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Books on the topic 'Factors that hamper listening'

Author: Grafiati

Published: 30 May 2022

Last updated: 31 May 2022

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Nissan, Susan. An analysis of factors affecting the difficulty of dialogue items in TOEFL listening comprehension. Princeton, N.J: Educational Testing Service, 1996.

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Hall, Lesley Ann. Listening to clinicians: Using a qualitative approach to explore factors which influence the uptake of new evidence by health care professionals. Newcastle upon Tyne: University of Newcastle upon Tyne, Centre for Health Services Research, 1999.

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Listening to your own body: A guide to the neurological problems that afflict us as we grow older. Bethesda, Md: Adler & Adler, 1987.

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Bashford, Christina. Concert Listening the British Way? Edited by Christian Thorau and Hansjakob Ziemer. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190466961.013.8.

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It is a well-known fact that the provision of printed program notes at concerts of classical music was a nineteenth-century phenomenon aimed at guiding listener experiences. This chapter discusses why those notes first proliferated in Britain and whether there was anything peculiarly British about them. Program notes took root in 1840s Britain, initially at highly serious chamber concerts. They explained the formal structure by aural sign-postings and embodied a significant attempt to shape listening practices in Victorian Britain in a distinctive way. Underpinning their successful spread were several interlocking economic, cultural, and musical factors. These included the rapid development of a sizeable public concert culture, the growth of audiences eager for the elucidation of high art, the Victorian desire to educate and guide (related to notions of tourism, industry, rationality, progress, and religious reverence), and the absence of a tradition of publishing in-depth reviews of music in British journals.

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A, Goodman Lisa, Epstein Deborah 1962-, and American Psychological Association, eds. Listening to battered women: A survivor-centered approach to advocacy, mental health, and justice. Washington, DC: American Psychological Association, 2008.

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(Foreword), Judith L. Herman, ed. Listening to Battered Women: A Survivor-Centered Approach to Advocacy, Mental Health, and Justice (Psychology of Women). American Psychological Association (APA), 2007.

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Razo, Armando. Integration of Contextual Data. Edited by Lonna Rae Atkeson and R. Michael Alvarez. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780190213299.013.20.

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This chapter discusses a conceptual framework that clarifies the nature and importance of context in social scientific research. It first explains how context fits into survey analysis, then addresses major problems that hamper use and collection of contextual data: vague or incomplete conceptual definitions of “context” and lack of methodological guidance to collect and analyze contextual data. It suggests that systematic research and cumulative knowledge on contextual effects are constrained by two factors: the lack of standardized contextual variables across surveys and sporadic empirical inquiries. Finally, it outlines directions for future research with an eye toward advancing contextual data collection and analysis as well as ascertaining the impact of context on public opinion and political behavior. It presents statistical approaches to provide a blueprint for explicit measurements and analysis of contextual data and considers the need to modify conventional sampling techniques to capture relevant contextual variability.

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McGuire, Charles Edward. Amateurs and Auditors. Edited by Christian Thorau and Hansjakob Ziemer. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190466961.013.10.

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Between 1810 and 1835 the British musical audience expanded from the nobility and the gentry to include members of the middle classes. Using the contemporary musical festival as a case study, this chapter examines how the accommodation of this larger, more intellectually diverse audience led to an early manifestation of the modern concert-listener. This development is explored in terms of factors that aided in the creation of a physical or intellectual “listening space.” These aspects include physical structures (stages, galleries), educational structures (histories of musical festivals, commentaries for training listeners), and linguistic structures (new terms to describe listening processes). As this chapter reveals, these structures solidified a common listening experience for the larger audience, while reinforcing class distinctions within it.

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Nagel, Jennifer. 6. Testimony. Oxford University Press, 2014. http://dx.doi.org/10.1093/actrade/9780199661268.003.0006.

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Does listening to other people—or reading what they have written—supply us with knowledge in a unique or distinctive way? Do we need special reasons to trust people in order to gain knowledge from them? Some philosophers argue that testimony never actually provides knowledge. At the other extreme, some philosophers argue that testimony provides knowledge, and in a distinctive way. In this view, testimony is a special channel for receiving knowledge, a channel with the same basic status as sensory perception and reasoning. ‘Testimony’ explores both extremes, as well as the middle ground of reductionism, to identify the factors that matter most to how we absorb what people say.

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Sahlén, Birgitta, Kristina Hansson, Viveka Lyberg-Åhlander, and Jonas Brännström. Spoken Language and Language Impairment in Deaf and Hard-of-Hearing Children. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0006.

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Despite medical, technical, and pedagogical advances, the risk for language impairment is still much higher in deaf and hard-of-hearing (DHH) children than in hearing peers. Research on linguistic, cognitive, and communicative development in DHH children has found a range of basic spoken language deficits. Twenty percent to 50% of deaf children still meet criteria for language impairment. Tests of nonword repetition and verb inflection are markers that improve early identification of children at risk for persistent language problems. DHH children are typically mainstreamed today, and poor listening conditions in the classroom severely jeopardize learning in children with weak perceptual and cognitive skills. In this chapter we report on our own and others’ studies exploring the interaction of factors, both external and internal to the child, that influence spoken language and communication. The focus is on intervention projects aiming to improve language learning environments through teacher education.

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Macey, William H., and Alexis A. Fink, eds. Employee Surveys and Sensing. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190939717.001.0001.

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This volume comprises 27 chapters focused on the design and execution of employee survey programs. These chapters reflect the latest advances in technology and analytics and a pervasive emphasis on driving organizational performance and effectiveness. The individual chapters represent the full range of survey-related topics, including design, administration, analysis, feedback, and action-taking. The latest methodological trends and capabilities are discussed including computational linguistics, applications of artificial intelligence, and the use of qualitative methods such as focus groups. Extending beyond traditional employee surveys, contributions include the role of passive data collection as an alternative or supplement in a comprehensive employee listening system. Unique contextual factors are discussed including the use of surveys in a unionized environment. Individual contributions also reflect increasing stakeholder concerns for the protection of privacy among other ethical considerations. Finally, significant clarifications to the literature are provided on the use of surveys for measuring organization culture, strategic climate, and employee engagement.

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Browner, Tara, and Thomas L. Riis, eds. Rethinking American Music. University of Illinois Press, 2019. http://dx.doi.org/10.5622/illinois/9780252042324.001.0001.

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Only since the 1970s have the variety of American musical styles and sounds have been allowed to stand on their own two feet in the academic world. Recent efforts to place American music-making within new or heretofore neglected contexts are diverse and inevitably shift our consciousness about music’s meaning and impact in culture. This volume contains a series of commentaries or glosses, chapters about American music broadly understood that seek especially to explore four critical factors beyond the the familiar categories defined by repertory or biography alone: the impact of performance; the role of patronage in the creation of musical objects and events; personal identity; and how larger cultural/ethnographic contexts (community values, ethnic markers, and social relations) determine certain musical results. A related concern in many of the chapters is the way music is disseminated within listening communities—how it was made “popular”—and how it continues to exert a lasting influence across the rest of the globe. The topics to be found here are wide ranging and include many genres and perspectives (hymnody, concert music, jazz, country music, hip-hop, Tin Pan Alley, and Broadway song and dance, among other types), but each chapter is focused on specific performers, patrons, works, conditions, or institutions within its cultural context.

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Hartzell, Caroline A., and Amy Yuen. The Durability of Peace. Oxford University Press, 2018. http://dx.doi.org/10.1093/acrefore/9780190846626.013.422.

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With wars—not just global, but civil wars and other domestic infightings—still being rampant in the modern world, scholars have begun to develop interest in identifying the conditions that can help establish a durable peace. Peace is a lack of conflict and freedom from fear of violence between social groups. Commonly understood as the absence of war or violent hostility, peace often involves compromise, and therefore is initiated with thoughtful active listening and communication to enhance and create genuine mutual understanding. The study of the durability of peace has greatly evolved through the years, and one of its implications is that recent empirical work on this topic has focused on civil war. Most of this study has been tailored in response to the model of war, a theory of armed conflict which presents war and peace as stages of a single process. Furthermore, this analysis on peace duration revolves around for main themes: the characteristics of conflict and conflict actors, belligerent-centered dynamics, the role of third parties, and the developments in the measurement, estimation, and the study of peace duration. Under the conceptions of peace, sustainable peace must be regarded as an important factor for the future of prosperity. Throughout the world, nurturing, empowerment, and communications are considered to be the crucial factors in creating and sustaining a durable peace.

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Singer, Donald, and W. David Menzie. Quantitative Mineral Resource Assessments. Oxford University Press, 2010. http://dx.doi.org/10.1093/oso/9780195399592.001.0001.

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Policy makers, mineral exploration experts, and regional planners decide how public lands, which may contain undiscovered resources, should be used or whether to invest in exploration for minerals on a regular basis. Decisions are also made concerning mineral resource adequacy, national policy, and regional development. This book makes explicit the factors that can affect a mineral-related decision so that decision-makers can clearly see the possible consequences of their decisions. Based on work done at the US Geological Survey, the authors address the question of the kinds of issues decision-makers are trying to resolve and what forms of information would aid in resolving these issues. The goal of the process discussed is to offer unbiased quantitative assessments in a format needed in decision-support systems so that consequences of alternative courses of action can be examined with respect to land use or mineral-resource development. An integrated approach focuses on three assessment parts and the models that support them. Although the concepts presented are straightforward and understandable, in assessments, carefully listening to the experts in other disciplines leads to better products. Navigating through and making sense of QRA requires not just learning rules and equations, but life experiences and common sense. The judgment required to understand which tools to apply are best learned by example and experience. This will be useful to governmental or industrial policy makers, managers of explorations, planners of regional development, and similar decision-makers.

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Papafragou, Anna, John C. Trueswell, and Lila R. Gleitman, eds. The Oxford Handbook of the Mental Lexicon. Oxford University Press, 2022. http://dx.doi.org/10.1093/oxfordhb/9780198845003.001.0001.

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The present handbook is a state-of-the-art compilation of papers from leading scholars on the mental lexicon—the representation of language in the mind/brain at the level of individual words and meaningful sub-word units. In recent years, the study of words as mental objects has grown rapidly across several fields including linguistics, psychology, philosophy, neuroscience, education, and computational cognitive science. This comprehensive collection spans multiple disciplines, topics, theories, and methods, to highlight important advances in the study of the mental lexicon, identify areas of debate, and inspire innovation in the field from present and future generations of scholars. The book is divided into three parts. Part I presents modern linguistic and cognitive theories of how the mind/brain represents words at the phonological, morphological, syntactic, semantic, and pragmatic levels. This part also discusses broad architectural issues pertaining to the organization of the lexicon, the relation between words and concepts, and the role of compositionality. Part II discusses how children learn the form and meaning of words in their native language drawing from the key domains of phonology, morphology, syntax, semantics, and pragmatics. Multiple approaches to lexical learning are introduced to explain how learner- and environment-driven factors contribute to both the stability and the variability of lexical learning across both individual learners and communities. Part III examines how the mental lexicon contributes to language use during listening, speaking, and conversation, and includes perspectives from bilingualism, sign languages, and disorders of lexical access and production.

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