCI participated in five training sessions in a simulator (over a 21-day period) and in a 6-month recall session. During training, they received automated auditory feedback on their performance when an error was noted about various maneuvers known to be suboptimal in MCI individuals (for instance, weaving, omitting to indicate a lane change, to verify a blind spot, or to engage in a visual search before crossing an intersection). The number of errors was compiled for eight different maneuvers for all sessions. For the initial five sessions, a gradual and significant decrease in the number of errors was observed, indicating learning and safer driving. The level of performance, however, was not maintained at the 6-month recall session. Nevertheless, the initial learning observed opens up possibilities to undertake more regular interventions to maintain driving skills and safe driving in MCI individuals.

Auditory prediction during speaking and listening.

Science.gov (United States)

Sato, Marc; Shiller, Douglas M

2018-02-02

In the present EEG study, the role of auditory prediction in speech was explored through the comparison of auditory cortical responses during active speaking and passive listening to the same acoustic speech signals. Two manipulations of sensory prediction accuracy were used during the speaking task: (1) a real-time change in vowel F1 feedback (reducing prediction accuracy relative to unaltered feedback) and (2) presenting a stable auditory target rather than a visual cue to speak (enhancing auditory prediction accuracy during baseline productions, and potentially enhancing the perturbing effect of altered feedback). While subjects compensated for the F1 manipulation, no difference between the auditory-cue and visual-cue conditions were found. Under visually-cued conditions, reduced N1/P2 amplitude was observed during speaking vs. listening, reflecting a motor-to-sensory prediction. In addition, a significant correlation was observed between the magnitude of behavioral compensatory F1 response and the magnitude of this speaking induced suppression (SIS) for P2 during the altered auditory feedback phase, where a stronger compensatory decrease in F1 was associated with a stronger the SIS effect. Finally, under the auditory-cued condition, an auditory repetition-suppression effect was observed in N1/P2 amplitude during the listening task but not active speaking, suggesting that auditory predictive processes during speaking and passive listening are functionally distinct. Copyright © 2018 Elsevier Inc. All rights reserved.

Acoustic-Phonetic Versus Lexical Processing in Nonnative Listeners Differing in Their Dominant Language.

Science.gov (United States)

Shi, Lu-Feng; Koenig, Laura L

2016-09-01

Nonnative listeners have difficulty recognizing English words due to underdeveloped acoustic-phonetic and/or lexical skills. The present study used Boothroyd and Nittrouer's (1988)j factor to tease apart these two components of word recognition. Participants included 15 native English and 29 native Russian listeners. Fourteen and 15 of the Russian listeners reported English (ED) and Russian (RD) to be their dominant language, respectively. Listeners were presented 119 consonant-vowel-consonant real and nonsense words in speech-spectrum noise at +6 dB SNR. Responses were scored for word and phoneme recognition, the logarithmic quotient of which yielded j. Word and phoneme recognition was comparable between native and ED listeners but poorer in RD listeners. Analysis of j indicated less effective use of lexical information in RD than in native and ED listeners. Lexical processing was strongly correlated with the length of residence in the United States. Language background is important for nonnative word recognition. Lexical skills can be regarded as nativelike in ED nonnative listeners. Compromised word recognition in ED listeners is unlikely a result of poor lexical processing. Performance should be interpreted with caution for listeners dominant in their first language, whose word recognition is affected by both lexical and acoustic-phonetic factors.

Layers Of Visual Imagination And Degrees Of Subjectivity In Listening Experiences Exploring Visual Imagination In Acousmatic Composition And Listening

Directory of Open Access Journals (Sweden)

Stefano Poillucci

2015-08-01

Full Text Available Abstract Electroacoustic music especially Acousmatic is often perceived differently between listeners and a wide variety of visual images is evoked. This because of the spectromorphological qualities and the abstract reality in which this kind of music carries the listener into. In everyday life it seems that we have a natural tendency to assess and understand reality around us and to quantise how and if the perceived circumstances could affect our wellbeing. Some studies also affirm that brain and the biological function of the sensory and perceptual processes are commonly identical in each listener. This gives evidence that arises the interest to investigate which variations the subjectivity of visual imagery depends on and if it is possible to unfold it in various layers. This experimental research has taken in consideration questionnaire-based listening tests to gather details from each listening experience and to get a better understanding of the visual imagery evoked by electroacoustic compositions into the listeners mind and its degrees of objectivity and subjectivity. The compositions used in the experiment were both composed by the author with the intention of guiding listeners into their personal perceptual-imaginative journey by delivering encoded perhaps objective sonic cues. This paper is a theoretical inter-disciplinary analysis backed by research on the foundations of senses perception cognition emotions etc. An artistic approach based on scientific evidences led to the theorization of layers of imagination and their bias to produce visual images with a degree of subjectivity that lies into micro aspects of sounds and in the perceptual and innate knowledge of each individual. Glossary The terms listed here have been invented or readapted for the purpose of the study in order to make concepts easier to assimilate and understand. Aural World sonic world with intrinsic features Smalley 1997. The purely auditory realm which an

The Effects of Controlled Language Processing on Listening Comprehension and Recall

Science.gov (United States)

Jannejad, Mohsen; Shokouhi, Hossein; Haghighi, Somayeh Biparva

2012-01-01

This study seeks to determine the possible interactions between listening proficiency and the state of strategic self-awareness; second, and more importantly, to investigate the effects of learned strategies on listening comprehension and recall; and finally to describe the most common real-time listening comprehension problems faced by EFL…

Parents Exhibit Children's Progress at a Poster Session.

Science.gov (United States)

Donley, Corrine R.; Williams, Gladys

1997-01-01

Describes a program of New York's Keller School (a school for toddlers and preschoolers with communication, cognitive, and emotional disorders), which promotes meaningful family involvement through parent education. Activities to promote parent participation are described, including an annual poster session to present the parents' own data on…

77 FR 2983 - Medicare, Medicaid, and Children's Health Insurance Programs; Meeting of the Advisory Panel on...

Science.gov (United States)

2012-01-20

... duties are imposed by section 1804 of the Social Security Act (the Act), requiring the Secretary to..., Department of Social Services; Jonathan Dauphine, Senior Vice President, AARP; Barbara Ferrer, Executive... and Listening Session with CMS Leadership; Recap of the Previous (November 17, 2011) Meeting...

77 FR 70785 - Medicare, Medicaid, and Children's Health Insurance Programs; Meeting of the Advisory Panel on...

Science.gov (United States)

2012-11-27

... * * * by law.'' Such duties are imposed by section 1804 of the Social Security Act (the Act), requiring the...; Marjorie Cadogan, Executive Deputy Commissioner, Department of Social Services; Jonathan Dauphine, Senior..., 2012 meeting will include the following: Welcome and Listening Session with CMS Leadership. Recap of...

76 FR 37120 - Medicare, Medicaid, and Children's Health Insurance Programs; Meeting of the Advisory Panel on...

Science.gov (United States)

2011-06-24

... * * * by law.'' Such duties are imposed by section 1804 of the Social Security Act (the Act), requiring the... Center; Marjorie Cadogan, Executive Deputy Commissioner, Department of Social Services; Jonathan Dauphine... 28, 2011 meeting will include the following: Welcome and Listening Session with CMS Leadership...

COMMUNICATIVE VALIDITY OF THE NEW CET-4 LISTENING COMPREHENSION TEST IN CHINA

Directory of Open Access Journals (Sweden)

Chao Wang

2014-07-01

Full Text Available Abstract: Based on the major dimensions of a communicative language test that Bachman proposed, this paper aims to have an investigation on the validity of the new CET-4 listening subtest in China from a communicative point of view. Both qualitative and quantitative methods are involved in the study. Material analysis falls into qualitative study, including analysis of the CET-4 testing syllabus and eight new CET-4 listening comprehension tests. Students’ scores of two tests and the questionnaires are analyzed quantitatively. Through analysis, it is found that the new CET-4 listening subtest has a high validity and can measure test-takers’ listening ability in real communication. First, the new CET-4 listening subtest has the quality of reliability. Second, the seven listening skills tested in this subtest can measure the communicative language ability required in the testing syllabus. The intra-correlation analysis shows that each part of the new CET-4 listening subtest focuses on different language abilities related to listening. Third, the authenticity of the new CET-4 listening subtest reaches a satisfactory level. The materials chosen in the test cover various topics and genres. Speakers’ pronunciation, tone and speed are in accordance with the real situation. However, some shortcomings also exist in the test design and should be improved later. For example, its limited item types cannot represent the task types in real life, and the actual input is too ideal to be authentic.   Keywords: Communicative language ability, communicative language testing, listening comprehension, test validity

