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1
Rukthong, Anchana. "Investigating the listening construct underlying listening-to-summarize tasks". Thesis, Lancaster University, 2016. http://eprints.lancs.ac.uk/78054/.
Testo completoAbstract (sommario):
Integrated-test tasks, which combine receptive and productive language skills in task performance, e.g., listening-speaking or listening-reading-speaking, are increasingly being used in second language assessment, including in high-stakes English exams such as the TOEFL iBT and PTE Academic. Although recent studies (Plakans, 2008; Sawaki, Quinlan, & Lee, 2013) have found that the construct of each individual skill involved in task performance (e.g., listening, reading, and writing) is present and distinct, it is not entirely clear what abilities are actually assessed by the tasks, especially as far as listening is concerned. This study thus analysed test-takers’ listening comprehension processing behaviours while completing listening-to-summarise tasks. In addition, test-takers’ perceptions of the tasks and of listening task difficulty were investigated. The aim of this was to be able to describe the listening construct measured by integrated-listening tasks. Data was collected from 72 Thai English as a Second Language (ESL) learners. Each participant completed four listening-to-summarize tasks – two tasks requiring an oral summary and two a written summary. To investigate the comprehension processing behaviours performed to complete the tasks, a stimulated recall was conducted with 12 participants after each task. To study the perceptions of the tasks and of listening difficulty and their relation to task performance, the remaining 60 participants completed a perception questionnaire after each task. The results showed that to comprehend listening input with the aim of summarizing it, the participants engaged in both lower-level and higher-level cognitive processes and these cognitive processes were facilitated and monitored by a number of strategies. However, to maintain focus on the text’s main point and accurately understand it, it was necessary that the participants successfully activated comprehension monitoring, real-time assessment of input, and lower-lever cognitive processes. Lack of the successful application of these processes and strategies often led to misinterpretations of the text, partly because of the interference of background knowledge which was not congruent with the texts’ information. Participants with different performance levels were found to engage in different types of processes and strategies, with different degrees of success. The participants, in addition, were found to perceive the tasks as authentic and a fair way to assess their abilities to use English for academic purpose, especially listening abilities. In addition to providing a description of the listening construct measured by integrated-listening tasks, the study suggests that listening comprehension ability should be integrated in the description of the task construct and both cognitive and strategic processing should be recognized as part of the construct. On the basis of the findings, a model of second language (L2) listening in the context of listening-to-summarize tasks is formulated.
2
Sepúlveda, Galdames Francisco. "Teaching listening micro-skills to enhance EFL listening comprehension". Tesis, Universidad de Chile, 2018. http://repositorio.uchile.cl/handle/2250/170118.
Testo completoAbstract (sommario):
Tesis para optar al grado de Magíster en Lingüística mención Lengua InglesaThis thesis reports on a study focused on teaching listening micro-skills to EFL Chilean students. The present study aims to examine the effects of teaching listening micro-skills on EFL students´ listening comprehension performance. This study looks to give insights in the area of second language acquisition, as well as proposing a strategy for teaching listening comprehension through the use of listening micro-skills. The participants of this study were 26 high school students from a private school located in Peñalolén, Santiago de Chile. Participants were divided into two groups of 13 students. One of the groups was given awareness about listening micro-skills while the other did not receive any treatment. The treatment consisted of 10 sessions of teaching and practicing 10 listening micro-skills in order to enhance listening comprehension. Both groups were tested at the beginning and end of the research intervention. The data obtained from the participants’ tests was analyzed in order to determine the effects of teaching listening micro-skills on EFL learners’ listening comprehension.
3
Ryden, Veronica M. "Listening to Children". Thesis, University of Leeds, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.496203.
Testo completo
4
Scheirer, Eric David. "Music-listening systems". Thesis, Massachusetts Institute of Technology, 2000. http://hdl.handle.net/1721.1/31091.
Testo completoAbstract (sommario):
Thesis (Ph.D.)--Massachusetts Institute of Technology, Dept. of Architecture, 2000.Includes bibliographical references (p. [235]-248).
