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Directive counseling and sound therapy have been reported to effectively alleviate tinnitus suffering. Without objective evaluation, researchers doubt the real effect of sound therapy. This study was designed to evaluate the frequency and intensity of the theoretical ‘mixing point’ (MP) in sound therapy and to investigate its relationship with the minimal masking level (MML) of tinnitus. The tinnitus tones of 133 patients were successfully matched in frequency (dominant in 4–10 kHz) and loudness (83.09 ± 12.04 dB) using a psychoacoustic matching protocol and a newly designed tinnitus evaluation system. The matching rate was 83%. The relationship between the MP and MML is described by a linear regression equation: MP = 0.90 × MML + 1.98 (r² = 0.82, p < 0.0001). The results of matching and correlation analysis confirmed the consistency of the MP in sound therapy. The psychoacoustic characteristics of tinnitus can be objectively evaluated with our matching protocol and evaluation system.

And the repeated measure analysis of variance revealed that the performance of children was not different among easy and hard lists (p _ 0.05). The results indicated that the mean scores for each list should be approximately equal, and their performances among lists were of high correlation. ConclusionThe performance of cochlear implanted children in Mandarin LNT was the same as the results of Kirk et al. (1995Kirk et al. ( , 1999. Their performances of spoken word recognition were influenced by lexical difficulty. They were sensitive to the acoustic-phonetic similarities among words. Thus, they organized words into similarity neighbourhoods in long-term memory.The ObjectiveProfoundly deaf children who use cochlear implants have received great auditory perceptual benefits. The Lexical Neighborhood Test (LNT) was developed by Kirk et al. (1995) to assess spoken word recognition and lexical discrimination in children with hearing loss. The specific items were selected to be familiar to young children with relatively limited vocabulary and were based on what is known as the Neighborhood Activation Model which is about word recognition and lexical access. Therefore, ourMiscellaneous 203

Background: Many gamification applications (apps) have been designed to motivate students to learn particular content. Based on the brain activation approach, the present study adapted an app, named Shaking-On, which requires students to shake their mobile devices to send their answers to multiple-choice questions to the teacher. Students then learn from their performance.Objectives: To understand how this approach can stimulate participants' emotions when achieving their learning goals, the present study compared Shaking-On to Kahoot! by checking participants' gameplay anxiety, learning interest, perceived learning value, and learning achievement while learning the Taiwanese language.Methods: The students were divided into two groups to play with one of the two apps, Shaking-On or Kahoot!, as part of a quasi-experimental study in which they used the assigned app six times in 6 weeks. Moreover, a questionnaire was distributed to participants and 151 useful responses from the Shaking-On group, and 148 from the Kahoot! group were returned.Results and Conclusions: After statistical analysis, the results of this study revealed that besides no difference in gameplay anxiety when comparing the two groups of students, there were significant differences in game interest, flow experience, perceived learning value, and learning achievement, further indicating that Shaking-On with hands-on shaking outperformed Kahoot!.

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