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research</title> <meta name="description" content="Search results for: auditory research"> <meta name="keywords" content="auditory research"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="auditory research"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 24985</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: auditory research</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24985</span> Investigating the Relationship and Interaction between Auditory Processing Disorder and Auditory Attention</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amirreza%20Razzaghipour%20Sorkhab">Amirreza Razzaghipour Sorkhab</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The exploration of the connection between cognition and Auditory Processing Disorder (APD) holds significant value. Individuals with APD experience challenges in processing auditory information through the central auditory nervous system's varied pathways. Understanding the importance of auditory attention in individuals with APD, as well as the primary diagnostic tools such as language and auditory attention tests, highlights the critical need for assessing their auditory attention abilities. While not all children with Auditory Processing Disorder (APD) show deficits in auditory attention, there are often deficiencies in cognitive and attentional performance. The link between various types of attention deficits and APD suggests impairments in sustained and divided auditory attention. Research into the origins of APD should also encompass higher-level processes, such as auditory attention. It is evident that investigating the interaction between APD and auditory and cognitive functions holds significant value. Furthermore, it was demonstrated that APD tests may be influenced by cognitive factors, but despite signs of auditory attention interaction with auditory processing skills and the influence of cognitive factors on tests for this disorder, auditory attention measures are not typically included in APD diagnostic protocols. Therefore, incorporating attention assessment tests into the battery of tests for individuals with auditory processing disorder will be beneficial for obtaining useful insights into their attentional abilities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=auditory%20processing%20disorder" title="auditory processing disorder">auditory processing disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=auditory%20attention" title=" auditory attention"> auditory attention</a>, <a href="https://publications.waset.org/abstracts/search?q=central%20auditory%20processing%20disorder" title=" central auditory processing disorder"> central auditory processing disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=top-down%20pathway" title=" top-down pathway"> top-down pathway</a> </p> <a href="https://publications.waset.org/abstracts/175116/investigating-the-relationship-and-interaction-between-auditory-processing-disorder-and-auditory-attention" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/175116.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">66</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24984</span> Pitch Processing in Autistic Mandarin-Speaking Children with Hypersensitivityand Hypo-Sensitivity: An Event-Related Potential Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kaiying%20Lai">Kaiying Lai</a>, <a href="https://publications.waset.org/abstracts/search?q=Suiping%20Wang"> Suiping Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Luodi%20Yu"> Luodi Yu</a>, <a href="https://publications.waset.org/abstracts/search?q=Yang%20Zhang"> Yang Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Pengmin%20Qin"> Pengmin Qin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Abnormalities in auditory processing are one of the most commonly reported sensory processing impairments in children with Autism Spectrum Disorder (ASD). Tonal language speaker with autism has enhanced neural sensitivity to pitch changes in pure tone. However, not all children with ASD exhibit the same performance in pitch processing due to different auditory sensitivity. The current study aimed to examine auditory change detection in ASD with different auditory sensitivity. K-means clustering method was adopted to classify ASD participants into two groups according to the auditory processing scores of the Sensory Profile, 11 autism with hypersensitivity (mean age = 11.36 ; SD = 1.46) and 18 with hypo-sensitivity (mean age = 10.64; SD = 1.89) participated in a passive auditory oddball paradigm designed for eliciting mismatch negativity (MMN) under the pure tone condition. Results revealed that compared to hypersensitive autism, the children with hypo-sensitivity showed smaller MMN responses to pure tone stimuli. These results suggest that ASD with auditory hypersensitivity and hypo-sensitivity performed differently in processing pure tone, so neural responses to pure tone hold promise for predicting the auditory sensitivity of ASD and targeted treatment in children with ASD. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ASD" title="ASD">ASD</a>, <a href="https://publications.waset.org/abstracts/search?q=sensory%20profile" title=" sensory profile"> sensory profile</a>, <a href="https://publications.waset.org/abstracts/search?q=pitch%20processing" title=" pitch processing"> pitch processing</a>, <a href="https://publications.waset.org/abstracts/search?q=mismatch%20negativity" title=" mismatch negativity"> mismatch negativity</a>, <a href="https://publications.waset.org/abstracts/search?q=MMN" title=" MMN"> MMN</a> </p> <a href="https://publications.waset.org/abstracts/87043/pitch-processing-in-autistic-mandarin-speaking-children-with-hypersensitivityand-hypo-sensitivity-an-event-related-potential-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87043.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">391</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24983</span> The Analysis of Brain Response to Auditory Stimuli through EEG Signals’ Non-Linear Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=H.%20Namazi">H. Namazi</a>, <a href="https://publications.waset.org/abstracts/search?q=H.%20T.%20N.%20Kuan"> H. T. N. Kuan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Brain activity can be measured by acquiring and analyzing EEG signals from an individual. In fact, the human brain response to external and internal stimuli is mapped in his EEG signals. During years some methods such as Fourier transform, wavelet transform, empirical mode decomposition, etc. have been used to analyze the EEG signals in order to find the effect of stimuli, especially external stimuli. But each of these methods has some weak points in analysis of EEG signals. For instance, Fourier transform and wavelet transform methods are linear signal analysis methods which are not good to be used for analysis of EEG signals as nonlinear signals. In this research we analyze the brain response to auditory stimuli by extracting information in the form of various measures from EEG signals using a software developed by our research group. The used measures are Jeﬀrey’s measure, Fractal dimension and Hurst exponent. The results of these analyses are useful not only for fundamental understanding of brain response to auditory stimuli but provide us with very good recommendations for clinical purposes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=auditory%20stimuli" title="auditory stimuli">auditory stimuli</a>, <a href="https://publications.waset.org/abstracts/search?q=brain%20response" title=" brain response"> brain response</a>, <a href="https://publications.waset.org/abstracts/search?q=EEG%20signal" title=" EEG signal"> EEG signal</a>, <a href="https://publications.waset.org/abstracts/search?q=fractal%20dimension" title=" fractal dimension"> fractal dimension</a>, <a href="https://publications.waset.org/abstracts/search?q=hurst%20exponent" title=" hurst exponent"> hurst exponent</a>, <a href="https://publications.waset.org/abstracts/search?q=Je%EF%AC%80rey%E2%80%99s%20measure" title=" Jeﬀrey’s measure"> Jeﬀrey’s measure</a> </p> <a href="https://publications.waset.org/abstracts/18990/the-analysis-of-brain-response-to-auditory-stimuli-through-eeg-signals-non-linear-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18990.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">534</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24982</span> Physiology of Temporal Lobe and Limbic System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khaled%20A.%20Abdel-Sater">Khaled A. Abdel-Sater</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There are four areas of the temporal lobe. Primary auditory area (areas 41 and 42); it is for the perception of auditory impulse, auditory association area (area 22, 21, and 20): Areas 21 and 20 are for understanding and interpretation of auditory sensation, recognition of language, and long-term memories. Area 22, also called Wernicke’s area, and a sensory speech centre. It is for interpretation of auditory and visual information, formation of thoughts in the mind, and choice of words to be used. Ideas and thoughts originate in it. The limbic system is a part of cortical and subcortical structure forming a ring around the brainstem. Cortical structures are the orbitofrontal area, subcallosal gyrus, cingulate gyrus, parahippocampal gyrus, and uncus. Subcortical structures are the hypothalamus, hippocampus, amygdala, septum, paraolfactory area, anterior nucleus of the thalamus portions of the basal ganglia. There are several physiological functions of the limbic system, including regulation of behavior, motivation, and emotion. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=limbic%20system" title="limbic system">limbic system</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=emotions" title=" emotions"> emotions</a>, <a href="https://publications.waset.org/abstracts/search?q=temporal%20lobe" title=" temporal lobe"> temporal lobe</a> </p> <a href="https://publications.waset.org/abstracts/135438/physiology-of-temporal-lobe-and-limbic-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/135438.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">201</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24981</span> The Influence of Neural Synchrony on Auditory Middle Latency and Late Latency Responses and Its Correlation with Audiological Profile in Individuals with Auditory Neuropathy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=P.