OBJECTIVE: Vestibular evoked myogenic potential (VEMP) is a clinical test used in the diagnosis of vestibular diseases. VEMP uses several stimulants to stimulate the vestibular system and measure myogenic potentials. The aim of this study was to compare the effects of tone burst, click, and chirp stimulation in VEMP on the latency and amplitude of myogenic potentials. MATERIALS and METHODS:We compared the results of 78 ears from 39 volunteers. We measured the sternocleidomastoid muscle potential of each ear following a 500-Hz tone burst, click, and chirp stimulation while in a sitting position and evaluated the latency and amplitude. RESULTS:The tone burst stimulus resulted in waves with longer latency (15.8±1.9 ms) but higher amplitude (35.9±17.1 µV) compared with the other stimuli, and the chirp stimulus resulted in waves with shorter latency (9.9±2.4 ms) but lower amplitude (33±18.6 µV) (p<0.001). The VEMP asymmetry ratio did not significantly differ. CONCLUSION:Because the amplitudes and latencies of different stimuli significantly differ, further studies including more patients and stimulus types are needed to obtain standardized VEMP protocols.
In many languages, vowels are characterized by their use of contrastive phonological vowel quantity and vowel quality. In Swedish, vowels have traditionally been described as being distinct in quality as well as having a phonological distinction between short and long vowel quantities. In English, however, phonological distinctions among vowels are described as primarily qualitative. This investigation examines the perceptual use of vowel duration and the first two vowel formant frequencies in distinguishing Swedish vowel pairs by three groups of listeners: native Swedish listeners (SS), British English listeners who do not know Swedish (EE), and British listeners who know Swedish well (ES). For each of three pairs of Swedish vowels (IPAKiel[i=DC]IPAKiel-[I], IPAKiel[o=DC]-IPAKiel[O], IPAKiel[A=DC]IPAKiel-[a]), /kVt/ words were resynthesized having ten degrees of vowel duration and ten degrees of F1 and F2 adjustment. Listeners’ responses and reaction times in a rhyming task show that unlike native listeners, L2 (i.e., ES) listeners distinguish Swedish vowel quantity using duration almost exclusively, which is consistent with what they have been taught, whereas TimesEE listeners respond as expected for a comparable English vowel continuum, using both vowel duration and spectra. These results are discussed in terms of the different stategies used by the different listeners.
New technologies afford a range of opportunities that can transform teaching techniques and offer enhanced possibilities for learning. This potential is often not grasped by the technologist or the educationalist when introducing new technologies into the learning situation and a situation arises which can be described as "New technology, no new pedagogy." This paper examines why this situation arises, before progressing to suggest a set of target areas the affordances of new technology ought to transform when introduced into the socio-cultural learning environment (Vygotsky, 1978). This set of target areas is illustrated through the presentation of a technology supported learning environment for introductory undergraduate phonetics. Each course module is discussed in relation to these targets and how the affordances of new technology are used to meet them. The student and lecturer reflections on the course indicate that the use of new technology as applied in this introductory undergraduate phonetics course was appropriate, although not always 100% successful.
The duration of phonetic components in a syllable is known to be affected by the syllable’s relative prominence, along with the number and articulatory nature of phonological segments in a word. This study addresses the durational effect of these factors on successive segments in Swedish consonant clusters. Ten native Swedish speakers were recorded producing monosyllabic and disyllabic target words which were either focused or not focused in a carrier phrase. Each word contained an /s/+stop cluster or stop+/s/ cluster in which the stop was /p,t/ or /k/. The durations of the /s/ frication and stop closure were measured. Results indicate that focus consistently increases the duration of a cluster and its constituents. In addition, little difference in closure duration was observed among /p,t,k/. Within disyllabic words, the cluster’s first segment, whether a stop or an /s/, was systematically longer than the second segment in both nonfocal and focal conditions. The reverse tendency was found for monosyllabic words; the cluster’s second segment was generally longer than the first segment in the focal condition, and no difference due to position in the cluster was observed for the nonfocal condition. These results are discussed in terms of the relative timing of successive consonants within clusters.
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