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Dissertations / Theses on the topic 'Hearing impaired'

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Published: 4 June 2021

Last updated: 29 July 2024

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1

Levine, Linda Mae. "The play patterns of young hearing-impaired children with their hearing and hearing-impaired peers." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186247.

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An observational study was conducted examining the social and cognitive play of young children with hearing-impairment playing in small groups composed of both hearing and hearing-impaired peers. The questions addressed the effects of the hearing status of the play partner upon the social/cognitive play patterns of children with hearing-impairment, and the relationship between their play patterns and their communicative competence, social competence and speech intelligibility. Forty-eight hearing-impaired subjects ranging in age from 3-6 to 6-1 were observed playing with partners of same and different hearing status during integrated play sessions at 13 school sites. The social play categories included solitary, parallel and group play, while the cognitive play categories included functional, constructive and dramatic play. Results of the study showed that the play patterns of the hearing-impaired children differed significantly for each group of partners. When playing with hearing-impaired partners, subjects engaged in group functional and constructive play more frequently than parallel functional and constructive play, and with equal frequency in parallel dramatic and group dramatic play. When playing with hearing partners, subjects engaged with equal frequency in group and parallel play. When playing with mixed groups of hearing and hearing-impaired partners, subjects engaged in group dramatic play more frequently than parallel dramatic play, and with equal frequency in group functional and constructive play, and parallel functional and constructive play. Communicative competence was negatively correlated to functional play. A positive correlation was found between social competence and constructive play, and between speech intelligibility and dramatic play. These correlations remained significant when age was partialed out. The hearing-impaired subjects spent similar percentages of time in social/cognitive play as those reported for hearing children. The study supports the premise that the play of young hearing-impaired children varies according to the hearing status of the play partner and is neither delayed nor deficient.

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2

Salvadia, Angela M. "Manual laterality in hearing impaired and hearing children." Thesis, Boston University, 1988. https://hdl.handle.net/2144/38098.

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Thesis (M.S.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
This study was designed to investigate the differences in hand preference and skilled hand movement between hearing impaired and non-hearing impaired children. The subjects were 78 hearing impaired (44 males, 34 females) and 68 normal hearing children (24 males, 44 females). Hand preference was measured through performance of ten tasks requiring hand use. Skilled hand movement was measured by a timed peg displacement task. The preference scores were classified as right and non-right hand preference and the skilled movement task was analyzed for speed of displacement of pegs for preferred and non-preferred hands. The hearing impaired subjects were significantly different from the normal controls in frequency of right hand preference with normal controls showing more frequent right handedness. The degree of deafness was not a significant factor in frequency of right preference in the hearing impaired group. On the peg displacement task, hand was significant, both the hearing impaired and normal control subjects were significantly faster with their right hands. Group approached significance. The unexpected result was that children with the greater degree of hearing loss performed better than those with less hearing impairment.
2031-01-01

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3

McKenzie, Patricia. "Evaluation of a primer used to orient students and instructors to the role of a sign language interpreter in the classroom a focus group study /." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001mckenziep.pdf.

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4

LaLonde, Kirsten M. "Teaching Music to the Hearing Impaired." Thesis, Minot State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10684252.

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Elementary music teachers often have students who are hard-of-hearing participating in their classes. Teachers need to be aware of what hearing impairments are and how these hard-of-hearing students have entered the music classroom. The present text explores assistive hearing technology, general music education for students with hearing loss, adaptations for the general music classroom, instrumental music for students with hearing loss and a brief explanation of song signing. The author attempts to better understand which strategies can be used to improve the music education of hard-of-hearing students.

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5

Wirz, Sheila L. "Vocal characteristics of hearing impaired people." Thesis, University of Edinburgh, 1987. http://hdl.handle.net/1842/24440.

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6

Stone, Michael Anthony. "Spectral enhancement for the hearing impaired." Thesis, University of Cambridge, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361742.

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7

Madden, John P. "Temporal resolution in hearing-impaired subjects /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu148768520496869.