%20Renjitha">P. Renjitha</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20Hari%20Prakash"> P. Hari Prakash</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Auditory neuropathy spectrum disorder (ANSD) is an auditory disorder with normal cochlear outer hair cell function and disrupted auditory nerve function. It results in unique clinical characteristic with absent auditory brainstem response (ABR), absent acoustic reflex and the presence of otoacoustic emissions (OAE) and cochlear microphonics. The lesion site could be at cochlear inner hair cells, the synapse between the inner hair cells and type I auditory nerve fibers, and/or the auditory nerve itself. But the literatures on synchrony at higher auditory system are sporadic and are less understood. It might be interesting to see if there is a recovery of neural synchrony at higher auditory centers. Also, does the level at which the auditory system recovers with adequate synchrony to the extent of observable evoke response potentials (ERPs) can predict speech perception? In the current study, eight ANSD participants and healthy controls underwent detailed audiological assessment including ABR, auditory middle latency response (AMLR), and auditory late latency response (ALLR). AMLR was recorded for clicks and ALLR was evoked using 500Hz and 2 kHz tone bursts. Analysis revealed that the participant could be categorized into three groups. Group I (2/8) where ALLR was present only for 2kHz tone burst. Group II (4/8), where AMLR was absent and ALLR was seen for both the stimuli. Group III (2/8) consisted individuals with identifiable AMLR and ALLR for all the stimuli. The highest speech identification sore observed in ANSD group was 30% and hence considered having poor speech perception. Overall test result indicates that the site of neural synchrony recovery could be varying across individuals with ANSD. Some individuals show recovery of neural synchrony at the thalamocortical level while others show the same only at the cortical level. Within ALLR itself there could be variation across stimuli again could be related to neural synchrony. Nevertheless, none of these patterns could possible explain the speech perception ability of the individuals. Hence, it could be concluded that neural synchrony as measured by evoked potentials could not be a good clinical predictor speech perception. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=auditory%20late%20latency%20response" title="auditory late latency response">auditory late latency response</a>, <a href="https://publications.waset.org/abstracts/search?q=auditory%20middle%20latency%20response" title=" auditory middle latency response"> auditory middle latency response</a>, <a href="https://publications.waset.org/abstracts/search?q=auditory%20neuropathy%20spectrum%20disorder" title=" auditory neuropathy spectrum disorder"> auditory neuropathy spectrum disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=correlation%20with%20speech%20identification%20score" title=" correlation with speech identification score"> correlation with speech identification score</a> </p> <a href="https://publications.waset.org/abstracts/93772/the-influence-of-neural-synchrony-on-auditory-middle-latency-and-late-latency-responses-and-its-correlation-with-audiological-profile-in-individuals-with-auditory-neuropathy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93772.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">149</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24980</span> Effects of Auditory Brainstem Response (ABR) on Measuring Children’s Auditory Functions: An Experimental Investigation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sadeq%20Al%20Yaari">Sadeq Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Nassr%20Almaflehi"> Nassr Almaflehi</a>, <a href="https://publications.waset.org/abstracts/search?q=Ayman%20Al%20Yaari"> Ayman Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Montaha%20Al%20Yaari"> Montaha Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Aayah%20Al%20Yaari"> Aayah Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Adham%20Al%20Yaari"> Adham Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Sajedah%20Al%20Yaari"> Sajedah Al Yaari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Measuring hearing functional capabilities by Auditory Brainstem Responses (ABR) may contribute to better treatment and possible differences in this process may have important clinical implications. Objectives: To measure the validity and reliability of ABR through screening, estimating, and intraoperative monitoring of auditory capabilities of Arab infants and children and the degree of their seriousness. Design: Pre-and-posttest was administered to measure the validity and reliability of ABR. Participants: The subjects of the present study are sixty (60) individuals. The study classified them into two groups: Infants (N=30, ages range between 0-40 weeks) and children (N=30, ages range between 10 months and -3 years) diagnosed with auditory problems. Procedures: The ABR pre- and posttest measurement was administered over two weeks. The outcomes were neuropsycholinguistically and statistically analyzed. Results: The results of the pre-and-posttest for both infants and children did not vary significantly. Also consistent with expectations, higher scores were not registered for the infants’ measurements due to age factors. The findings from this study largely indicate that ABR is valid and reliable. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=auditory" title="auditory">auditory</a>, <a href="https://publications.waset.org/abstracts/search?q=brainstem" title=" brainstem"> brainstem</a>, <a href="https://publications.waset.org/abstracts/search?q=response" title=" response"> response</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/abstracts/search?q=measurement" title=" measurement"> measurement</a>, <a href="https://publications.waset.org/abstracts/search?q=function" title=" function"> function</a>, <a href="https://publications.waset.org/abstracts/search?q=experimental%20study" title=" experimental study"> experimental study</a> </p> <a href="https://publications.waset.org/abstracts/186461/effects-of-auditory-brainstem-response-abr-on-measuring-childrens-auditory-functions-an-experimental-investigation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186461.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">49</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24979</span> The Relation between Learning Styles and English Achievement in the Language Training Centre </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nurul%20Yusnita">Nurul Yusnita</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Many studies have been developed to help the students to get good achievement in English learning. They can be from the teaching method or psychological ones. One of the psychological studies in educational research is learning style. In some ways, learning style can affect the achievement of the students. This study aimed to examine 4 (four) learning styles and their relations to English achievement among the students learning English in Language Training Center of Universitas Muhammadiyah Yogyakarta (LTC UMY). The method of this study was descriptive analytical. The sample consisted of 39 Accounting students in LTC UMY. The data was collected through questionnaires with Likert-scale. The achievement was obtained from the grade of the students. To analyze the questionnaires and to see the relation between the learning styles and the student achievement, SPSS statistical software of correlational analysis was used. The result showed that both visual and auditory had the same percentage of 35.9% (14 students). 3 students (7.7%) had kinaesthetic learning style and 8 students (20.5%) had visual and auditory ones. Meanwhile, there were 5 students (12.8%) who had visual learning style could increase their grades. Only 1 student (2.5%) who had visual and auditory could improve his grade. Besides grade increase, there were also grade decrease. Students with visual, auditory, visual and auditory, and kinaesthetic learning styles were 3 students (7.7%), 5 students (12%), 4 students (10.2%) and 1 student (2.5%) respectively. In conclusion, there was no significant relationship between learning style and English achievement. Most of the good achievers were the students with visual and auditory learning styles and most of them preferred visual method. The implication is the teachers and material designers could improve their method through visual things to achieve effective English teaching learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=accounting%20students" title="accounting students">accounting students</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20achievement" title=" English achievement"> English achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20training%20centre" title=" language training centre"> language training centre</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20styles" title=" learning styles"> learning styles</a> </p> <a href="https://publications.waset.org/abstracts/75843/the-relation-between-learning-styles-and-english-achievement-in-the-language-training-centre" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/75843.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">271</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24978</span> The Soft and Hard Palate Cleft’s Impact on the Auditory Tube Function</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fedor%20Semenov">Fedor Semenov</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the most widespread facial bones’ malformations – the congenital palatoschisis – significant impact on drainage and ventilation of the middle ear through the incorrect work of soft palate muscles, which results in recurrent middle ear inflammation and subsequently leads to the hearing dysfunction. The purpose of this research is to evaluate the auditory tube function and hearing condition before the operative treatment (uranoplasty) and after 3 and 12 months. 42 patients aged from 6 months to 17 years who had soft and hard palate cleft and B and C type tympanogram were included in that study. The examination includes otoscopy, pure tone audiometry (for patients older than 8 years – 11 patients), tympanometry. According to the otoscopy results all the patients were divided into two groups: those who had a retracted eardrum and those who had a normal one. The results of pure tone audiometry showed that there were six patients with an air-bone gap of more than 10 dB and the five with normal audiograms. According to the results of this research, uranoplasty demonstrated strongly positive effects on the auditory tube function: normalization of eardrum view upon otoscopy was observed in 64% of children with a retracted eardrum three month after surgery and 85 % twelve months. The quantity of patients with A-type of tympanogram improved in 25 children out of 41 in 3 month and in 35 out of 41 in twelve months after operation. While before the operative treatment, six patients older than 8 years had had an air-bone gap of more than 10 dB; only two of them still had it in 12 months, and the others’ audiograms were normal. To sum it up, the uranoplasty showed a significant contribution in the restoration of auditory tube functioning. Some patients had signs of auditory dysfunction even after the operative treatment. That group of children needs further treatment by an otorhinolaryngologist. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=auditory%20tube%20dysfunction" title="auditory tube dysfunction">auditory tube dysfunction</a>, <a href="https://publications.waset.org/abstracts/search?q=palatoschisis" title=" palatoschisis"> palatoschisis</a>, <a href="https://publications.waset.org/abstracts/search?q=uranoplasy" title=" uranoplasy"> uranoplasy</a>, <a href="https://publications.waset.org/abstracts/search?q=otitis" title=" otitis"> otitis</a> </p> <a href="https://publications.waset.org/abstracts/194795/the-soft-and-hard-palate-clefts-impact-on-the-auditory-tube-function" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/194795.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">6</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24977</span> Fashion through Senses: A Study of the Impact of Sensory Cues on the Consumption of Fashion Accessories by Female Shoppers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vaishali%20Joshi">Vaishali Joshi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose: A literature gap exists on the concept of sensory marketing elements, such as tactile elements, auditory elements, visual elements, and olfactory elements, studied together in the context of retailing. An investigation is required to study the impact of these sensory cues together on consumer behaviour. So, this study will undertake the impact of sensory marketing in fashion accessories stores on female shoppers’ purchasing activities. The present research study highlights the role of sensory cues, such as tactile cues, visual cues, auditory cues, and olfactory cues, on the shopper’s emotional states and their purchase intention. Design/methodology/approach: The emotional states and the purchase intention of the female shoppers influenced by the visual, tactile, olfactory, and auditory cues present in the fashion accessories stores were measured. The mall intercept technique was used for the data collection. Data analysis was done through Structural Equation Modelling. Research limitations/implications: The restricted geographical range and limited sample size of the study had a substantial poor influence on the wide usage of the study’s outcome. Also, here, the sample was female respondents only. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sensory%20marketing" title="sensory marketing">sensory marketing</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20cues" title=" visual cues"> visual cues</a>, <a href="https://publications.waset.org/abstracts/search?q=olfactory%20cues" title=" olfactory cues"> olfactory cues</a>, <a href="https://publications.waset.org/abstracts/search?q=tactile%20cues" title=" tactile cues"> tactile cues</a>, <a href="https://publications.waset.org/abstracts/search?q=auditory%20cues" title=" auditory cues"> auditory cues</a> </p> <a href="https://publications.waset.org/abstracts/174064/fashion-through-senses-a-study-of-the-impact-of-sensory-cues-on-the-consumption-of-fashion-accessories-by-female-shoppers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174064.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">86</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24976</span> Event Related Potentials in Terms of Visual and Auditory Stimuli</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Seokbeen%20Lim">Seokbeen Lim</a>, <a href="https://publications.waset.org/abstracts/search?q=KyeongSeok%20Sim"> KyeongSeok Sim</a>, <a href="https://publications.waset.org/abstracts/search?q=DaKyeong%20Shin"> DaKyeong Shin</a>, <a href="https://publications.waset.org/abstracts/search?q=Gilwon%20Yoon"> Gilwon Yoon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Event-related potential (ERP) is one of the useful tools for investigating cognitive reactions. In this study, the potential of ERP components detected after auditory and visual stimuli was examined. Subjects were asked to respond upon stimuli that were of three categories; Target, Non-Target and Standard stimuli. The ERP after stimulus was measured. In the experiment of visual evoked potentials (VEPs), the subjects were asked to gaze at a center point on the monitor screen where the stimuli were provided by the reversal pattern of the checkerboard. In consequence of the VEP experiments, we observed consistent reactions. Each peak voltage could be measured when the ensemble average was applied. Visual stimuli had smaller amplitude and a longer latency compared to that of auditory stimuli. The amplitude was the highest with Target and the smallest with Standard in both stimuli. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=auditory%20stimulus" title="auditory stimulus">auditory stimulus</a>, <a href="https://publications.waset.org/abstracts/search?q=EEG" title=" EEG"> EEG</a>, <a href="https://publications.waset.org/abstracts/search?q=event%20related%20potential" title=" event related potential"> event related potential</a>, <a href="https://publications.waset.org/abstracts/search?q=oddball%20task" title=" oddball task"> oddball task</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20stimulus" title=" visual stimulus"> visual stimulus</a> </p> <a href="https://publications.waset.org/abstracts/62590/event-related-potentials-in-terms-of-visual-and-auditory-stimuli" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62590.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">283</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24975</span> Auditory Brainstem Response in Wave VI for the Detection of Learning Disabilities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maria%20Isabel%20Garcia-Planas">Maria Isabel Garcia-Planas</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20Victoria%20Garcia-Camba"> Maria Victoria Garcia-Camba</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The use of brain stem auditory evoked potential (BAEP) is a common way to study the auditory function of people, a way to learn the functionality of a part of the brain neuronal groups that intervene in the learning process by studying the behaviour of wave VI. The latest advances in neuroscience have revealed the existence of different brain activity in the learning process that can be highlighted through the use of innocuous, low-cost, and easy-access techniques such as, among others, the BAEP that can help us to detect early possible neurodevelopmental difficulties for their subsequent assessment and cure. To date and to the authors' best knowledge, only the latency data obtained, observing the first to V waves and mainly in the left ear, were taken into account. This work shows that it is essential to take into account both ears; with these latest data, it has been possible had diagnosed more precise some cases than with the previous data had been diagnosed as 'normal' despite showing signs of some alteration that motivated the new consultation to the specialist. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ear" title="ear">ear</a>, <a href="https://publications.waset.org/abstracts/search?q=neurodevelopment" title=" neurodevelopment"> neurodevelopment</a>, <a href="https://publications.waset.org/abstracts/search?q=auditory%20evoked%20potentials" title=" auditory evoked potentials"> auditory evoked potentials</a>, <a href="https://publications.waset.org/abstracts/search?q=intervals%20of%20normality" title=" intervals of normality"> intervals of normality</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20disabilities" title=" learning disabilities"> learning disabilities</a> </p> <a href="https://publications.waset.org/abstracts/132905/auditory-brainstem-response-in-wave-vi-for-the-detection-of-learning-disabilities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/132905.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">165</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24974</span> Self‑reported Auditory Problems Are Associated with Adverse Mental Health Outcomes and Alcohol Misuse in the UK Armed Forces</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fred%20N.%20H.%20Parker">Fred N. H. Parker</a>, <a href="https://publications.waset.org/abstracts/search?q=Nicola%20T.%20Fear"> Nicola T. Fear</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20A.%20M.%20Stevelink"> S. A. M. Stevelink</a>, <a href="https://publications.waset.org/abstracts/search?q=L.%20Rafferty"> L. Rafferty</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose Auditory problems, such as hearing loss and tinnitus, have been associated with mental health problems and alcohol misuse in the UK general population and in the US Armed Forces; however, few studies have examined these associations within the UK Armed Forces. The present study examined the association between auditory problems and probable common mental disorders, post-traumatic stress disorder and alcohol misuse. Methods 5474 serving and ex-service personnel from the UK Armed Forces were examined, selected from those who responded to phase two (data collection 2007–09) and phase three (2014–16) of a military cohort study. Multivariable logistic regression was used to examine the association between auditory problems at phase two and mental health problems at phase three. Results 9.7% of participants reported ever experiencing hearing problems alone, 7.9% reported tinnitus within the last month alone, and 7.8% reported hearing problems with tinnitus. After adjustment, hearing problems with tinnitus at phase two was associated with increased odds of probable common mental disorders (AOR = 1.50, 95% CI 1.09–2.08), post-traumatic stress disorder (AOR = 2.30, 95% CI 1.41–3.76), and alcohol misuse (AOR = 1.94, 95% CI 1.28–2.96) at phase three. Tinnitus alone was associated with probable post-traumatic stress disorder (AOR = 1.80, 95% CI 1.03–3.15); however, hearing problems alone were not associated with any outcomes of interest. Conclusions The association between auditory problems and mental health problems emphasizes the importance of the prevention of auditory problems in the Armed Forces: through enhanced audiometric screening, improved hearing protection equipment, and greater levels of utilization of such equipment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=armed%20forces" title="armed forces">armed forces</a>, <a href="https://publications.waset.org/abstracts/search?q=hearing%20problems" title=" hearing problems"> hearing problems</a>, <a href="https://publications.waset.org/abstracts/search?q=tinnitus" title=" tinnitus"> tinnitus</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health" title=" mental health"> mental health</a>, <a href="https://publications.waset.org/abstracts/search?q=alcohol%20misuse" title=" alcohol misuse"> alcohol misuse</a> </p> <a href="https://publications.waset.org/abstracts/142704/selfreported-auditory-problems-are-associated-with-adverse-mental-health-outcomes-and-alcohol-misuse-in-the-uk-armed-forces" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142704.