When human listeners are confronted with musical sounds, they rapidly and automatically orient themselves in the music. Even musically untrained listeners have an exceptional ability to make rapid judgments about music from very short examples, such as determining the music's style, performer, beat, complexity, and emotional impact. However, there are presently no theories of music perception that can explain this behavior, and it has proven very difficult to build computer music-analysis tools with similar capabilities. This dissertation examines the psychoacoustic origins of the early stages of music listening in humans, using both experimental and computer-modeling approaches. The results of this research enable the construction of automatic machine-listening systems that can make human-like judgments about short musical stimuli. New models are presented that explain the perception of musical tempo, the perceived segmentation of sound scenes into multiple auditory images, and the extraction of musical features from complex musical sounds. These models are implemented as signal-processing and pattern-recognition computer programs, using the principle of understanding without separation. Two experiments with human listeners study the rapid assignment of high-level judgments to musical stimuli, and it is demonstrated that many of the experimental results can be explained with a multiple-regression model on the extracted musical features. From a theoretical standpoint, the thesis shows how theories of music perception can be grounded in a principled way upon psychoacoustic models in a computational-auditory-scene-analysis framework. Further, the perceptual theory presented is more relevant to everyday listeners and situations than are previous cognitive-structuralist approaches to music perception and cognition. From a practical standpoint, the various models form a set of computer signal-processing and pattern-recognition tools that can mimic human perceptual abilities on a variety of musical tasks such as tapping along with the beat, parsing music into sections, making semantic judgments about musical examples, and estimating the similarity of two pieces of music.
Eric D. Scheirer.
Ph.D.
5
Conocimiento, Dirección de Gestión del. "Music Online: Listening". Alexander Street, 2004. http://hdl.handle.net/10757/655363.
Testo completo
6
Samuel, Perumkunnil S. "Ministry of listening". Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.
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7
English, Lawrence P. "The listener's listening". Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/110620/1/Lawrence_English_Thesis.pdf.
Testo completoAbstract (sommario):
The listener's listening explores the role of audition and creative practices in the sonic arts. It looks at the relationship between listener and recording device and argues that listening is always agentive, embodied and affective, because the listening is always about the time and place in which the listener listens. It explores how the cultural and social experiences of the artist researcher affect listening through an exploration of the practice of field recording. The thesis argues for a new theoretical framework called relational listening that accounts for this relationship between listener and recording device.
8
Anderson, William Todd. "THE EFFECT OF MINDFUL LISTENING INSTRUCTION ON LISTENING SENSITIVITY AND ENJOYMENT". UKnowledge, 2012. http://uknowledge.uky.edu/music_etds/3.
Testo completoAbstract (sommario):
The purpose of this study was to examine the effect of Mindful Listening Instruction on Music Listening Sensitivity and Music Listening Enjoyment. The type of mindfulness investigated in this study was of the social-psychological type, which shares both commonalities with and distinctions from meditative mindfulness. Enhanced context awareness, openness to new information, situation in the present, awareness of novel distinctions, and awareness of multiple possible perspectives (cognitive flexibility) are components of social-psychological mindfulness.
A pretest-posttest control group design was used for this study. Two different age groups of students were studied: fourth-grade students (N = 42) and undergraduate non-music major college students (N = 48). The fourth-grade participants in this study were selected from an elementary school in a large city in the Northeastern United States. The college students were selected from a large university in the Southeastern United States. Participants were randomized into either the experimental or control group.
Gordon’s Intermediate Measures of Music Audiation and Advanced Measures of Music Audiation were used as a pretest for fourth-grade students and college students, respectively. The results showed no statistically significant differences between the experimental and control groups. Student demographical information was also collected and reported.
The treatment consisted of 10 lessons for fourth-grade students. Five of the 10 lessons were used with the college students. For each age level, participants in both groups, Mindful Listening and Control, received instruction using listening-map-based and non-listening-map-based lessons from the Share the Music textbook series. Students in the Mindful Listening groups also received listening instructions designed to promote mindful listening.
Music Listening Sensitivity was measured using the phrasing test from the Sensitivity portion of Gordon’s Music Aptitude Profile (MAP-P), as well as the researcher-created Anderson Test of Music Listening Sensitivity (ATMLS). Music Listening Enjoyment was measured using students’ ratings of their Listening Enjoyment after each lesson on a seven-point Likert-type scale.
Results indicated that Mindful Listening Instruction yielded higher scores, which were statistically significant (at α = .05), for Music Listening Sensitivity (as measured by both the ATMLS and the MAP-P) and Music Listening Enjoyment for fourth-grade and college-student participants.
