Results of Auditory Training for Blind and Visually Handicapped Children and Adolescents

Bogusz-Witczak, E.; Skrodzka, Ewa; Furmann, A.; Hojan, E.; Przybek, K.

doi:10.12693/aphyspola.127.117

Cited by 4 publications

(10 citation statements)

References 5 publications

(7 reference statements)

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“…In our previous papers we have presented a detailed concept of and physical parameters of signals used in our auditory or acoustic training (AT) [19], based on artificial sounds [19][20][21] and its effects on auditory competences of children and adolescents with visual problems [21]. Such training may also be beneficial for the orientation and mobility training of visually handicapped individuals [22].…”

Section: Auditory and Music Trainingmentioning

confidence: 99%

“…The task of the subject was to answer a question after each presented piece of acoustic material. Each subject took part in twenty training sessions lasting 40 minutes each [21]. The auditory training took 4-5 weeks, and its duration did not differ significantly from training duration times reported previously [15][16].…”

Section: Auditory and Music Trainingmentioning

confidence: 99%

“…Sounds were presented on comfortable listening level. Both training types were carried out with young persons because they are a promising and potentially the most beneficiary group of the blind [14,21].…”

Section: Auditory and Music Trainingmentioning

confidence: 99%

“…The test apparatus and commands were the same as those used in the auditory training. The verification test took 45 minutes [21]. Physical parameters of the verification test tasks are as follows (task; stimuli; parameters; subject): (f 0 = 294 Hz, 3f 0 , 4f 0 , 5f 0 ) -low pitch, dark timbre, (f 0 = 294 Hz, 4f 0 , 5f 0 , 6f 0 ) -low pitch, bright timbre, (f 0 = 471 Hz, 3f 0 , 4f 0 , 5f 0 ) -high pitch, dark timbre, (f 0 = 471 Hz, 4f 0 , 5f 0 , 6f 0 )high pitch, bright timbre, signal duration and the interval between signals -300 ms; point out the difference in the pair (in pitch or timbre only, both in timbre and pitch).…”

Section: Auditory and Music Trainingmentioning

confidence: 99%

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Comparison of Effects of Auditory and Music Training of Blind or Visually Impaired Young People on Performance in Selected Auditory Tasks

et al. 2015

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Performance of blind/visually impaired children and teenagers before and after the auditory training and the music training in some auditory tasks (pitch discrimination, pitch-timbre categorization, pitch memory, lateralization of a stationary sound of a drum, lateralization of one or two moving motor vehicles) is compared. In the auditory training, the subjects were actively involved, i.e. they had to answer questions related to presented sound material. The music training was based on passive listening to sounds presented according to the Tomatis method. The training (auditory or music) effectiveness was measured as a difference between results of a pre-and post-training verification test in which the subjects were asked to perform the auditory tasks mentioned at the beginning. The persons who took part in the study were divided into two age groups: 7-12 year olds and 13-19 year olds. According to the results, the auditory training was beneficial for blind or visually impaired teenagers, especially in respect of lateralization tasks. For small children the auditory training was not as effective as for adolescents. However, it has been shown that the music training was generally beneficial for them, although none of the verification tasks was privileged.

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Section: Auditory and Music Trainingmentioning

confidence: 99%

Section: Auditory and Music Trainingmentioning

confidence: 99%

Section: Auditory and Music Trainingmentioning

confidence: 99%

Section: Auditory and Music Trainingmentioning

confidence: 99%

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Comparison of Effects of Auditory and Music Training of Blind or Visually Impaired Young People on Performance in Selected Auditory Tasks

et al. 2015

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“…Other experiments test the pitch discrimination and pitch-timbre categorisation abilities (Bogusz et al, 2012a), pitch memorisation skills (Bogusz et al, 2012b), or discuss the results of auditory training for blind and visually impaired children and teenagers (Bogusz-Witczak et al, 2015). Moreover, other research studied the effect of 3D sound recording and reproduction methods on performance in sound localisation by normally sighted and visually impaired subjects (Furmann et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

Multimodal Perceptual Training for Improving Spatial Auditory Performance in Blind and Sighted Listeners

Bălan¹,

Moldoveanu²,

Moldoveanu³

2015

Archives of Acoustics

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The use of individualised Head Related Transfer Functions (HRTF) is a fundamental prerequisite for obtaining an accurate rendering of 3D spatialised sounds in virtual auditory environments. The HRTFs are transfer functions that define the acoustical basis of auditory perception of a sound source in space and are frequently used in virtual auditory displays to simulate free-field listening conditions. However, they depend on the anatomical characteristics of the human body and significantly vary among individuals, so that the use of the same dataset of HRTFs for all the users of a designed system will not offer the same level of auditory performance. This paper presents an alternative approach to the use on non-individualised HRTFs that is based on a procedural learning, training, and adaptation to altered auditory cues. We tested the sound localisation performance of nine sighted and visually impaired people, before and after a series of perceptual (auditory, visual, and haptic) feedback based training sessions. The results demonstrated that our subjects significantly improved their spatial hearing under altered listening conditions (such as the presentation of 3D binaural sounds synthesised from non-individualized HRTFs), the improvement being reflected into a higher localisation accuracy and a lower rate of front-back confusion errors.

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Influence of Musical Experience of Blind and Visually Impaired Young Persons on Performance in Selected Auditory Tasks

Bogusz-Witczak¹,

Skrodzka²,

Turkowska³

2015

Archives of Acoustics

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The impact of musical experience on results concerning sound perception in selected auditory tasks, such as pitch discrimination, pitch-timbre categorization and pitch memorization for blind and visually impaired children and teenagers is discussed. Subjects were divided into three groups: of those with no experience of music, with small musical experience and with substantial musical experience. The blind and visually impaired subjects were investigated, while sighted persons formed reference groups. To date no study has described impact of musical experience on results of such experiments for blind and visually impaired children and teenagers. Our results suggest that blind persons with musical experience may be more sensitive to frequency differences and differences in timbre between two signals as well as may have better short-term auditory memory than blind people with no musical experience. Musical experience of visually impaired persons does not necessary lead to better performance in all conducted auditory tasks.

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Results of Auditory Training for Blind and Visually Handicapped Children and Adolescents

Cited by 4 publications

References 5 publications

Comparison of Effects of Auditory and Music Training of Blind or Visually Impaired Young People on Performance in Selected Auditory Tasks

Comparison of Effects of Auditory and Music Training of Blind or Visually Impaired Young People on Performance in Selected Auditory Tasks

Multimodal Perceptual Training for Improving Spatial Auditory Performance in Blind and Sighted Listeners

Influence of Musical Experience of Blind and Visually Impaired Young Persons on Performance in Selected Auditory Tasks

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