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">166</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24973</span> Hallucinatory Activity in Schizophrenia: The Relationship with Childhood Memories, Submissive Behavior, Social Comparison, and Depression </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=C%C3%A9lia%20Barreto%20Carvalho">Célia Barreto Carvalho</a>, <a href="https://publications.waset.org/abstracts/search?q=Carolina%20da%20Motta"> Carolina da Motta</a>, <a href="https://publications.waset.org/abstracts/search?q=Jos%C3%A9%20Pinto-Gouveia"> José Pinto-Gouveia</a>, <a href="https://publications.waset.org/abstracts/search?q=Ermelindo%20Bernardo%20Peixoto"> Ermelindo Bernardo Peixoto</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Auditory hallucinations among the most invalidating and distressing experiences reported by patients diagnosed with schizophrenia, leading to feelings of powerlessness and helplessness towards their illness. In more severe cases, these auditory hallucinations can take the form of commanding voices, which are often related to high suicidality rates in these patients. Several authors propose that the meanings attributed to the hallucinatory experience, rather than characteristics like form and content, can be determinant in patients’ reactions to hallucinatory activity, particularly in the case of voice-hearing experiences. In this study, 48 patients diagnosed with paranoid schizophrenia presenting auditory hallucinations were studied. Multiple regression analyses were computed to study the influence of several developmental aspects, such as family and social dynamics, bullying, depression, and socio-cognitive variables on the auditory hallucinations, on patients’ attributions and relationships with their voices, and on the resulting invalidation of hallucinatory experience. Overall, results showed how relationships with voices can mirror several aspects of interpersonal relationship with others, and how self-schemas, depression and actual social relationships help shaping the voice-hearing experience. Early experiences of victimization and submission help predict the attributions of omnipotence of the voices, and increased hostility from parents seems to increase the malevolence of the voices, suggesting that socio-cognitive factors can significantly contribute to the etiology and maintenance of auditory hallucinations. The understanding of the characteristics of auditory hallucinations and the relationships patients established with their voices can allow the development of more promising therapeutic interventions that can be more effective in decreasing invalidation caused by this devastating mental illness. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=auditory%20hallucination" title="auditory hallucination">auditory hallucination</a>, <a href="https://publications.waset.org/abstracts/search?q=beliefs" title=" beliefs"> beliefs</a>, <a href="https://publications.waset.org/abstracts/search?q=life%20events" title=" life events"> life events</a>, <a href="https://publications.waset.org/abstracts/search?q=schizophrenia" title=" schizophrenia "> schizophrenia </a> </p> <a href="https://publications.waset.org/abstracts/29318/hallucinatory-activity-in-schizophrenia-the-relationship-with-childhood-memories-submissive-behavior-social-comparison-and-depression" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29318.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">451</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24972</span> Amplitude and Latency of P300 Component from Auditory Stimulus in Different Types of Personality: An Event Related Potential Study </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nasir%20Yusoff">Nasir Yusoff</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmad%20Adamu%20Adamu"> Ahmad Adamu Adamu</a>, <a href="https://publications.waset.org/abstracts/search?q=Tahamina%20Begum"> Tahamina Begum</a>, <a href="https://publications.waset.org/abstracts/search?q=Faruque%20Reza"> Faruque Reza</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The P300 from Event related potential (ERP) explains the psycho-physiological phenomenon in human body. The present study aims to identify the differences of amplitude and latency of P300 component from auditory stimuli, between ambiversion and extraversion types of personality. Ambivert (N=20) and extravert (N=20) undergoing ERP recording at the Hospital Universiti Sains Malaysia (HUSM) laboratory. Electroencephalogram data was recorded with oddball paradigm, counting auditory standard and target tones, from nine electrode sites (Fz, Cz, Pz, T3, T4, T5, T6, P3 and P4) by using the 128 HydroCel Geodesic Sensor Net. The P300 latency of the target tones at all electrodes were insignificant. Similarly, the P300 latency of the standard tones were also insignificant except at Fz and T3 electrode. Likewise, the P300 amplitude of the target and standard tone in all electrode sites were insignificant. Extravert and ambivert indicate similar characteristic in cognition processing from auditory task. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=amplitude" title="amplitude">amplitude</a>, <a href="https://publications.waset.org/abstracts/search?q=event%20related%20potential" title=" event related potential"> event related potential</a>, <a href="https://publications.waset.org/abstracts/search?q=p300%20component" title=" p300 component"> p300 component</a>, <a href="https://publications.waset.org/abstracts/search?q=latency" title=" latency"> latency</a> </p> <a href="https://publications.waset.org/abstracts/44995/amplitude-and-latency-of-p300-component-from-auditory-stimulus-in-different-types-of-personality-an-event-related-potential-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44995.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">377</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24971</span> Understanding the Interactive Nature in Auditory Recognition of Phonological/Grammatical/Semantic Errors at the Sentence Level: An Investigation Based upon Japanese EFL Learners’ Self-Evaluation and Actual Language Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hirokatsu%20Kawashima">Hirokatsu Kawashima</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One important element of teaching/learning listening is intensive listening such as listening for precise sounds, words, grammatical, and semantic units. Several classroom-based investigations have been conducted to explore the usefulness of auditory recognition of phonological, grammatical and semantic errors in such a context. The current study reports the results of one such investigation, which targeted auditory recognition of phonological, grammatical, and semantic errors at the sentence level. 56 Japanese EFL learners participated in this investigation, in which their recognition performance of phonological, grammatical and semantic errors was measured on a 9-point scale by learners’ self-evaluation from the perspective of 1) two types of similar English sound (vowel and consonant minimal pair words), 2) two types of sentence word order (verb phrase-based and noun phrase-based word orders), and 3) two types of semantic consistency (verb-purpose and verb-place agreements), respectively, and their general listening proficiency was examined using standardized tests. A number of findings have been made about the interactive relationships between the three types of auditory error recognition and general listening proficiency. Analyses based on the OPLS (Orthogonal Projections to Latent Structure) regression model have disclosed, for example, that the three types of auditory error recognition are linked in a non-linear way: the highest explanatory power for general listening proficiency may be attained when quadratic interactions between auditory recognition of errors related to vowel minimal pair words and that of errors related to noun phrase-based word order are embraced (R2=.33, p=.01). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=auditory%20error%20recognition" title="auditory error recognition">auditory error recognition</a>, <a href="https://publications.waset.org/abstracts/search?q=intensive%20listening" title=" intensive listening"> intensive listening</a>, <a href="https://publications.waset.org/abstracts/search?q=interaction" title=" interaction"> interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=investigation" title=" investigation"> investigation</a> </p> <a href="https://publications.waset.org/abstracts/24209/understanding-the-interactive-nature-in-auditory-recognition-of-phonologicalgrammaticalsemantic-errors-at-the-sentence-level-an-investigation-based-upon-japanese-efl-learners-self-evaluation-and-actual-language-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24209.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">513</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24970</span> Assessment of an ICA-Based Method for Detecting the Effect of Attention in the Auditory Late Response</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Siavash%20Mirahmadizoghi">Siavash Mirahmadizoghi</a>, <a href="https://publications.waset.org/abstracts/search?q=Steven%20Bell"> Steven Bell</a>, <a href="https://publications.waset.org/abstracts/search?q=David%20Simpson"> David Simpson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this work a new independent component analysis (ICA) based method for noise reduction in evoked potentials is evaluated on for auditory late responses (ALR) captured with a 63-channel electroencephalogram (EEG) from 10 normal-hearing subjects. The performance of the new method is compared with a single channel alternative in terms of signal to noise ratio (SNR), the number of channels with an SNR above an empirically derived statistical critical value and an estimate of the effect of attention on the major components in the ALR waveform. The results show that the multichannel signal processing method can significantly enhance the quality of the ALR signal and also detect the effect of the attention on the ALR better than the single channel alternative. