![]() From this literature it also is difficult to separate shifts in auditory bias from actual perceptual learning. Controlling sources of learning, as well as documenting and accounting for treatment effects has been limited. However, many of the auditory plasticity studies have used short-term training procedures that were restricted to simple identification or cross-category discrimination tasks. Research looking at plasticity of the auditory system relative to speech perception (particularly the mutability of speech-sound categories and the neural substrates of speech perception learning) has used auditory training experimentally as a means of altering audition (Bradlow, Pisoni, Akahane-Yamada, & Tohkura, 1997 Tremblay, Kraus, Carrell, & McGee, 1997 Tremblay, Kraus, & McGee, 1998 Wang, Spence, Jongman, & Sereno, 1999 Werker & Tees, 1984). It also is a common component of second language training programs for adults (Solma & Adepoju, 1995). ![]() The treatment of children diagnosed with central auditory processing disorders frequently includes auditory training (Musiek, 1999). For example, auditory training has been used to improve auditory processing in children with dyslexia, autism, specific language impairment, and phonologic disorder, and is a substantive component of many of the commercially available training programs that target these populations (Bettison, 1996 Habib et al., 1999 Merzenich et al., 1996 Wharry, Kirkpatrick, & Stokes, 1987). Historically it has been associated with the rehabilitation of patients with hearing loss, although there is increasing use of auditory training with other populations that may have underlying auditory processing problems. Auditory training typically is used to improve auditory function, auditory behaviors, and the manner in which a patient approaches auditory tasks. With adults, the goals for auditory training usually depend on the needs of the patient, the treatment bias of the clinician, and far too often, whether services can be reimbursed by third-party payers. Update: Auditory Training in Adults With Hearing Loss In addition, computers and training packages have changed the complexion of auditory training. While the value of using residual hearing has been realized for a long time, rapid advances in technology during the 20th and 21st centuries have increased the range of services necessary in order for individuals to maximize the use of amplification instrumentation available. The procedures and techniques used have evolved over time. The goal of auditory training is to develop the ability to recognize speech using the auditory signal and to interpret auditory experiences. ![]() According to Raymond Hull, aural/audiologic rehabilitation is "an attempt to reduce the barriers to communication that result from hearing impairment and facilitate adjustment to the possible psychosocial, educational, and occupational impact of that auditory deficit." Those services may include a program of auditory training as a means of improving the individual's auditory discrimination abilities. There is a growing body of research documenting the benefits of providing aural/audiologic rehabilitation/habilitation to adults with hearing loss. ![]() At that point the emphasis turned toward diagnosis, instrumentation, and research. The field of audiology expanded as instrumentation became more elaborate in the 1950s and research became more sophisicated in the 1960s. doi:10.3389/ field of audiology was an outgrowth of the military aural rehabilitation programs during World War II. Cognitive benefits from a musical activity in older adults. Size and synchronization of auditory cortex promotes musical, literacy, and attentional skills in children. Seither-Preisler A, Parncutt R, Schneider P. Music improves social communication and auditory-motor connectivity in children with autism. Emotional Responses to Music: Shifts in Frontal Brain Asymmetry Mark Periods of Musical Change. Hussain-Abdulah A, Hohagen J, Paton B, Rickard NS. Social Emotional Learning and Music Education. The effect of jazz improvisation instruction on measures of executive function in middle school band students. The art of sight-reading: Influence of practice, playing tempo, complexity and cognitive skills on the eye–hand span in pianists. Beliefs and values about music in early childhood education and care: perspectives from practitioners. A population-level analysis of associations between school music participation and academic achievement. Visual memory in musicians and non-musicians. Art and science: how musical training shapes the brain. ![]() Neural dynamics of improved bimodal attention and working memory in musically trained children. ![]()
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |