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Descriptors:
Grammar; Classification; Acoustics; Phonology; Learning Processes; Performance; Language Patterns; Language Acquisition; Language Research

Abstract:
Some of recently proposed phonotactic learners are tier-based bigram learners that restrict their hypothesis space to patterns between two segments that are adjacent at the tier level. This assumption is understandable considering that typologically frequent nonadjacent sound patterns are predominantly those that hold between two tier-adjacent segments. However, it is not clear whether the assumption is psychologically justified, i.e., whether speakers are indeed exclusively attentive to patterns between two tier-adjacent segments when it comes to learning nonadjacent sound patterns. In general, many recent studies suggest that learnable sound patterns are not limited to typologically observed sound patterns. Specifically, Koo and Callahan (2012) argue that adult speakers in laboratory settings have no trouble learning artificial patterns that cannot be explained by tier-based bigram learners. In this paper, we replicate their results in a more carefully controlled setting and argue that the assumption of tier-based bigram learning must be relaxed in order to properly explain human performance. (Contains 2 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Artists; Acoustics; Art Products; Exhibits; Art Education; College Instruction; Cooperation

Abstract:
Stephen Vitiello is a world-renowned contemporary sound artist whom the author has known as a colleague for several years. This article presents an interview about the overall body of Vitiello's work to date, and his thoughts on teaching at Virginia Commonwealth University. The interview explores the creative and noncreative tensions between teaching and artistic practice.

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Acoustics; Foreign Countries; Job Satisfaction; Classroom Environment; Well Being; Teaching Conditions; Fatigue (Biology); Teacher Attitudes; Teacher Motivation

Abstract:
Beyond noise annoyance and voice problems, little is known about the effects that noise and poor classroom acoustics have on teachers' health and well-being. The aim of this field study was therefore to investigate the effects of perceived noise exposure and classroom reverberation on measures of well-being. Data on self-reported noise exposure, job satisfaction, fatigue after work, and interest in leaving the job were obtained from 283 teachers at 10 schools in Copenhagen, Denmark. In addition, the schools' acoustical working environment was classified as "low reverberation time (RT)" (3 schools, RT = 0.41-0.47 s), "medium RT" (3 schools, RT = 0.50-0.53 s), or "high RT" (4 schools, RT = 0.59-0.73 s). Significant associations were found between high RT and noise exposure, and, respectively, low job satisfaction, lack of energy after work, and interest in leaving the job. Noise exposure was also associated with lack of motivation and sleepiness. The results demonstrate the importance of good classroom acoustic conditions for teachers' well-being. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Children; Recognition (Psychology); Speech Impairments; Phonology; Acoustics; Nonprint Media; Identification; Accuracy; Child Development; Age Differences; Short Term Memory

Abstract:
Children with phonological impairment (PI) often have difficulties perceiving insufficiencies in their own speech. The use of recordings has been suggested as a way of directing the child's attention toward his/her own speech, despite a lack of evidence that children actually recognize their recorded voice as their own. We present two studies of children's self-voice identification, one exploring developmental aspects, and one exploring potential effects of having a PI. The results indicate that children from 4 to 8 years recognize their recorded voice well (around 80% accuracy), regardless of whether they have a PI or not. A subtle change in this ability from 4 to 8 years is observed that could be linked to a development in short-term memory. Clinically, one can indeed expect an advantage of using recordings in therapy; this could constitute an intermediate step toward the more challenging task of online self-monitoring. (Contains 1 figure and 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Attitudes; Secondary School Students; Elective Courses; Measures (Individuals); Foreign Countries; Opinions; Musical Instruments; Constructivism (Learning); Science Curriculum; Core Curriculum; Nonmajors; Interdisciplinary Approach; Music Education; Acoustics; Instructional Development; Questionnaires; Attitude Measures; Scientific Attitudes; Pretests Posttests

Abstract:
This study is aimed to develop the interdisciplinary SoSTI (science of sound in traditional Thai musical instruments) course for Thai non-science upper secondary school students to study the students' attitudes toward science before and after studying from the course. The SoSTI course development is based on the interdisciplinary concept model and constructivist theory. The research study is divided into five phases: (1) pre-developing the course, (2) developing the course, (3) conducting the pilot study, (4) implementing and evaluating, and (5) analyzing data and writing the conclusion, respectively. The SoSTI course is an elective course corresponding to the Basic Education Core Curriculum B.E. 2551 (A.D. 2008). This course was conducted with 35 12th-grade non-science students in the second semester of the 2010 academic year at a school in Bangkok, Thailand, for a whole semester. The research instruments were students' attitude toward science questionnaire, and students' opinions toward the SoSTI course questionnaire. The results of this study presented that, after completing the SoSTI course, the students' attitudes toward science comparing before and after studying the SoSTI course were not significantly different at the 0.05 level. However, they have positive opinions toward the course. [This work was financially supported by the Institute for Promotion of Teaching Science and Technology (IPST), Bangkok, Thailand.] (Contains 3 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Syntax; Sentences; Short Term Memory; German; Language Processing; Acoustics; Cognitive Processes; Attention; Intonation; Suprasegmentals