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=auditory%20late%20response%20%28ALR%29" title="auditory late response (ALR)">auditory late response (ALR)</a>, <a href="https://publications.waset.org/abstracts/search?q=attention" title=" attention"> attention</a>, <a href="https://publications.waset.org/abstracts/search?q=EEG" title=" EEG"> EEG</a>, <a href="https://publications.waset.org/abstracts/search?q=independent%20component%20analysis%20%28ICA%29" title=" independent component analysis (ICA)"> independent component analysis (ICA)</a>, <a href="https://publications.waset.org/abstracts/search?q=multichannel%20signal%20processing" title=" multichannel signal processing"> multichannel signal processing</a> </p> <a href="https://publications.waset.org/abstracts/11551/assessment-of-an-ica-based-method-for-detecting-the-effect-of-attention-in-the-auditory-late-response" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11551.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">505</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24969</span> 3D Modelling and Numerical Analysis of Human Inner Ear by Means of Finite Elements Method</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=C.%20Castro-Egler">C. Castro-Egler</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Dur%C3%A1n-Escalante"> A. Durán-Escalante</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Garc%C3%ADa-Gonz%C3%A1lez"> A. García-González</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents a method to generate a finite element model of the human auditory inner ear system. The geometric model has been realized using 2D images from a virtual model of temporal bones. A point cloud has been gotten manually from those images to construct a whole mesh with hexahedral elements. The main difference with the predecessor models is the spiral shape of the cochlea with its three scales completely defined: scala tympani, scala media and scala vestibuli; which are separate by basilar membrane and Reissner membrane. To validate this model, numerical simulations have been realised with two models: an isolated inner ear and a whole model of human auditory system. Ideal conditions of displacement are applied over the oval window in the isolated Inner Ear model. The whole model is made up of the outer auditory channel, the tympani, the ossicular chain, and the inner ear. The boundary condition for the whole model is 1Pa over the auditory channel entrance. The numerical simulations by FEM have been done using a harmonic analysis with a frequency range between 100-10.000 Hz with an interval of 100Hz. The following results have been carried out: basilar membrane displacement; the scala media pressure according to the cochlea length and the transfer function of the middle ear normalized with the pressure in the tympanic membrane. The basilar membrane displacements and the pressure in the scala media make it possible to validate the response in frequency of the basilar membrane. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=finite%20elements%20method" title="finite elements method">finite elements method</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20auditory%20system%20model" title=" human auditory system model"> human auditory system model</a>, <a href="https://publications.waset.org/abstracts/search?q=numerical%20analysis" title=" numerical analysis"> numerical analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=3D%20modelling%20cochlea" title=" 3D modelling cochlea"> 3D modelling cochlea</a> </p> <a href="https://publications.waset.org/abstracts/42926/3d-modelling-and-numerical-analysis-of-human-inner-ear-by-means-of-finite-elements-method" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42926.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">362</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24968</span> Optimizing Mechanical Behavior of Middle Ear Prosthesis Using Finite Element Method with Material Degradation Functionally Graded Materials in Three Functions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khatir%20Omar">Khatir Omar</a>, <a href="https://publications.waset.org/abstracts/search?q=Fekih%20Sidi%20Mohamed"> Fekih Sidi Mohamed</a>, <a href="https://publications.waset.org/abstracts/search?q=Sahli%20Abderahmene"> Sahli Abderahmene</a>, <a href="https://publications.waset.org/abstracts/search?q=Benkhettou%20Abdelkader"> Benkhettou Abdelkader</a>, <a href="https://publications.waset.org/abstracts/search?q=Boudjemaa%20Ismail"> Boudjemaa Ismail</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Advancements in technology have revolutionized healthcare, with notable impacts on auditory health. This study introduces an approach aimed at optimizing materials for middle ear prostheses to enhance auditory performance. We have developed a finite element (FE) model of the ear incorporating a pure titanium TORP prosthesis, validated against experimental data. Subsequently, we applied the Functionally Graded Materials (FGM) methodology, utilizing linear, exponential, and logarithmic degradation functions to modify prosthesis materials. Biocompatible materials suitable for auditory prostheses, including Stainless Steel, titanium, and Hydroxyapatite, were investigated. The findings indicate that combinations such as Stainless Steel with titanium and Hydroxyapatite offer improved outcomes compared to pure titanium and Hydroxyapatite ceramic in terms of both displacement and stress. Additionally, personalized prostheses tailored to individual patient needs are feasible, underscoring the potential for further advancements in auditory healthcare. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=middle%20ear" title="middle ear">middle ear</a>, <a href="https://publications.waset.org/abstracts/search?q=prosthesis" title=" prosthesis"> prosthesis</a>, <a href="https://publications.waset.org/abstracts/search?q=ossicles" title=" ossicles"> ossicles</a>, <a href="https://publications.waset.org/abstracts/search?q=FGM" title=" FGM"> FGM</a>, <a href="https://publications.waset.org/abstracts/search?q=vibration%20analysis" title=" vibration analysis"> vibration analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=finite-element%20method" title=" finite-element method"> finite-element method</a> </p> <a href="https://publications.waset.org/abstracts/183281/optimizing-mechanical-behavior-of-middle-ear-prosthesis-using-finite-element-method-with-material-degradation-functionally-graded-materials-in-three-functions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183281.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">84</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24967</span> Mild Auditory Perception and Cognitive Impairment in mid-Trimester Pregnancy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tahamina%20Begum">Tahamina Begum</a>, <a href="https://publications.waset.org/abstracts/search?q=Wan%20Nor%20Azlen%20Wan%20Mohamad"> Wan Nor Azlen Wan Mohamad</a>, <a href="https://publications.waset.org/abstracts/search?q=Faruque%20Reza"> Faruque Reza</a>, <a href="https://publications.waset.org/abstracts/search?q=Wan%20Rosilawati%20Wan%20Rosli"> Wan Rosilawati Wan Rosli</a> </p> <p class="card-text"><strong>Abstract:</strong></p> To assess auditory perception and cognitive function during pregnancy is necessary as the pregnant women need extra effort for attention mainly for their executive function to maintain their quality of life. This study aimed to investigate neural correlates of cognitive and behavioral processing during mid trimester pregnancy. Event-Related Potentials (ERPs) were studied by using 128-sensor net and PAS or COWA (controlled Oral Word Association), WCST (Wisconsin Card Sorting Test), RAVLTIM (Rey Auditory Verbal and Learning Test: immediate or interference recall, delayed recall (RAVLT DR) and total score (RAVLT TS) were tested for neuropsychology assessment. In total 18 subjects were recruited (n= 9 in each group; control and pregnant group). All participants of the pregnant group were within 16-27 (mid trimester) weeks gestation. Age and education matched control healthy subjects were recruited in the control group. Participants were given a standardized test of auditory cognitive function as auditory oddball paradigm during ERP study. In this paradigm, two different auditory stimuli (standard and target stimuli) were used where subjects counted silently only target stimuli with giving attention by ignoring standard stimuli. Mean differences between target and standard stimuli were compared across groups. N100 (auditory sensory ERP component) and P300 (auditory cognitive ERP component) were recorded at T3, T4, T5, T6, Cz and Pz electrode sites. An equal number of electrodes showed non-significantly shorter amplitude of N100 component (except significantly shorter at T3, P= 0.05) and non-significant longer latencies (except significantly longer latency at T5, P= 0.008) of N100 component in pregnant group comparing control. In case of P300 component, maximum electrode sites showed non-significantly higher amplitudes and equal number of sites showed non-significant shorter latencies in pregnant group comparing control. Neuropsychology results revealed the non-significant higher score of PAS, lower score of WCST, lower score of RAVLTIM and RAVLTDR in pregnant group comparing control. The results of N100 component and RAVLT scores concluded that auditory perception is mildly impaired and P300 component proved very mild cognitive dysfunction with good executive functions in second trimester of pregnancy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=auditory%20perception" title="auditory perception">auditory perception</a>, <a href="https://publications.waset.org/abstracts/search?q=pregnancy" title=" pregnancy"> pregnancy</a>, <a href="https://publications.waset.org/abstracts/search?q=stimuli" title=" stimuli"> stimuli</a>, <a href="https://publications.waset.org/abstracts/search?q=trimester" title=" trimester"> trimester</a> </p> <a href="https://publications.waset.org/abstracts/48376/mild-auditory-perception-and-cognitive-impairment-in-mid-trimester-pregnancy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48376.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">384</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24966</span> Stochastic Modeling of Secretion Dynamics in Inner Hair Cells of the Auditory Pathway</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jessica%20A.