Teaching Techniques, Types of Personality, and English Listening Skill

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Ni Made Ratminingsih

2013-01-01

Full Text Available Abstract: Teaching Techniques, Types of Personality, and English Listening Skill. This study inves­tigated the effect of teaching techniques and types of personality on English listening skill. This experi­mental study involved 88 students under investigation, which were determined randomly through multi-stage random sampling technique. The results of the research indicate that there is an interaction effect between the teaching techniques and types of personality on the English listening skill; there is no significant difference in the listening skill between the group of students who learn using the game technique and those who learn using the song technique; the listening skill of students having extrovert personality is better than those having introvert personality; the listening skill of students having extrovert personality who learn using the game technique is lower than those who learn using the song technique; and the listen­ing skill of students having introvert personality who learn using the game technique is higher than those who learn using the song technique. Abstrak: Teknik Pembelajaran, Tipe Kepribadian, dan Keterampilan Mendengarkan Bahasa Inggris. Penelitian ini bertujuan untuk mengetahui pengaruh teknik pembelajaran dan tipe kepribadian terhadap keterampilan mendengarkan bahasa Inggris. Penelitian ini melibatkan 88 orang siswa, yang ditentukan secara acak melalui multi stage random sampling technique. Hasil penelitian menunjukkan bahwa terdapat pengaruh interaksi antara teknik pembelajaran dan tipe kepribadian terhadap keterampilan mendengarkan bahasa Inggris; tidak terdapat perbedaan yang signifikan pada keterampilan mendengarkan antara siswa yang belajar dengan teknik pembelajaran permainan dan lagu; keterampilan mendengarkan siswa yang berkepribadian ekstroversi lebih baik daripada yang berkepribadian introversi; keterampilan mendengarkan siswa yang berkepribadian ekstroversi, yang belajar dengan teknik pembelajaran

The Relationships between Social Class, Listening Test Anxiety and Test Scores

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Rezaabadi, Omid Talebi

2016-01-01

This study investigated the relationships between the social anxiety, social class and listening-test anxiety of students learning English as a foreign language. The aims of the study were to examine the relationship between listening-test anxiety and listening-test performance. The data were collected using an adapted Foreign Language Listening…

Iranian Female Language Learners' Listening Strategy Preferences in Multimedia Environment

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Shabnam Talebi Eskandari

2016-11-01

Full Text Available Listening skill has been recently paid great attention comparing with the other three language skills since having communication is the first and most essential need. Language learners have been using the three different listening strategies (Cognitive, Meta-cognitive, and Socio-affective to improve their listening skills in multimedia environments in particular. The main focus of this study is to determine the most preferable listening strategies employed in improving listening skills in multimedia environment by female Iranian English language learners. To achieve the goals, thirty female English language learners – twenty to twenty five - out of sixty were selected. In order to collect data IELTS test as pre-test and post-test questionnaire and interview were used. The result indicated that these language learners mainly employed meta-cognitive strategies the most in the multimedia environment. Thus, it is implied that the findings would be beneficial to the classroom practice, guide learners and lecturers as well as syllabus planners and material designers

A test battery measuring auditory capabilities of listening panels

DEFF Research Database (Denmark)

Ghani, Jody; Ellermeier, Wolfgang; Zimmer, Karin

2005-01-01

a battery of tests covering a larger range of auditory capabilities in order to assess individual listeners. The format of all tests is kept as 'objective' as possible by using a three-alternative forced-choice paradigm in which the subject must choose which of the sound samples is different, thus keeping...... the instruction to the subjects simple and common for all tests. Both basic (e.g. frequency discrimination) and complex (e.g. profile analysis) psychoacoustic tests are covered in the battery and a threshold of discrimination or detection is obtained for each test. Data were collected on 24 listeners who had been...... recruited for participation in an expert listening panel for evaluating the sound quality of hi-fi audio systems. The test battery data were related to the actual performance of the listeners when judging the degradation in quality produced by audio codecs....

Not Just Wanna Have Fun: Teaching Listening Skills with Songs

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Amalia Qistina Abdullah

2013-07-01

Full Text Available Teaching listening skills is very challenging to ESL teachers. It involves active participation from both teachers and students to ensure the objectives of teaching listening skills can be achieved. Hence, this presentation provides interesting and exciting strategies to teach listening skills using selected songs.  It is hoped that this would motivate ESL teachers to apply and adapt these strategies in their English language classrooms.

Electroacoustical simulation of listening room acoustics for project ARCHIMEDES

DEFF Research Database (Denmark)

Bech, Søren

1989-01-01

ARCHIMEDES is a psychoacoustics research project, funded under the European EUREKA scheme. Three partners share the work involved: The Acoustics Laboratory of The Technical University of Denmark; Bang and Olufsen of Denmark; and KEF Electronics of England. Its primary object is to quantify...... the influence of listening room acoustics on the timbre of reproduced sound. For simulation of the acoustics of a standard listening room, an electroacoustic setup has been built in an anechoic chamber. The setup is based on a computer model of the listening room, and it consists of a number of loudspeakers...