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8

King, Suzanne. "Modeling the career maturity of hearing and hearing-impaired adolescents." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/80294.

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The purpose of this study was to determine whether the career development process was the same for hearing-impaired and normally-hearing adolescents. Subjects included 71 deaf and 318 nonhandicapped adolescents and their parents. A literature-based causal model of career maturity (Model 1) was developed that was designed to explain career maturity in terms of background variables, family characteristics, and individual characteristics. The inclusion of these variables was based on family systems theory, social learning theory, and the empirical literature on the career maturity of nonhandicapped adolescents. The regression of career maturity on the eight predictor variables in Model 1 explained about 20% of the variance in career maturity for the hearing group, and 28% for the deaf. Family cohesion was the strongest predictor of career maturity for both groups. Despite several similar patterns of influence among the variables, a number of relationships among the variables differed for the two groups. Furthermore, differences were noted between the groups in terms of the total effects for some of the eight predictor variables such as age and achievement. A second model was developed to describe the career development of the deaf. Model 2 included all of the variables in Model 1 as well as five additional variables specific to the experiences of the deaf. Model 2 explained 31% of the variance in the career maturity of the deaf subjects. The increase in variance explained was not great enough to be considered significant. The degree of the subject's hearing loss and the degree of mother-child communication were influential in describing the career development process for the deaf in Model 2. The results suggest that there are similarities and differences in the development of career maturity for deaf and hearing adolescents. The process is more reliant upon background characteristics, such as age, for the hearing. For the deaf, family variables intervene to influence career maturity to a greater extent than for the hearing. For both groups, higher family cohesion scores were associated with greater career maturity. The inclusion of deaf-specific variables contributed to the explanatory power of the basic model, although not to a significant degree.
Ph. D.

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9

Marx, Estelle Maria Magdalena. "'n Ondersoek na die problematiek van inligtinggeletterdheid by die gehoorgestremde persoon in Suid-Afrika." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-07132006-160520/.

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10

Lash, Brittany Nicole. "DEAF OR HEARING: A HEARING IMPAIRED INDIVIDUAL’S NAVIGATION BETWEEN TWO WORLDS." UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_theses/149.

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identity play an important role in how they communicate and interact with other individuals. One group in which identity construction and navigation is a difficult process is the hearing impaired population. In an effort to understand how these individuals construct their identity and navigate their hearing impairment, this study utilizes Communication Theory of Identity. Through the use of interactive interviews, the researcher was able to examine how 11 participants manage their identity as hearing impaired individuals. The interviews provided insight into the four layers of identity proposed by CTI – personal, relational, enacted, and communal – in the hearing impaired individual. The author discusses the themes within each of the four layers and the gaps present between the layers that emerged as the hearing impaired participants discussed how they navigate their hearing impairment. Furthermore, the implications of these themes and gaps within the hearing impaired individual’s identity, such as feeling disconnected from both the Deaf and hearing communities, are examined.

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11

King, Andrew Jonathan. "Spatial hearing and temporal processing in old and hearing-impaired individuals." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/spatial-hearing-and-temporal-processing-in-old-and-hearingimpaired-individuals(156ec05b-e6e8-466d-9025-d2d176f435d4).html.