Abstract:
This paper discusses the influence of stationary (non-fluctuating) noise on processing and understanding of sentences, which vary in their syntactic complexity (with the factors canonicity, embedding, ambiguity). It presents data from two RT-studies with 44 participants testing processing of German sentences in silence and in noise. Results show a stronger impact of noise on the processing of structurally difficult than on syntactically simpler parts of the sentence. This may be explained by a combination of decreased acoustical information and an increased strain on cognitive resources, such as working memory or attention, which is caused by noise. The noise effect for embedded sentences is less than for non-embedded sentences, which may be explained by a benefit from prosodic information. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Teachers; Comparative Analysis; Acoustics; Voice Disorders; Differences; Prevention; Surveys

Abstract:
Purpose: This investigation compared voice performance of student teachers across an academic semester in order to examine the effect of increasing demands on their voice. Method: A repeated measures design was applied to the data analysis: all participants were tested three separate times throughout the semester. The equipments used for monitoring vocal behavior were the Ambulatory Phonation Monitor (APM), the Computerized Speech Lab (CSL), and the Phonatory Aerodynamic System (PAS), which are computer-based systems for acoustic and aerodynamic assessment of voice. Additionally, participants completed surveys related to voice usage. Results: In this study, most voice parameters of student teachers measured in a natural setting and in a controlled environment indicated changes that revealed progressive instability and noise in the course of an academic semester. Additional comparisons demonstrated differences between voice usage in the school environment and voice produced in the voice lab. Self-reported information demonstrated overall reduced awareness regarding preventive methods for voice disorders. Conclusions: Based on the results of this study, increased teaching-related voice demands associated with reduced awareness of voice production and preventive measures of voice disorders may have a detrimental impact on voice performance, leading to a risk of developing voice disorders. Learning outcomes: Participants will recognize the importance of clarifying and quantifying the relationship of vocal demands and voice performance among student teachers. (Contains 8 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Early Reading; Reading Skills; Executive Function; Kindergarten; Young Children; Acoustics; Phonemes; Phonemic Awareness; Alphabets; Reading; Reaction Time; Inhibition; Short Term Memory; Age; Vocabulary

Abstract:
The purpose of this study was to examine how executive function skills in verbal and nonverbal auditory tasks are related to early reading skills in beginning readers. Kindergarteners (N = 41, aged 5 years) completed verbal (phonemes) and nonverbal (environmental sounds) Continuous Performance tasks yielding measures of executive function (misses, false alarms, and shift) as well as reaction time and D-Prime (sensitivity). Year-end measures of early reading skill included tests of phoneme awareness, letter knowledge, as well as reading (words and nonwords). The children made more errors on the verbal than the nonverbal tasks, suggesting that executive function abilities may differ by task. Adding to the literature on the role of inhibitory skills in reading, verbal inhibitory executive function skills were tied more closely to early reading than other verbal or nonverbal skills when age, short-term memory, and vocabulary were controlled. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Music; Mechanics (Physics); Energy Conservation; Optics; Introductory Courses; Science Instruction; Geometry; Scientific Concepts; Acoustics; Scientific Principles; Teaching Methods; Interdisciplinary Approach; Physics

Abstract:
Much of the mathematical reasoning employed in the typical introductory physics course can be traced to Pythagorean roots planted over two thousand years ago. Besides obvious examples involving the Pythagorean theorem, I draw attention to standard physics problems and derivations which often unknowingly rely upon the Pythagoreans' work on proportion, music, geometry, harmony, the golden ratio, and cosmology. Examples are drawn from mechanics, electricity, sound, optics, energy conservation and relativity. An awareness of the primary sources of the mathematical techniques employed in the physics classroom could especially benefit students and educators at schools which encourage integration of their various courses in history, science, philosophy, and the arts. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Video Technology; Play; Scientific Concepts; Preschool Children; Science Education; Science Instruction; Acoustics; Young Children; Early Childhood Education; Science Curriculum; Child Development; Data Analysis; Preschool Teachers; Preschool Curriculum

Abstract:
The purpose of the present article was to gain knowledge about what aspects of, and in what way, contextual and conceptual intersubjectivity contribute to emergent science knowledge about sound. Starting from a Vygotskian theoretical base, the article rests on the work of Fleer (early learning and development. Cultural-historical concepts in play, 2010), Hedegaard and Fleer (studying children--a cultural historical approach, 2008), and Hedegaard et al. (motives in children's development, 2012). Data analyses were carried out on video recordings and transcripts of teachers' process of ongoing science work with ten preschool children aged 4-6 years. During the work, teachers took the role of planning activities in which play and playful experiences were used as means, in accordance with the preschool tradition. The results show that emergent science knowledge is developed when it is enhanced by teachers' double move between conceptual and contextual intersubjectivity. The use of contextual and conceptual intersubjectivity, and their connectedness during the double move process, shows how teachers combine play and learning and contribute to emergent science knowledge. Further, in this way, they also contribute to bridging children's everyday understandings to scientific concepts. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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