%20Soto-Bear">Jessica A. Soto-Bear</a>, <a href="https://publications.waset.org/abstracts/search?q=Virginia%20Gonz%C3%A1lez-V%C3%A9lez"> Virginia González-Vélez</a>, <a href="https://publications.waset.org/abstracts/search?q=Norma%20Casta%C3%B1eda-Villa"> Norma Castañeda-Villa</a>, <a href="https://publications.waset.org/abstracts/search?q=Amparo%20Gil"> Amparo Gil</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Glutamate release of the cochlear inner hair cell (IHC) ribbon synapse is a fundamental step in transferring sound information in the auditory pathway. Otoferlin is the calcium sensor in the IHC and its activity has been related to many auditory disorders. In order to simulate secretion dynamics occurring in the IHC in a few milliseconds timescale and with high spatial resolution, we proposed an active-zone model solved with Monte Carlo algorithms. We included models for calcium buffered diffusion, calcium-binding schemes for vesicle fusion, and L-type voltage-gated calcium channels. Our results indicate that calcium influx and calcium binding is managing IHC secretion as a function of voltage depolarization, which in turn mean that IHC response depends on sound intensity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inner%20hair%20cells" title="inner hair cells">inner hair cells</a>, <a href="https://publications.waset.org/abstracts/search?q=Monte%20Carlo%20algorithm" title=" Monte Carlo algorithm"> Monte Carlo algorithm</a>, <a href="https://publications.waset.org/abstracts/search?q=Otoferlin" title=" Otoferlin"> Otoferlin</a>, <a href="https://publications.waset.org/abstracts/search?q=secretion" title=" secretion"> secretion</a> </p> <a href="https://publications.waset.org/abstracts/96568/stochastic-modeling-of-secretion-dynamics-in-inner-hair-cells-of-the-auditory-pathway" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/96568.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">221</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24965</span> Influence of Alcohol Consumption on Attention in Wistar Albino Rats</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adekunle%20Adesina">Adekunle Adesina</a>, <a href="https://publications.waset.org/abstracts/search?q=Dorcas%20Adesina"> Dorcas Adesina</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This Research investigated the influence of alcohol consumption on attention in Wister albino rats. It was designed to test whether or not alcohol consumption affected visual and auditory attention. The sample of this study comprise of 3males albino rats and 3 females albino rats which were randomly assigned to 3 (male/female each) groups, 1, 2 and 3. The first group which was experimental Group 1 received 4ml of alcohol ingestion with cannula twice daily (morning and evening). The second group which was experimental group 2 received 2ml of alcohol ingestion with cannula twice daily (morning and evening). Third group which was the control group only received water (placebo), all these happened within a period of 2 days. Three hypotheses were advanced and testedf in the study. Hypothesis 1 stated that there will be no significant difference between the response speed of albino rats that consume alcohol and those that consume water on visual attention using 5-CSRTT. This was confirmed (DF (2, 9) = 0.72, P <.05). Hypothesis 2 stated that albino rats who consumed alcohol will perform better than those who consume water on auditory accuracy using 5-CSRTT. This was also tested but not confirmed (DF (2, 9) = 2.10, P< .05). The third hypothesis which stated that female albino rats who consumed alcohol would not perform better than male albino rats who consumed alcohol on auditory accuracy using 5-CSRTT was tested and not confirmed. (DF (4) = 0.17, P < .05). Data was analyzed using one-way ANOVA and T-test for independent measures. It was therefore recommended that government policies and programs should be directed at reducing to the barest minimum the rate of alcohol consumption especially among males as it is detrimental to the human auditory attentional organ. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=alcohol" title="alcohol">alcohol</a>, <a href="https://publications.waset.org/abstracts/search?q=attention" title=" attention"> attention</a>, <a href="https://publications.waset.org/abstracts/search?q=influence" title=" influence"> influence</a>, <a href="https://publications.waset.org/abstracts/search?q=rats" title=" rats"> rats</a>, <a href="https://publications.waset.org/abstracts/search?q=Wistar" title=" Wistar"> Wistar</a> </p> <a href="https://publications.waset.org/abstracts/77351/influence-of-alcohol-consumption-on-attention-in-wistar-albino-rats" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77351.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">263</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24964</span> Effectiveness of Visual Auditory Kinesthetic Tactile Technique on Reading Level among Dyslexic Children in Helikx Open School and Learning Centre, Salem</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=J.%20Mano%20Ranjini">J. Mano Ranjini</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Each and every child is special, born with a unique talent to explore this world. The word Dyslexia is derived from the Greek language in which “dys” meaning poor or inadequate and “lexis” meaning words or language. Dyslexia describes about a different kind of mind, which is often gifted and productive, that learns the concept differently. The main aim of the study is to bring the positive outcome of the reading level by examining the effectiveness of Visual Auditory Kinesthetic Tactile technique on Reading Level among Dyslexic Children at Helikx Open School and Learning Centre. A Quasi experimental one group pretest post test design was adopted for this study. The Reading Level was assessed by using the Schonell Graded Word Reading Test. Thirty subjects were drawn by using purposive sampling technique and the intervention Visual Auditory Kinesthetic Tactile technique was implemented to the Dyslexic Children for 30 consecutive days followed by the post Reading Level assessment revealed the improvement in the mean score value of reading level by 12%. Multi-sensory (VAKT) teaching uses all learning pathways in the brain (visual, auditory, kinesthetic-tactile) in order to enhance memory and learning and the ability in uplifting emotional, physical and societal dimensions. VAKT is an effective method to improve the reading skill of the Dyslexic Children that ensures the enormous significance of learning thereby influencing the wholesome of the child’s life. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=visual%20auditory%20kinesthetic%20tactile%20technique" title="visual auditory kinesthetic tactile technique">visual auditory kinesthetic tactile technique</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20level" title=" reading level"> reading level</a>, <a href="https://publications.waset.org/abstracts/search?q=dyslexic%20children" title=" dyslexic children"> dyslexic children</a>, <a href="https://publications.waset.org/abstracts/search?q=Helikx%20Open%20School" title=" Helikx Open School"> Helikx Open School</a> </p> <a href="https://publications.waset.org/abstracts/20348/effectiveness-of-visual-auditory-kinesthetic-tactile-technique-on-reading-level-among-dyslexic-children-in-helikx-open-school-and-learning-centre-salem" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20348.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">600</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24963</span> Effect of Rhythmic Auditory Stimulation on Gait in Patients with Stroke</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohamed%20Ahmed%20Fouad">Mohamed Ahmed Fouad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Stroke is the most leading cause to functional disability and gait problems. Objectives: The purpose of this study was to determine the effect of rhythmic auditory stimulation combined with treadmill training on selected gait kinematics in stroke patients. Methods: Thirty male stroke patients participated in this study. The patients were assigned randomly into two equal groups, (study and control). Patients in the study group received treadmill training combined with rhythmic auditory stimulation in addition to selected physical therapy program for hemiparetic patients. Patients in the control group received treadmill training in addition to the same selected physical therapy program including strengthening, stretching, weight bearing, balance exercises and gait training. Biodex gait trainer 2 TM was used to assess selected gait kinematics (step length, step cycle, walking speed, time on each foot and ambulation index) before and after six weeks training period (end of treatment) for both groups. Results: There was a statistically significant increase in walking speed, step cycle, step length, percent of the time on each foot and ambulation index in both groups post-treatment. The improvement in gait parameters post-treatment was significantly higher in the study group compared to the control. Conclusion: Rhythmic auditory stimulation combined with treadmill training is effective in improving selected gait kinematics in stroke patients when added to the selected physical therapy program. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=stroke" title="stroke">stroke</a>, <a href="https://publications.waset.org/abstracts/search?q=rhythmic%20auditory%20stimulation" title=" rhythmic auditory stimulation"> rhythmic auditory stimulation</a>, <a href="https://publications.waset.org/abstracts/search?q=treadmill%20training" title=" treadmill training"> treadmill training</a>, <a href="https://publications.waset.org/abstracts/search?q=gait%20kinematics" title=" gait kinematics"> gait kinematics</a> </p> <a href="https://publications.waset.org/abstracts/45601/effect-of-rhythmic-auditory-stimulation-on-gait-in-patients-with-stroke" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/45601.