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Small timing differences occur when sounds reach one ear before the other, creating interaural phase differences (IPDs). The phase-locked activity in the auditory nerve can, at low frequencies, preserve IPDs. IPDs are used for localising and separating sounds from different directions. Chapters 3, 5, and 6 report three studies of the independent effects of age and sensorineural hearing loss on the temporal processing of sound that aids spatial hearing. Chapters 2 and 4 describe two supporting methodological studies. Chapter 2 compared the duration of training required for stable IPD-discrimination thresholds for two stimulus presentation procedures. The procedure requiring the least training was adopted for subsequent studies. Age and hearing loss are related and both may affect sensitivity to IPDs. Chapter 3 demonstrated that hearing loss, regardless of listener age, is related to poorer sensitivity to IPDs in the temporal fine structure (TFS), but not in the temporal envelope. Chapter 3 also showed that age, independent of hearing loss, is related to poorer envelope-IPD sensitivity at low modulation rates, and somewhat poorer TFS-IPD sensitivity. In Chapter 5, listener age and IPD sensitivity were both compared to subcortical neural phase locking measured through the frequency-following response (FFR). Phase coherence in the envelope-FFR at 145 Hz modulation and in the TFS-FFR deteriorated with age, suggesting less precise phase locking in old age. However, age-related changes to IPD sensitivity were not strongly related to age-related changes in FFR phase coherence. IPD sensitivity declines may be predominantly caused by deterioration of binaural processing independent of subcortical phase locking. Chapter 4 showed that electrodes at the mastoids recorded TFS-FFR generated earlier in the auditory pathway than electrodes from the nape of the neck to forehead, which recorded FFR generated later in the brainstem. However, these electrode montages did not reveal different age- or hearing-loss-related FFR deficits in Chapter 5. Chapter 6 determined whether hearing loss affected the ability to use TFS IPDs to achieve better speech perception. On average, old hearing-impaired listeners gained a small, but significant, benefit from a lateral separation of the speech sources. Replacing the TFS with binaurally in-phase sine waves (removing the TFS IPDs) significantly reduced the benefit of lateral separation. How much a listener benefitted from intact TFS IPDs in speech perception was strongly related to the extent of their hearing loss at low frequencies and their monaural processing of TFS, but not to their ability to discriminate IPDs. In general, this thesis shows that low-frequency hearing loss is associated with poor sensitivity to TFS IPDs and the ability to benefit from them when sounds are laterally separated. The thesis also shows that old age can reduce sensitivity to IPDs and weaken subcortical temporal coding. Although only partly related, these effects are likely to cause problems for old individuals in challenging listening environments.

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12

Murnane, Owen D., J. K. Kelly, and B. Prieve. "Transient Evoked Otoacoustic Emissions in Normal Hearing and Hearing Impaired Subjects." Digital Commons @ East Tennessee State University, 2001. https://dc.etsu.edu/etsu-works/1919.

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13

Murnane, Owen D. "Transient Evoked Otoacoustic Emissions in Normal Hearing and Hearing Impaired Ears." Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etsu-works/1950.

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14

Mehraei, Golbarg. "Spectrotemporal modulation sensitivity in hearing-impaired listeners." College Park, Md.: University of Maryland, 2009. http://hdl.handle.net/1903/9998.

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Thesis (M.S.) -- University of Maryland, College Park, 2009.
Thesis research directed by: Dept. of Electrical and Computer Engineering. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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15

Panda, Manasa Ranjan. "Computer models of normal and impaired hearing." Thesis, University of Exeter, 2010. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.528857.

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16

Borolis, I. "Teaching foreign languages to hearing impaired students." Thesis, Київський національний університет технологій та дизайну, 2020. https://er.knutd.edu.ua/handle/123456789/16672.

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17

Pepler, Anna. "Cochlear dead regions in hearing-impaired adults." Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/cochlear-dead-regions-in-hearingimpaired-adults(59f1eb35-d113-4885-8b27-013862b88717).html.