9
Simasangyaporn, Nantikarn. "The effect of listening strategy instruction on Thai learners' self-efficacy, English listening comprehension and reported use of listening strategies". Thesis, University of Reading, 2016. http://centaur.reading.ac.uk/68649/.
Testo completoAbstract (sommario):
This study aimed to explore the nature of self-efficacy among 161 Thai undergraduate EFL students through the investigation of the level of their self-efficacy and the relationship between their self-efficacy and their proficiency in listening comprehension. Learners’ attributions for success and failure, which might also influence their self-efficacy beliefs, were also explored. The second aim of the study was to examine whether a programme of listening strategy instruction could improve their level of self-efficacy, the level of their listening comprehension, and their reported use of listening strategies. Finally, the study examined whether learners from different levels of proficiency benefit from the strategy instruction in a similar manner. This research study is of a quasi-experimental, mixed method design, with one intervention group and one comparison group. Listening proficiency was measured by a free-recall listening task and a listening comprehension question task. The levels of self-efficacy and strategy use were elicited by a set of questionnaires. The manner of strategy use was also further investigated by using a stimulated-recall interview which required 14 participants to give a verbal account of how they had performed the previous listening tasks. These instruments were implemented at pre- and post-test data collection points before and after the intervention which lasted 12 weeks. The findings of the study indicate that, at pre-test, the level of self-efficacy among the participants was rather low but correlation analyses suggest a moderate relationship between self-efficacy and listening comprehension levels. Statistical analysis revealed that there was no statistically significant difference in how much the intervention and comparison groups improved their self-efficacy levels from pre-test to post-test. However, the intervention group participants improved their levels of listening comprehension significantly more than the comparison group participants on both the free-recall and the listening comprehension question task. This was true for both high and low proficiency learners. While a 2×2 ANOVA on the strategy questionnaire items did not indicate statistically significant changes in strategy use as a result of the intervention, a Hierarchical Cluster Analysis suggested that a greater number of the intervention group participants had positive behaviours at post-test than was the case at pre-test. The manner of the participants’ listening strategy use was further explored by looking at the frequency of strategies reported in the stimulated recall interview as well as the way in which strategy combinations were employed. At post-test, the intervention group reported a much higher level of hypothesis formation, hypothesis monitoring and hypothesis formation than at pre-test, which was not the case for the comparison group. Likewise, the intervention participants also reported greater use of word or chunk identification as well as being able to combine other strategies to compensate for gaps in their bottom-upskills. Thus, there was evidence that the intervention group had changed the way in which they employed listening strategies as a result of the intervention, while the comparison group showed much fewer changes. The study not only provides evidence of the potential benefits of strategy instruction for improving L2 listening comprehension, regardless of learners’ proficiency levels, but also has methodological implications, as the strategy analyses demonstrated the value of exploring strategy use through a qualitative approach.
10
Kaple, Emily J. "IMPROVING SPANISH FOREIGN LANGUAGE LISTENING COMPREHENSION: AIDED BY PRONUNCIATION OR LISTENING PRACTICE?" Oxford, Ohio : Miami University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1196214325.
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11
Rivera, Corbin Kalanikiakahi. "The Effects of Metacognitive Listening Strategy Instruction on ESL Learners' Listening Motivation". BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7423.
Testo completoAbstract (sommario):
Prior studies looking at the effects of listening strategy instruction on motivation have shown there to be a positive correlation between the two. However, the participants of these studies all shared a first language (L1) and were not enrolled in an intensive English program (IEP). This study aims to investigate the correlation between listening strategy instruction and listening motivation in an IEP classroom for students from different L1s. Listening motivation was recorded utilizing the English Listening Comprehension Motivation Scale (ELCMS) and strategy use was tracked with the Metacognitive Awareness Listening Questionnaire (MALQ). Pre- and post-test scores of 56 participants (control group, n=30; experiment group, n=26) were analyzed using a mixed-effects regression and paired t-test to determine differences after a 7-week treatment period. Results revealed that study participant motivation levels in both groups decreased over the treatment period, with the experiment group seeing a smaller decrease than the control group.
12
Schroeder, Tiffany Schroeder. "Are you listening to me? An investigation of employee perceptions of listening". Case Western Reserve University School of Graduate Studies / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=case1465581382.
Testo completo
13
Holmer, Torsten, e Jörg Rainer Noennig. "Listening to the Crowd". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2018. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-234390.