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">245</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24962</span> Auditory and Language Skills Development after Cochlear Implantation in Children with Multiple Disabilities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tamer%20Mesallam">Tamer Mesallam</a>, <a href="https://publications.waset.org/abstracts/search?q=Medhat%20Yousef"> Medhat Yousef</a>, <a href="https://publications.waset.org/abstracts/search?q=Ayna%20Almasaad"> Ayna Almasaad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> BACKGROUND: Cochlear implantation (CI) in children with additional disabilities can be a fundamental and supportive intervention. Although, there may be some positive impacts of CI on children with multiple disabilities such as better outcomes of communication skills, development, and quality of life, the families of those children complain from the post-implant habilitation efforts that considered as a burden. OBJECTIVE: To investigate the outcomes of CI children with different co-disabilities through using the Meaningful Auditory Integration Scale (MAIS) and the Meaningful Use of Speech Scale (MUSS) as outcome measurement tools. METHODS: The study sample comprised 25 hearing-impaired children with co-disability who received cochlear implantation. Age and gender-matched control group of 25 cochlear-implanted children without any other disability has been also included. The participants' auditory skills and speech outcomes were assessed using MAIS and MUSS tests. RESULTS: There was a statistically significant difference in the different outcomes measure between the two groups. However, the outcomes of some multiple disabilities subgroups were comparable to the control group. Around 40% of the participants with co-disabilities experienced advancement in their methods of communication from behavior to oral mode. CONCLUSION: Cochlear-implanted children with multiple disabilities showed variable degrees of auditory and speech outcomes. The degree of benefits depends on the type of the co-disability. Long-term follow-up is recommended for those children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children%20with%20disabilities" title="children with disabilities">children with disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=Cochlear%20implants" title=" Cochlear implants"> Cochlear implants</a>, <a href="https://publications.waset.org/abstracts/search?q=hearing%20impairment" title=" hearing impairment"> hearing impairment</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20development" title=" language development"> language development</a> </p> <a href="https://publications.waset.org/abstracts/120465/auditory-and-language-skills-development-after-cochlear-implantation-in-children-with-multiple-disabilities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/120465.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">119</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24961</span> Application of Metric Dimension of Graph in Unraveling the Complexity of Hyperacusis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hassan%20Ibrahim">Hassan Ibrahim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The prevalence of hyperacusis, an auditory condition characterized by heightened sensitivity to sounds, continues to rise, posing challenges for effective diagnosis and intervention. It is believed that this work deepens will deepens the understanding of hyperacusis etiology by employing graph theory as a novel analytical framework. We constructed a comprehensive graph wherein nodes represent various factors associated with hyperacusis, including aging, head or neck trauma, infection/virus, depression, migraines, ear infection, anxiety, and other potential contributors. Relationships between factors are modeled as edges, allowing us to visualize and quantify the interactions within the etiological landscape of hyperacusis. it employ the concept of the metric dimension of a connected graph to identify key nodes (landmarks) that serve as critical influencers in the interconnected web of hyperacusis causes. This approach offers a unique perspective on the relative importance and centrality of different factors, shedding light on the complex interplay between physiological, psychological, and environmental determinants. Visualization techniques were also employed to enhance the interpretation and facilitate the identification of the central nodes. This research contributes to the growing body of knowledge surrounding hyperacusis by offering a network-centric perspective on its multifaceted causes. The outcomes hold the potential to inform clinical practices, guiding healthcare professionals in prioritizing interventions and personalized treatment plans based on the identified landmarks within the etiological network. Through the integration of graph theory into hyperacusis research, the complexity of this auditory condition was unraveled and pave the way for more effective approaches to its management. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=auditory%20condition" title="auditory condition">auditory condition</a>, <a href="https://publications.waset.org/abstracts/search?q=connected%20graph" title=" connected graph"> connected graph</a>, <a href="https://publications.waset.org/abstracts/search?q=hyperacusis" title=" hyperacusis"> hyperacusis</a>, <a href="https://publications.waset.org/abstracts/search?q=metric%20dimension" title=" metric dimension"> metric dimension</a> </p> <a href="https://publications.waset.org/abstracts/186986/application-of-metric-dimension-of-graph-in-unraveling-the-complexity-of-hyperacusis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186986.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">38</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24960</span> Unraveling the Complexity of Hyperacusis: A Metric Dimension of a Graph Concept</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hassan%20Ibrahim">Hassan Ibrahim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The prevalence of hyperacusis, an auditory condition characterized by heightened sensitivity to sounds, continues to rise, posing challenges for effective diagnosis and intervention. It is believed that this work deepens will deepens the understanding of hyperacusis etiology by employing graph theory as a novel analytical framework. it constructed a comprehensive graph wherein nodes represent various factors associated with hyperacusis, including aging, head or neck trauma, infection/virus, depression, migraines, ear infection, anxiety, and other potential contributors. Relationships between factors are modeled as edges, allowing us to visualize and quantify the interactions within the etiological landscape of hyperacusis. it employ the concept of the metric dimension of a connected graph to identify key nodes (landmarks) that serve as critical influencers in the interconnected web of hyperacusis causes. This approach offers a unique perspective on the relative importance and centrality of different factors, shedding light on the complex interplay between physiological, psychological, and environmental determinants. Visualization techniques were also employed to enhance the interpretation and facilitate the identification of the central nodes. This research contributes to the growing body of knowledge surrounding hyperacusis by offering a network-centric perspective on its multifaceted causes. The outcomes hold the potential to inform clinical practices, guiding healthcare professionals in prioritizing interventions and personalized treatment plans based on the identified landmarks within the etiological network. Through the integration of graph theory into hyperacusis research, the complexity of this auditory condition was unraveled and pave the way for more effective approaches to its management. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=auditory%20condition" title="auditory condition">auditory condition</a>, <a href="https://publications.waset.org/abstracts/search?q=connected%20graph" title=" connected graph"> connected graph</a>, <a href="https://publications.waset.org/abstracts/search?q=hyperacusis" title=" hyperacusis"> hyperacusis</a>, <a href="https://publications.waset.org/abstracts/search?q=metric%20dimension" title=" metric dimension"> metric dimension</a> </p> <a href="https://publications.waset.org/abstracts/191632/unraveling-the-complexity-of-hyperacusis-a-metric-dimension-of-a-graph-concept" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/191632.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">22</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24959</span> Neuropsychology of Dyslexia and Rehabilitation Approaches: A Research Study Applied to School Aged Children with Reading Disorders in Greece</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rozi%20Laskaraki">Rozi Laskaraki</a>, <a href="https://publications.waset.org/abstracts/search?q=Argyris%20Karapetsas"> Argyris Karapetsas</a>, <a href="https://publications.waset.org/abstracts/search?q=Aikaterini%20Karapetsa"> Aikaterini Karapetsa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper is focused on the efficacy of a rehabilitation program based on musical activities, implied to a group of school-aged dyslexic children. Objective: The purpose of this study was to investigate the efficacy of auditory training including musical exercises in children with developmental dyslexia (DD). Participants and Methods: 45 third-, and fourth-grade students with DD and a matched control group (n=45) were involved in this study. In the beginning, students participated in a clinical assessment, including both electrophysiological (i.e., event related potentials (ERPs) esp.P300 waveform) and neuropsychological tests, being conducted in Laboratory of Neuropsychology, at University of Thessaly, in Volos, Greece. Initial assessment’s results confirmed statistically significant lower performance for children with DD, compared to that of the typical readers. After clinical assessment, a subgroup of children with dyslexia was submitted to a music auditory training program, conducted in 45-minute training sessions, once a week, for twenty weeks. The program included structured and digitized musical activities involving pitch, rhythm, melody and tempo perception and discrimination as well as auditory sequencing. After the intervention period, children underwent a new recording of ERPs. Results: The electrophysiological results revealed that children had similar P300 latency values to that of the controls, after the remediation program; thus children overcame their deficits. Conclusion: The outcomes of the current study suggest that ERPs is a valid clinical tool in neuropsychological assessment settings and dyslexia can be ameliorated through music auditory training. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dyslexia" title="dyslexia">dyslexia</a>, <a href="https://publications.waset.org/abstracts/search?q=event%20related%20potentials" title=" event related potentials"> event related potentials</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20disabilities" title=" learning disabilities"> learning disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=music" title=" music"> music</a>, <a href="https://publications.waset.org/abstracts/search?q=rehabilitation" title=" rehabilitation"> rehabilitation</a> </p> <a href="https://publications.waset.org/abstracts/107972/neuropsychology-of-dyslexia-and-rehabilitation-approaches-a-research-study-applied-to-school-aged-children-with-reading-disorders-in-greece" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/107972.