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Cochlear dead regions (DRs) are areas in the cochlea where inner hair cells and/or neurones are functioning so poorly that a sound that causes peak basilar membrane motion in that region is more efficiently detected via off-frequency listening. The Threshold Equalising Noise (TEN) test is a clinical test procedure for detecting DRs. Psychophysical Tuning Curves (PTCs) can be used to identify the boundary frequency of the DR although the clinical importance of doing this has yet to be determined. Some studies have suggested that the reduction of amplification well inside the DR may be beneficial; however, other studies have been unable to replicate these findings in a more typical clinical population. Three studies were completed in order to:1. determine the prevalence of DRs in a clinical sample of the UK adult population,2. investigate repeatability, agreement and clinical feasibility of the TEN-test and fast PTCs in a clinical setting, and 3. determine the benefit of high-frequency amplification in ears with and without DRs, when listening to nonsense syllable speech material in quiet and babble. In the first study, 343 hearing-impaired adults were tested for DRs using the TEN-test. In total, 36% (95% confidence interval 31-41) of these adults had a DR in at least one ear, but frequently at 4 kHz only. Only 3% (1-5) of participants had a DR spanning more than three consecutive frequencies. These findings suggest that DRs usually only span 1 or 2 clinically-relevant frequencies. In the second study, the TEN-test was completed on 70 ears at frequencies between 0.5 and 4 kHz. Fast PTCs were measured on 20 ears at ≥ 2 frequencies. The TEN-test and fast PTCs were highly repeatable on retest (97% and 100%, respectively). There was 87% agreement between the two procedures in terms of the presence of off-frequency listening, with the TEN-test less likely to detect a DR than fast PTCs. Compared to the TEN-test, fast PTCs had a 10% lower ‘conclusive finding’ rate and the test duration was typically 40 minutes longer. Therefore, the TEN-test is more clinically acceptable, but it may underestimate the extent of a DR because of its inability to precisely identify the boundary frequency. In the third study, 18 ears with a high-frequency DR and 18 matched ears without a DR were tested. Vowel-Consonant-Vowel (VCV) stimuli were presented in quiet and babble when listening with an unfiltered and three low-pass filtered hearing aid settings. Best performance was obtained in the unfiltered condition; however the DR group performed significantly poorer than the controls in babble. There was no evidence to support reducing amplification in ears with a DR. However, participants with DRs may benefit from counseling about the limitations of listening in noise. In summary, DRs are relatively prevalent in hearing-impaired adults and can be diagnosed most efficiently in a clinical setting using the TEN-test. However, DRs are often restricted to a narrow frequency range and, in the typical adult clinical population, there is no evidence to support deviating from prescription targets.

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18

Gibbs, Fran French 1945. "Humor as Experienced by Hearing Impaired Women." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/565553.

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19

Köbler, Susanne. "Bilateral hearing aids for bilaterally hearing-impaired persons - always the best choice? /." Stockholm, 2007. http://diss.kib.ki.se/2007/978-91-7357-067-1/.

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20

Onwuchekwa, J. N. "The English language performance of hearing and hearing-impaired secondary school students." Thesis, Bucks New University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.355300.

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21

Bernstein, Joshua G. W. "Pitch perception and harmonic resolvability in normal-hearing and hearing-impaired listeners." Thesis, Massachusetts Institute of Technology, 2006. http://hdl.handle.net/1721.1/34480.

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Thesis (Ph. D.)--Harvard-MIT Division of Health Sciences and Technology, 2006.
Vita.
Includes bibliographical references (p. 155-164).
Listeners with sensorineural hearing loss are often impaired in their ability to perceive the pitch associated with the fundamental frequency (FO) of complex harmonic sounds. Four studies investigated the relationship between FO discrimination performance and the ability to resolve individual harmonic frequencies of a complex, testing the hypotheses (1) that the accurate FO discrimination performance associated with low-order harmonics is due to their being resolved, and (2) that listeners with sensorineural hearing loss experience a pitch discrimination deficit due to a reduction in frequency selectivity. The first study revealed that resolved harmonics were not sufficient for accurate FO discrimination. Increasing harmonic resolvability by presenting even and odd harmonics to opposite ears did not improve pitch discrimination, raising the possibility that complex-tone pitch discrimination is not governed by harmonic resolvability per se, but is related to harmonic number. Based on this idea, the second study found that an autocorrelation model of pitch perception, modified to include place dependence by limiting the range of periodicities accurately processed by a given frequency channel, could account for the more accurate FO discrimination associated with low-order harmonics without relying on harmonic resolvability.
(cont.) However, further results in the third and fourth studies suggested a role for harmonic resolvability in pitch discrimination, inconsistent with the lack of dependence on resolvability of the modified autocorrelation model. In normal-hearing subjects at high stimulus levels and in hearing-impaired subjects, a wider spacing between adjacent frequency components, related to a reduction in frequency selectivity, was required to yield accurate FO discrimination performance. Thus, resolved harmonics may be necessary for accurate FO encoding, and the pitch discrimination deficit associated with sensorineural hearing loss may be related to a reduction in frequency selectivity. These results support spectral or spectrotemporal pitch models that derive FO from resolved harmonics, or a place-dependent temporal model whereby peripheral filter bandwidths limit the range of detectable periodicities. Because spectral processing plays an important role in pitch discrimination, hearing-impaired and cochlear-implant listeners may benefit from hearing-aid fitting procedures and cochlear-implant processing algorithms that emphasize or enhance spectral place cues.
by Joshua G.W. Bernstein.
Ph.D.