Selective Listening in L2 Learners of French

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Graham, Suzanne; Santos, Denise

2013-01-01

This paper considers the issue raised in 2008 by Gillian Brown in her article "Selective listening" regarding whether nouns are "privileged" in memory over verbs during listening tasks, and whether attention to nouns, at least in the early stages of L2 learning, is a desirable strategy to be taught to learners, as Brown…

Listening--A New Priority In Small Group Process?

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Brack, Harold A.

Although listening is a major activity in small group communication, it has received minimal attention. Examination of several books and journals reveals a very sparse treatment of the subject. More attention should be given to listening because it is a key factor in a democratic leadership style and requires different skills than does listening…

Active versus passive listening to auditory streaming stimuli: a near-infrared spectroscopy study

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Remijn, Gerard B.; Kojima, Haruyuki

2010-05-01

We use near-infrared spectroscopy (NIRS) to assess listeners' cortical responses to a 10-s series of pure tones separated in frequency. Listeners are instructed to either judge the rhythm of these ``streaming'' stimuli (active-response listening) or to listen to the stimuli passively. Experiment 1 shows that active-response listening causes increases in oxygenated hemoglobin (oxy-Hb) in response to all stimuli, generally over the (pre)motor cortices. The oxy-Hb increases are significantly larger over the right hemisphere than over the left for the final 5 s of the stimulus. Hemodynamic levels do not vary with changes in the frequency separation between the tones and corresponding changes in perceived rhythm (``gallop,'' ``streaming,'' or ``ambiguous''). Experiment 2 shows that hemodynamic levels are strongly influenced by listening mode. For the majority of time windows, active-response listening causes significantly larger oxy-Hb increases than passive listening, significantly over the left hemisphere during the stimulus and over both hemispheres after the stimulus. This difference cannot be attributed to physical motor activity and preparation related to button pressing after stimulus end, because this is required in both listening modes.

Modeling Speech Intelligibility in Hearing Impaired Listeners

DEFF Research Database (Denmark)

Scheidiger, Christoph; Jørgensen, Søren; Dau, Torsten

2014-01-01

speech, e.g. phase jitter or spectral subtraction. Recent studies predict SI for normal-hearing (NH) listeners based on a signal-to-noise ratio measure in the envelope domain (SNRenv), in the framework of the speech-based envelope power spectrum model (sEPSM, [20, 21]). These models have shown good...... agreement with measured data under a broad range of conditions, including stationary and modulated interferers, reverberation, and spectral subtraction. Despite the advances in modeling intelligibility in NH listeners, a broadly applicable model that can predict SI in hearing-impaired (HI) listeners...... is not yet available. As a firrst step towards such a model, this study investigates to what extent eects of hearing impairment on SI can be modeled in the sEPSM framework. Preliminary results show that, by only modeling the loss of audibility, the model cannot account for the higher speech reception...

Formal description of the OSI session layer: session service

NARCIS (Netherlands)

van Sinderen, Marten J.; van Eijk, P.H.J.; Vissers, C.A.; Diaz, M.

1989-01-01

The LOTOS formal description of the OSI session service is presented on basis of specification samples from the full description, giving account of how specification styles and session service architectural elements are reflected in the description. Both information (data types) and process

Are Listening Skills Best Enhanced through the Use of Multimedia Technology

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Sejdiu, Sejdi

2017-01-01

Listening comprehension is essential to L2 learning. Pupils who are able to demonstrate L2 listening skills are able to demonstrate proficiency in other language skills. Due to the relatively unappreciated role of listening in language development, educators and language experts have been actively promoting the equal or emphasized enhancement of…

The effect of hearing aid noise reduction on listening effort in hearing-impaired adults.

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Desjardins, Jamie L; Doherty, Karen A

2014-01-01

The purpose of the present study was to evaluate the effect of a noise-reduction (NR) algorithm on the listening effort hearing-impaired participants expend on a speech in noise task. Twelve hearing-impaired listeners fitted with behind-the-ear hearing aids with a fast-acting modulation-based NR algorithm participated in this study. A dual-task paradigm was used to measure listening effort with and without the NR enabled in the hearing aid. The primary task was a sentence-in-noise task presented at fixed overall speech performance levels of 76% (moderate listening condition) and 50% (difficult listening condition) correct performance, and the secondary task was a visual-tracking test. Participants also completed measures of working memory (Reading Span test), and processing speed (Digit Symbol Substitution Test) ability. Participants' speech recognition in noise scores did not significantly change with the NR algorithm activated in the hearing aid in either listening condition. The NR algorithm significantly decreased listening effort, but only in the more difficult listening condition. Last, there was a tendency for participants with faster processing speeds to expend less listening effort with the NR algorithm when listening to speech in background noise in the difficult listening condition. The NR algorithm reduced the listening effort adults with hearing loss must expend to understand speech in noise.