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">146</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24958</span> Auditory Rehabilitation via an VR Serious Game for Children with Cochlear Implants: Bio-Behavioral Outcomes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Areti%20Okalidou">Areti Okalidou</a>, <a href="https://publications.waset.org/abstracts/search?q=Paul%20D.%20Hatzigiannakoglou"> Paul D. Hatzigiannakoglou</a>, <a href="https://publications.waset.org/abstracts/search?q=Aikaterini%20Vatou"> Aikaterini Vatou</a>, <a href="https://publications.waset.org/abstracts/search?q=George%20Kyriafinis"> George Kyriafinis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Young children are nowadays adept at using technology. Hence, computer-based auditory training programs (CBATPs) have become increasingly popular in aural rehabilitation for children with hearing loss and/or with cochlear implants (CI). Yet, their clinical utility for prognostic, diagnostic, and monitoring purposes has not been explored. The purposes of the study were: a) to develop an updated version of the auditory rehabilitation tool for Greek-speaking children with cochlear implants, b) to develop a database for behavioral responses, and c) to compare accuracy rates and reaction times in children differing in hearing status and other medical and demographic characteristics, in order to assess the tool’s clinical utility in prognosis, diagnosis, and progress monitoring. The updated version of the auditory rehabilitation tool was developed on a tablet, retaining the User-Centered Design approach and the elements of the Virtual Reality (VR) serious game. The visual stimuli were farm animals acting in simple game scenarios designed to trigger children’s responses to animal sounds, names, and relevant sentences. Based on an extended version of Erber’s auditory development model, the VR game consisted of six stages, i.e., sound detection, sound discrimination, word discrimination, identification, comprehension of words in a carrier phrase, and comprehension of sentences. A familiarization stage (learning) was set prior to the game. Children’s tactile responses were recorded as correct, false, or impulsive, following a child-dependent set up of a valid delay time after stimulus offset for valid responses. Reaction times were also recorded, and the database was in Εxcel format. The tablet version of the auditory rehabilitation tool was piloted in 22 preschool children with Νormal Ηearing (ΝΗ), which led to improvements. The study took place in clinical settings or at children’s homes. Fifteen children with CI, aged 5;7-12;3 years with post-implantation 0;11-5;1 years used the auditory rehabilitation tool. Eight children with CI were monolingual, two were bilingual and five had additional disabilities. The control groups consisted of 13 children with ΝΗ, aged 2;6-9;11 years. A comparison of both accuracy rates, as percent correct, and reaction times (in sec) was made at each stage, across hearing status, age, and also, within the CI group, based on presence of additional disability and bilingualism. Both monolingual Greek-speaking children with CI with no additional disabilities and hearing peers showed high accuracy rates at all stages, with performances falling above the 3rd quartile. However, children with normal hearing scored higher than the children with CI, especially in the detection and word discrimination tasks. The reaction time differences between the two groups decreased in language-based tasks. Results for children with CI with additional disability or bilingualism varied. Finally, older children scored higher than younger ones in both groups (CI, NH), but larger differences occurred in children with CI. The interactions between familiarization of the software, age, hearing status and demographic characteristics are discussed. Overall, the VR game is a promising tool for tracking the development of auditory skills, as it provides multi-level longitudinal empirical data. Acknowledgment: This work is part of a project that has received funding from the Research Committee of the University of Macedonia under the Basic Research 2020-21 funding programme. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=VR%20serious%20games" title="VR serious games">VR serious games</a>, <a href="https://publications.waset.org/abstracts/search?q=auditory%20rehabilitation" title=" auditory rehabilitation"> auditory rehabilitation</a>, <a href="https://publications.waset.org/abstracts/search?q=auditory%20training" title=" auditory training"> auditory training</a>, <a href="https://publications.waset.org/abstracts/search?q=children%20with%20cochlear%20implants" title=" children with cochlear implants"> children with cochlear implants</a> </p> <a href="https://publications.waset.org/abstracts/155907/auditory-rehabilitation-via-an-vr-serious-game-for-children-with-cochlear-implants-bio-behavioral-outcomes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155907.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">89</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24957</span> Effects of Aging on Auditory and Visual Recall Abilities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rashmi%20D.%20G.">Rashmi D. G.</a>, <a href="https://publications.waset.org/abstracts/search?q=Aishwarya%20G."> Aishwarya G.</a>, <a href="https://publications.waset.org/abstracts/search?q=Niharika%20M.%20K."> Niharika M. K.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose: Free recall tasks target cognitive and linguistic processes like episodic memory, lexical access and retrieval. Consequently, the free recall paradigm is suitable for assessing memory deterioration caused by aging; this also depends on linguistic factors, including the use of first and second languages and their relative ability. Hence, the present study aimed to determine if aging has an effect on visual and auditory recall abilities. Method: Twenty young adults (mean age: 25.4±0.99) and older adults (mean age: 63.3±3.51) participated in the study. Participants performed a free recall task under two conditions – related and unrelated and two modalities - visual and auditory where they were instructed to recall as many items as possible with no specific order and time limit. Results: Free recall performance was calculated as the mean number of correctly recalled items. Although younger participants recalled a higher number of items, the performance across conditions and modality was variable. Conclusion: In summary, the findings of the present study revealed an age-related decline in the efficiency of episodic memory, which is crucial to remember recent events. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=recall" title="recall">recall</a>, <a href="https://publications.waset.org/abstracts/search?q=episodic%20memory" title=" episodic memory"> episodic memory</a>, <a href="https://publications.waset.org/abstracts/search?q=aging" title=" aging"> aging</a>, <a href="https://publications.waset.org/abstracts/search?q=modality" title=" modality"> modality</a> </p> <a href="https://publications.waset.org/abstracts/163572/effects-of-aging-on-auditory-and-visual-recall-abilities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/163572.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">95</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24956</span> Complications and Outcomes of Cochlear Implantation in Children Younger than 12 Months: A Multicenter Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alimohamad%20Asghari">Alimohamad Asghari</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmad%20Daneshi"> Ahmad Daneshi</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Farhadi"> Mohammad Farhadi</a>, <a href="https://publications.waset.org/abstracts/search?q=Arash%20Bayat"> Arash Bayat</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Ajalloueyan"> Mohammad Ajalloueyan</a>, <a href="https://publications.waset.org/abstracts/search?q=Marjan%20Mirsalehi"> Marjan Mirsalehi</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohsen%20Rajati"> Mohsen Rajati</a>, <a href="https://publications.waset.org/abstracts/search?q=Seyed%20Basir%20Hashemi"> Seyed Basir Hashemi</a>, <a href="https://publications.waset.org/abstracts/search?q=Nader%20Saki"> Nader Saki</a>, <a href="https://publications.waset.org/abstracts/search?q=Ali%20Omidvari"> Ali Omidvari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Evidence suggests that Cochlear Implantation (CI) is a beneficial approach for auditory and speech skills improvement in children with severe to profound hearing loss. However, it remains controversial if implantation in children <12 months is safe and effective compared to older children. The present study aimed to determine whether children's ages affect surgical complications and auditory and speech development. The current multicenter study enrolled 86 children who underwent CI surgery at <12 months of age (group A) and 362 children who underwent implantation between 12 and 24 months of age (group B). The Categories of Auditory Performance (CAP) and Speech Intelligibility Rating (SIR) scores were determined pre-impanation, and "one-year" and "two-year" post-implantation. Four complications (overall rate: 4.65%; three minor) occurred in group A and 12 complications (overall rate: 4.41%; nine minor) occurred in group B. We found no statistically significant difference in the complication rates between the groups (p>0.05). The mean SIR and CAP scores improved over time following CI activation in both groups. However, we did not find significant differences in CAP and SIR scores between the groups across different time points. Cochlear implantation is a safe and efficient procedure in children younger than 12 months, providing substantial auditory and speech benefits comparable to children undergoing implantation at 12 to 24 months of age. Furthermore, surgical complications in younger children are similar to those of children undergoing the CI at an older age. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cochlear%20implant" title="cochlear implant">cochlear implant</a>, <a href="https://publications.waset.org/abstracts/search?q=Infant" title=" Infant"> Infant</a>, <a href="https://publications.waset.org/abstracts/search?q=complications" title=" complications"> complications</a>, <a href="https://publications.waset.org/abstracts/search?q=outcome" title=" outcome"> outcome</a> </p> <a href="https://publications.waset.org/abstracts/156417/complications-and-outcomes-of-cochlear-implantation-in-children-younger-than-12-months-a-multicenter-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156417.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right 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