Testo completoAbstract (sommario):
In der Stadtplanung hat sich in der jüngeren Vergangenheit Partizipation als neues Paradigma durchgesetzt. Projektentwickler, Planer und Politiker haben erkannt, dass Bauprojekte mit großem Einfluss auf Stadtgesellschaft und Stadtentwicklung nicht mehr ohne umfassende Bürgerbeteiligung durchgeführt werden können. Vorfälle wie die Unruhen um das Bahnhofsprojekt Stuttgart 21 haben gezeigt, dass die regulären Verfahren der Bauleitplanung mit ihren Instrumenten der formalen Bürgerbeteiligung (Anzeige und Auslage von Planungsunterlagen) nicht ausreichen, um einen gesellschaftlichen Konsens zu kontroversen Projekten zu erzielen. Die Problematik lässt sich zu einem großen Teil auf das sogenannte „Planungsparadox“ zurückführen: dezidierte Meinungen und Kritik aus der Bevölkerung bilden sich oft erst, wenn das jeweilige Projekt zur Ausführung kommt und konkrete Formen annimmt – also wenn die Planungen bereits abgeschlossen sind und jegliche weitere Änderung mit erheblichen Aufwendungen verbunden ist. [... aus dem Text]
14
Thorne, Simon. "Acousticity : Ecologies of listening". Thesis, Liverpool John Moores University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.536139.
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15
Jehan, Tristan 1974. "Creating music by listening". Thesis, Massachusetts Institute of Technology, 2005. http://hdl.handle.net/1721.1/42172.
Testo completoAbstract (sommario):
Thesis (Ph. D.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2005.Includes bibliographical references (p. 127-139).
Machines have the power and potential to make expressive music on their own. This thesis aims to computationally model the process of creating music using experience from listening to examples. Our unbiased signal-based solution models the life cycle of listening, composing, and performing, turning the machine into an active musician, instead of simply an instrument. We accomplish this through an analysis-synthesis technique by combined perceptual and structural modeling of the musical surface, which leads to a minimal data representation. We introduce a music cognition framework that results from the interaction of psychoacoustically grounded causal listening, a time-lag embedded feature representation, and perceptual similarity clustering. Our bottom-up analysis intends to be generic and uniform by recursively revealing metrical hierarchies and structures of pitch, rhythm, and timbre. Training is suggested for top-down un-biased supervision, and is demonstrated with the prediction of downbeat. This musical intelligence enables a range of original manipulations including song alignment, music restoration, cross-synthesis or song morphing, and ultimately the synthesis of original pieces.
by Tristan Jehan.
Ph.D.
16
Eagle, Alden. "Are You Still Listening?" ScholarWorks@UNO, 2012. http://scholarworks.uno.edu/td/1434.
Testo completo
17
Holmer, Torsten, e Jörg Rainer Noennig. "Listening to the Crowd". TUDpress, 2017. https://tud.qucosa.de/id/qucosa%3A30888.
Testo completoAbstract (sommario):
In der Stadtplanung hat sich in der jüngeren Vergangenheit Partizipation als neues Paradigma durchgesetzt. Projektentwickler, Planer und Politiker haben erkannt, dass Bauprojekte mit großem Einfluss auf Stadtgesellschaft und Stadtentwicklung nicht mehr ohne umfassende Bürgerbeteiligung durchgeführt werden können. Vorfälle wie die Unruhen um das Bahnhofsprojekt Stuttgart 21 haben gezeigt, dass die regulären Verfahren der Bauleitplanung mit ihren Instrumenten der formalen Bürgerbeteiligung (Anzeige und Auslage von Planungsunterlagen) nicht ausreichen, um einen gesellschaftlichen Konsens zu kontroversen Projekten zu erzielen. Die Problematik lässt sich zu einem großen Teil auf das sogenannte „Planungsparadox“ zurückführen: dezidierte Meinungen und Kritik aus der Bevölkerung bilden sich oft erst, wenn das jeweilige Projekt zur Ausführung kommt und konkrete Formen annimmt – also wenn die Planungen bereits abgeschlossen sind und jegliche weitere Änderung mit erheblichen Aufwendungen verbunden ist. [... aus dem Text]
18
Bernstorff, Karin Nislev. "Listening through the cracks". Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/14706.