Examination of the neighborhood activation theory in normal and hearing-impaired listeners.

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Dirks, D D; Takayanagi, S; Moshfegh, A; Noffsinger, P D; Fausti, S A

2001-02-01

Experiments were conducted to examine the effects of lexical information on word recognition among normal hearing listeners and individuals with sensorineural hearing loss. The lexical factors of interest were incorporated in the Neighborhood Activation Model (NAM). Central to this model is the concept that words are recognized relationally in the context of other phonemically similar words. NAM suggests that words in the mental lexicon are organized into similarity neighborhoods and the listener is required to select the target word from competing lexical items. Two structural characteristics of similarity neighborhoods that influence word recognition have been identified; "neighborhood density" or the number of phonemically similar words (neighbors) for a particular target item and "neighborhood frequency" or the average frequency of occurrence of all the items within a neighborhood. A third lexical factor, "word frequency" or the frequency of occurrence of a target word in the language, is assumed to optimize the word recognition process by biasing the system toward choosing a high frequency over a low frequency word. Three experiments were performed. In the initial experiments, word recognition for consonant-vowel-consonant (CVC) monosyllables was assessed in young normal hearing listeners by systematically partitioning the items into the eight possible lexical conditions that could be created by two levels of the three lexical factors, word frequency (high and low), neighborhood density (high and low), and average neighborhood frequency (high and low). Neighborhood structure and word frequency were estimated computationally using a large, on-line lexicon-based Webster's Pocket Dictionary. From this program 400 highly familiar, monosyllables were selected and partitioned into eight orthogonal lexical groups (50 words/group). The 400 words were presented randomly to normal hearing listeners in speech-shaped noise (Experiment 1) and "in quiet" (Experiment 2) as

Use of listening strategies for the speech of individuals with dysarthria and cerebral palsy.

Science.gov (United States)

Hustad, Katherine C; Dardis, Caitlin M; Kramper, Amy J

2011-03-01

This study examined listeners' endorsement of cognitive, linguistic, segmental, and suprasegmental strategies employed when listening to speakers with dysarthria. The study also examined whether strategy endorsement differed between listeners who earned the highest and lowest intelligibility scores. Speakers were eight individuals with dysarthria and cerebral palsy. Listeners were 80 individuals who transcribed speech stimuli and rated their use of each of 24 listening strategies on a 4-point scale. Results showed that cognitive and linguistic strategies were most highly endorsed. Use of listening strategies did not differ between listeners with the highest and lowest intelligibility scores. Results suggest that there may be a core of strategies common to listeners of speakers with dysarthria that may be supplemented by additional strategies, based on characteristics of the speaker and speech signal.

Listening to music reduces eye movements.

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Schäfer, Thomas; Fachner, Jörg

2015-02-01

Listening to music can change the way that people visually experience the environment, probably as a result of an inwardly directed shift of attention. We investigated whether this attentional shift can be demonstrated by reduced eye movement activity, and if so, whether that reduction depends on absorption. Participants listened to their preferred music, to unknown neutral music, or to no music while viewing a visual stimulus (a picture or a film clip). Preference and absorption were significantly higher for the preferred music than for the unknown music. Participants exhibited longer fixations, fewer saccades, and more blinks when they listened to music than when they sat in silence. However, no differences emerged between the preferred music condition and the neutral music condition. Thus, music significantly reduces eye movement activity, but an attentional shift from the outer to the inner world (i.e., to the emotions and memories evoked by the music) emerged as only one potential explanation. Other explanations, such as a shift of attention from visual to auditory input, are discussed.

The Challenges of Teaching EFL Listening in Iraqi (Kurdistan Region) Universities

Science.gov (United States)

Avci, Rauf; Doghonadze, Natela

2017-01-01

The article is dedicated to the issue of teaching EFL listening in Kurdistan region of Iraq. The important role of listening skills in a FL learning is presented, and the difficulties of listening are analyzed, including language (vocabulary, grammar) and psychological (low motivation and self-confidence as well as a high level of listening…

Enhancing Listener Strategies Using a Payoff Matrix in Speech-on-speech Masking Experiments

Science.gov (United States)

2015-09-03

five of the eighteen listeners would have achieved the 1200 point goal, had it been in place for experiment 1. Seven out of the ten listeners in...listeners would revert back to reporting more masker words at negative TMRs in the ab- sence of specific instructions and incentives. The listeners could have