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22

Fong, Yuk-ying Theresa. "To study the hearing impaired children's academic and social adjustment in ordinary schools and the supportive services they required." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13745128.

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23

Han, Na. "Development of a self-report questionnaire to evaluate hearing aid outcomes in Chinese speakers." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B40988132.

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24

Wong, C. W. "Preferred frequency responses for Cantonese-speaking hearing aid users /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2204131X.

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25

Law, Kam-yi Ida. "Phonological awareness of Cantonese-speaking hearing-impaired adolescents." Click to view the E-thesis via HKUTO, 1999. http://sunzi.lib.hku.hk/hkuto/record/B36209971.

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Thesis (B.Sc)--University of Hong Kong, 1999.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 14, 1999." Also available in print.

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26

Cheung, Ming-kam Thomas. "Peer tutoring with hearing impaired special school pupils." Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/HKUTO/record/B38627607.

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27

Cheung, Ming-kam Thomas, and 張明錦. "Peer tutoring with hearing impaired special school pupils." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B38627607.

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28

Holsgrove, G. J. "Integrating children with impaired hearing : Attainment/placement interactions." Thesis, University of East Anglia, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.378586.

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29

Wood, Nicholas. "Cognitive and linguistic profiles of hearing impaired children." Thesis, University College London (University of London), 2002. http://discovery.ucl.ac.uk/10020383/.

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30

Moreno, Constanza. "Predictors of mathematics attainment in hearing impaired children." Thesis, University College London (University of London), 2000. http://discovery.ucl.ac.uk/10020355/.

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Deaf children lag behind their hearing peers in mathematical attainment. The reasons for this delay remain unclear. Two methods were used to identify the causes for this underachievement: a longitudinal investigation of predictors of mathematical attainment, and comparison with hearing children. In order for a cause of delay to be identified, both investigative strategies must produce positive results. The deaf children must lag behind the hearing children on the measures and the same measures must predict deaf children's mathematics attainment. The comparative study: The participants were: a) 42 hearing impaired (HI) children age range from 7;2 years to 9;1 years attending units and special schools located on eight different sites around London; b) 73 hearing children aged from 7;2 years to 8;11 years, classmates of some HI children attending a unit based in a mainstream school. A standardised maths test, a measure of their understanding of additive composition (the Shop Task), a memory scan task and tasks assessing understanding of time concepts were administered to all the children. The last two assessments were developed for the study. The performance by the HI children on standardised assessments was also compared to norms standardised on hearing populations. The deaf obtained significantly lower scores on nearly all of the tasks. In the maths test the mean standardised score for the hearing children was 92.68 and for the deaf children was 78.31. There were also significant differences on the memory scan task — the accuracy rates were lower, memory capacity sizes were smaller and the number processing speed was slower for the deaf children. On the time concept tasks the hearing children obtained significantly more correct responses on the tasks assessing change, ability to infer and order events. When the HI children's performance was compared to the norms of standardised assessments, a similar picture emerged. The mean Number Age was 1;1 year behind the hearing norms. The mean WISC score obtained was one standard deviation below the published mean. Raw scores obtained on the reading comprehension task were too low to be standardised. In assessments of receptive language, the HI children obtained standardised scores that were 1 standard deviation below the mean. It was concluded that all of these variables could be examined as predictor variables in the longitudinal study. The longitudinal study: The HI children participating in the comparison study were assessed twice again over the academic year. The outcome measures were scores on standardised mathematics assessments. The predictors were demographic and medical background; intelligence, language; understanding of time; memory capacity and number processing speed; numerical skills such as counting and additive composition. The only demographic variable consistently associated with mathematics scores was age. Analyses using fixed order multiple regression explored the relationships between the various cognitive, numerical and linguistic predictors and mathematics attainment. After controlling for age and non-verbal IQ, only three predictors remained significant: the language assessments, Shop Task, the Change and Inference Required time concepts tasks. When controlling for age, non-verbal IQ and language ability, only the Shop Task added a significant amount of variance in the equation. This equation explained 44% of the variance in a concurrent analysis and 66% and 64% of the variance in longitudinal predictions 4 and 7 months later, respectively. Conclusions: The present study confirms that HI children are behind their peers in mathematics achievement. Explanations for this delay were sought by identifying areas where their performance is poorer than that of hearing children and predictive of their own progress in mathematics. Although the HI children achieved lower scores in the majority of the assessments in the comparative study only the language measures and the Shop Task satisfied both criteria and added a significant amount of variance in the regression equations in the predictive study. It is concluded that these may be causally related to HI children's delay in mathematics.

