• Proceedings of the Korean Society for Emotion and Sensibility Conference
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• 2011.11a
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• pp.56-58
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• 2011

• Journal of the Korean Society of Fisheries and Ocean Technology
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• v.35 no.4
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• pp.391-396
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• 1999

It is well known that fish hear a wide frequency range of sound using both laterial line and inner ear, and the sound is probably the most effective channel for long-range communication underwater than any other stimulus.The auditory threshold of svenband grouper, Epinephelus septem fasciatus was determined by conditioning method using a sound coupled with electric shock in a tank. The audio-signals and electric shock used in the experiment were pure tones of 100 to 1000Hz and DC 6n.The response of fish to the sound was observed by ECG intervals from precordial leads method (V1·V2 method). The auditory threshold curve for sevenband grouper was V-shaped, with most sensitive threshold at 350Hz in the range of 100~1000Hz. The Sevenband grouper were more sensitive to sounds of 200~400Hz than to adjacent frequencies.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.13 no.4
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• pp.652-657
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• 2009

This paper proposes an adaptive noise suppression system based on human auditory model to enhance speech signal that is degraded by various background noises. The proposed system detects voiced, unvoiced and silence sections for each frame and implements an adaptive auditory process, then reduces the noise speech signal using a neural network including amplitude component and phase component. Based on measuring signal-to-noise ratios, experiments confirm that the proposed system is effective for speech signal that is degraded by various noises.

• Speech Sciences
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• v.5 no.1
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• pp.167-179
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• 1999

The hearing mechanism is a complicated system. Sound is generated by a source that sends out air pressure or power. The pressure or power makes the sound waves. These waves reach the eardrum, or tympanic membrane, which vibrates at a rate and magnitude proportional to the nature of the sound waves. The tympanic membrane transforms this vibration into the mechanical energy in the middle ear, which in turn converts it to the hydraulic energy in the fluid of the inner ear. The hydraulic energy stimulates the sensory cells of the inner ear which send neuroelectrical impulses to the central auditory nervous system. The passive perception of auditory information starts just here. The listener gives attention to the speech sound, differentiates the sound from background noise, and integrates his experience with similar sounds. The listener then puts all of these aspects of audition into the context of the moment to identify the nature of sound. This has a major role in human communication. This paper provides an overview of the nature and characteristics of sound, the structure and function of the auditory system, and the way in which sound is processed by the auditory system.

• Journal of the Korean Society of Laryngology, Phoniatrics and Logopedics
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• v.32 no.3
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• pp.109-117
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• 2021

The auditory-perceptual evaluation of speech-language pathologists (SLP) in patients with voice disorders is often regarded as a touchstone in the multi-dimensional voice evaluation procedures and provides important information not available in other assessment modalities. Therefore, it is necessary for the SLPs to conduct a comprehensive and in-depth evaluation of not only voice but also the overall speech production mechanism, and they often encounter various difficulties in the evaluation process. In addition, SLPs should strive to avoid bias during the evaluation process and to maintain a wide and constant spectrum of severity for each parameter of voice quality. Lastly, it is very important for the SLPs to perform a team approach by documenting and delivering important information pertaining to auditory-perceptual characteristics in an appropriate and efficient way through close communication with the laryngologists.

• The Journal of Korean Academy of Sensory Integration
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• v.12 no.2
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• pp.1-12
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• 2014

Objective : The purpose of this study is to investigate about what autistic-spectrum disorder child's relationship between the sensory process types, the auditory behavioral characteristic and sociality Methods : The study performed from May to June, 2014. Targeting 15 children diagnosed as the autistic spectrum disorder and other 11 children suspected as having the autistic spectrum disorder in their ages of full 2-14 years old. This study used the Auditory Behavioral Checklist, Ewha-Check List for Autistic Children, Social Maturity Scale, School Function Assessment and sensory profile. For the data analysis, the statistical analysis was conducted with the SPSS 18.0. Results : First, in the relationship between the sensory process type and the auditory behavior, the preschool children and the school children showed some positive correlations with the hearing in the background noise and the communication, respectively. Second, the hearing in the background noise and the communication showed some meaningful relationship with sociality. Conclusion : The occupational therapists need to investigate effects of the sensory integrative intervention with sensory diet to improve sociality.