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31

au, sumarcol@ozemail com, and Susan Collins. "Hearing loss technology and community at the start of the twenty first century." Murdoch University, 2007. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20090424.153651.

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This thesis explores ways in which technology is influencing the lives of hard of hearing people at the start of the 21st century. The thesis develops and is grounded in a distinction between people who referred to as deaf and those who are referred to as hard of hearing. It is argued that there is a lack of recognition of the special needs of hard of hearing people in deaf and disability discourses and more generally in everyday communication. This lack of recognition is analogous to the absence of women from many forms of social analysis until the latter part of the 20th century. In light of this clearer specification of the people under consideration, attention shifts to a consideration of the various technologies they can access. The context within which these technologies are used is one in which, unlike many deaf people who form an integrated community that is differentiated and separate from the general society, hard of hearing people have tended to become socially isolated within the hearing community. This understanding of the potential for social isolation allows the specific significance of generic computer technology for this group to come to the fore. As a consequence the thesis focuses upon a detailed examination of the place of a hard of hearing online real community in the lives of a number of hard of hearing people.

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32

Cheng, Lai-ki. "Quality of life of older hearing impaired adults in Hong Kong." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41548000.

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33

Lane, C. H. "Various aspects of voice self-concept amongst normally hearing and hearing-impaired children." Thesis, University of Exeter, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.355926.

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34

Zilany, Muhammad S. A. Bruce Ian. "Modeling the neural representation of speech in normal hearing and hearing impaired listeners." *McMaster only, 2007.

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35

Lam, Chi-yan Connie. "Interactions between mothers and their normal-hearing or hearing-impaired children in Hong Kong." Click to view the E-thesis via HKUTO, 2000. http://sunzi.lib.hku.hk/hkuto/record/B36207561.

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Thesis (B.Sc)--University of Hong Kong, 2000.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 10, 2000." Also available in print.

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36

Yuen, Siu-wah. "Policy and practice on special education : a comparison of education for the hearing impaired in Hong Kong and Macau /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2005791X.

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37

Marzinzik, Mark. "Noise reduction schemes for digital hearing aids and their use for the hearing impaired." [S.l.] : [s.n.], 2000. http://deposit.ddb.de/cgi-bin/dokserv?idn=960643990.

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38

Law, Wing-yu Zoe. "Phonological abilities of Cantonese-speaking hearing-impaired children with cochlear implants or hearing aids." Click to view the E-thesis via HKU Scholars Hub, 2003. http://lookup.lib.hku.hk/lookup/bib/B38888798.

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Thesis (B.Sc.)--University of Hong Kong, 2003.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 2003." Includes bibliographical references (p. 29-32) Also available in print.

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39

Marzinzik, Mark. "Noise reduction schemes for digital hearing aids and their use for the hearing impaired /." Aachen : Shaker, 2001. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=009303696&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.