• Archives of design research
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• v.14 no.3
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• pp.49-58
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• 2001

The communication designer in the multimedia age should have a consideration that the sound also can be an important expression element to transmit ones thought as well as the visual sense like color, shape and motion. As you already know, someones thought can be better understood when transmitted to others using the visual and auditory senses together than using the visual or auditory sense alone. The meeting of sight and hearing bases on the synesthesia. For example, low sound reminds a person of dark color and high sound usually reminds light color. And a percussion instrument reminds a person a circle and melody reminds a line. The visual and auditory senses In communication of the multimedia age should act as an independent expression element gotten out of the synchronizing that just serves simple sight and related sound at the same time. Interaction between sight and hearing arose a different emotion that cannot be happened just by one element alone. So, the programs of communication design education in this multimedia age should fulfill the requirement that it can develop ones expression ability through the understanding of interaction between sight and hearing. In this study, we suggest the education programs Classified into following categories; audio visual Gestaltung, audio visual moving graphics, audio visual design.

• Journal of information and communication convergence engineering
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• v.8 no.2
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• pp.234-237
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• 2010

P300 component of the event-related potential(ERP) has been studied for theoretical, empirical, and clinical applications. Nowadays the 1-, 2-, and 3-stimulus oddball paradigms are used for eliciting P300 component of EEG in the auditory stimulus experiments. In this paper, we used a method to add one more stimulus to the 3-stimulus auditory paradigm. The adding stimulus has not the same volume but the same tone of the target stimulus. The 4-stimulus oddball paradigm to use two targets is used to elicit the P300 event-related potentials. In 4-stimulus oddball paradigm, an infrequent non-target (p=0.10) is presented in addition to two infrequent targets (p=0.10) and a frequent standard (p=0.70). Two target stimuli elicited a P300 component with a parietal maximum distribution. The amplitude of the P300 in target 2 was larger than that in target 1 and the latency of the P300 in target 2 was longer than that in target 1. The P300 component due to target 2 stimuli was larger than that due to target 1 stimuli. The experimental results approve that the 4-stimulus oddball paradigm can elicit P300 component clearly. The results are compared with the results of the traditional oddball paradigm.

• Journal of Audiology & Otology
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• v.24 no.2
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• pp.61-70
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• 2020

Background and Objectives: To assess the academic performance, communication skills, and psychosocial development of prelingual deaf children with cochlear implants (CIs) attending mainstream schools, and to evaluate the impact of auditory speech perception on their classroom performance. Subjects and Methods: As participant, 67 children with CI attending mainstream schools were included. A survey was conducted using a structured questionnaire on academic performance in the native language, second language, mathematics, social studies, science, art, communication skills, self-esteem, and social relations. Additionally, auditory and speech performances on the last follow-up were reviewed retrospectively. Results: Most implanted children attending mainstream school appeared to have positive self-esteem and confidence, and had little difficulty in conversing in a quiet classroom. Also, half of the implanted children (38/67) scored above average in general academic achievement. However, academic achievement in the second language (English), social studies, and science were usually poorer than general academic achievement. Furthermore, half of the implanted children had difficulty in understanding the class content (30/67) or conversing with peers in a noisy classroom (32/67). These difficulties were significantly associated with poor speech perception. Conclusions: Improving the listening environment for implanted children attending mainstream schools is necessary.

• Korean Journal of Audiology
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• v.24 no.2
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• pp.61-70
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• 2020

Background and Objectives: To assess the academic performance, communication skills, and psychosocial development of prelingual deaf children with cochlear implants (CIs) attending mainstream schools, and to evaluate the impact of auditory speech perception on their classroom performance. Subjects and Methods: As participant, 67 children with CI attending mainstream schools were included. A survey was conducted using a structured questionnaire on academic performance in the native language, second language, mathematics, social studies, science, art, communication skills, self-esteem, and social relations. Additionally, auditory and speech performances on the last follow-up were reviewed retrospectively. Results: Most implanted children attending mainstream school appeared to have positive self-esteem and confidence, and had little difficulty in conversing in a quiet classroom. Also, half of the implanted children (38/67) scored above average in general academic achievement. However, academic achievement in the second language (English), social studies, and science were usually poorer than general academic achievement. Furthermore, half of the implanted children had difficulty in understanding the class content (30/67) or conversing with peers in a noisy classroom (32/67). These difficulties were significantly associated with poor speech perception. Conclusions: Improving the listening environment for implanted children attending mainstream schools is necessary.