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40

Johnston, Kristin Nicole. "Music perception of hearing impaired listeners effects of hearing aid settings and personality factors /." [Gainesville, Fla.] : University of Florida, 2009. http://purl.fcla.edu/fcla/etd/UFE0041026.

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41

Johnson, Earl E. "The Efficient Frontier of Normal Hearing Versus the Restoration of Impaired Hearing by Amplification." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1737.

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Henry, James Allen. "A comparison of the expressive speech of profoundly hearing-impaired children : "hearing aids on" versus "hearing aids off"." PDXScholar, 1987. https://pdxscholar.library.pdx.edu/open_access_etds/3714.

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This investigation was conducted to determine whether the removal of hearing aids from these children for eighteen hours (+ 1/2 hour and including sleep time) would result in reduced speech intelligibility as perceived by a panel of listening judges who were unfamiliar with the speech of the deaf.

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43

Yuen, Chi-pun Kevin. "Audiometric configurations of hearing-impaired children in Hong Kong : implications for amplification /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1983228X.

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44

Sun, Ka-yu Maggie. "Attitudes of primary students towards their hearing-impaired peers." Click to view the E-thesis via HKUTO, 2001. http://sunzi.lib.hku.hk/hkuto/record/B36208036.

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Thesis (B.Sc)--University of Hong Kong, 2001.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 4, 2001." Also available in print.

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45

Bell, Charles William. "Effectiveness of educational computer software with hearing impaired students." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25345.

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This study addresses the effectiveness of educational microcomputer software with hearing impaired students. A review of the literature revealed a large void in the empirical research on this topic and also indicated that a lack of suitable and appropriate software, was a major hurdle to the successful use of CAI with hearing impaired students. This study investigated the effectiveness of a specific educational microcomputer program (MECC : Trapezoids and Triangles Areas) with a group of hearing impaired students. The 18 students were randomly divided into two groups. One group viewed the tutorial portion of the software and then worked with the practise section. While the other group worked only with the practise section of the software. This was done to measure and compare the effectiveness of both portions of the program. The students were carefully observed as they interacted with the computer. Problems they encountered with the software, their achievement during exposure to the software and on pre and post tests, were all recorded by the experimenter. These data were used to measure the changes that took place due to microcomputer application, to evaluate the effectiveness of this software, to make recommendations regarding the characteristics required to improve this software, and to set "guidelines" for the development of future educationally effective software for the hearing impaired. The results revealed the need for software that contains a measured and controlled level of syntax, more advanced diagnostic and remedial capabilities, and a simplified more thorough presentation of the information. This study demonstrated the need for more research related to identification of the important factors and teaching strategies which make software more educationally effective for use with hearing impaired students.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

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46

Fitzgerald, Michèle Bordeleau. "The production of contrastive stress by hearing-impaired children." Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=41542.

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The production of contrastive stress was studied in normal-hearing and severely and profoundly hearing-impaired children. A picture description task was used to elicit utterances. Contrastive stress was assigned by changing one element in the second and third pictures in sets of three pictures. Stress production was assessed perceptually and acoustically. The normal-hearing and the severely hearing-impaired children were judged to have consistently stressed the element that was changed in the pictures. Some of the profoundly hearing-impaired subjects were judged to have stressed the changed element more often than chance but some did not perform above chance. Acoustic measurements indicated that only the normal-hearing speakers significantly varied both duration and fundamental frequency when stressing words while some of the hearing-impaired children varied only duration. These findings were interpreted as indicating that profoundly hearing-impaired speakers had difficulty producing recognizable contrastive stress and showed deviations in the duration and fundamental frequency of their utterances.

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姚展鵬 and Chin-pang Yiu. "Centre for the hearing impaired people: a language minority." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31983157.

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48

Gray, David E. "Hearing-impaired children, initial literacy and computer assisted learning." Thesis, University of Surrey, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.318661.

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49

O'Brien, Deborah Harris. "Some correlates of sociometric status in hearing impaired children /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487267546981101.

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Yiu, Chin-pang. "Centre for the hearing impaired people : a language minority /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25948428.

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