Testo completoAbstract (sommario):
Kyne is an outsider: a white, Danish girl, living in a country where the majority are blacks and the few whites are English. Her sentiments of belonging and integration are lost when her family's farms are taken away by the dictatorship government in 2004. The country, Zimbabwe, spirals out of control: murder, starvation and chaos becomes the way of life. Kyne and her family are left with nothing. Kyne travels back in time to the bizarre life of her childhood on their farm in Rhodesia during the war in the 1970s. It is a nostalgic yet often horrifying return to her past as she uncovers the strange, sometimes idyllic lifestyle that was once a very normal way of life to her. The story unfolds in a landscape that is both harsh yet beckoning. Kyne confronts her relationships with all those around her beginning with her Danish parents who are determined to continue farming in a land which they call home, even if war threatens their lives. The reader meets Pencil the Cook who allows Kyne into the silent calm of his kitchen, his family, and the secret, adult world in which Kyne will learn of the terrifying reality of war. She describes the workers on the farm who are pulled between loyalty to their employer and to the blacks who seek independence from white rule. Finally, she describes the other white families nearby who are attacked, tortured and killed for attempting to the only way of life they have ever known.
19
Lewis, Robert Paul. "Listening to the Acousmatic". The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1316447697.
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20
Viganó, Célia Regina. "Listening to academic lectures". Florianópolis, SC, 2005. http://repositorio.ufsc.br/handle/123456789/102451.
Testo completoAbstract (sommario):
Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura CorrespondenteMade available in DSpace on 2013-07-16T00:59:14Z (GMT). No. of bitstreams: 1 223895.pdf: 276818 bytes, checksum: 750180c5b0af75159d90af5a20f72163 (MD5)
This study aims at investigating the effects of an EAP approach on L2 learners' performance of academic listening tasks. The study was carried out with 10 learners of two English language schools, situated in Pato Branco, southwest of Paraná (PR). The participants were divided into two groups, named Group 1 and Group 2, and were exposed to two approaches. Group 1 received extensive general textbook listening tasks, while Group 2 received extensive British Broadcast Corporation (BBC) lecture listening with pre-, while- and post-listening tasks. The learners of the two groups were also required to perform a common academic listening task in order to verify the effects of the two different approaches on their listening performance. Data were analyzed in terms of number of words recalled from extracts of the authentic material in gap-filling tasks. The results obtained showed that Group 2 had a slightly better performance in word recall than Group 1. O objetivo deste estudo é investigar os efeitos da abordagem do ensino de Inglês com objetivos Acadêmicos no desenvolvimento de atividades de audição para alunos de língua estrangeira. O estudo foi realizado com 10 alunos não graduados, estudantes de duas escolas particulares de língua inglesa, situadas em Pato Branco, sudoeste do Paraná (PR). Os participantes foram divididos em dois grupos nomeados, Grupo 1 e Grupo 2, e foram expostos à duas abordagens. Grupo 1 recebeu tratamento extensivo com atividades de audição de livros texto enquanto que o Grupo 2 recebeu extensiva audição de palestras extraídas do site oficial BBC de Londres, seguidas de atividades contendo os três passos básicos: antes, durante e depois da audição. Ao final, os estudantes dos dois grupos participaram de uma atividade em comum para verificar os efeitos das duas abordagens no desenvolvimento das duas audições. Os dados foram analisados em termos de número de itens lexicais reconhecidos dos extratos do material de audição autêntico, em atividades que designadas para completar os espaços em branco. Os resultados obtidos mostraram que o Grupo 2 teve um desenvolvimento levemente melhor no reconhecimento das palavras do que o Grupo 1.
21
Sangster, Pauline. "Learning to listen, listening to learn : an investigation into listening practices in classrooms". Thesis, University of Edinburgh, 2004. http://hdl.handle.net/1842/25150.
Testo completoAbstract (sommario):
This thesis reports on a series of focused interviews with teachers and secondary school pupils aged between eleven and twelve years in which the everyday demands of listening within classrooms was investigated. The interview study formed part of a wider project which comprised three further parts: observation of the ongoing work of ten target classes (drawn from schools situated in differing socio-economic areas in and around Edinburgh); more focused observation of lessons explicitly designed to enhance the listening capacities of pupils; and analysis of the written plans for, and audio taped recordings of, these lessons. A key consideration was the wish to observe good practice. Consequently, the teachers whose classes were observed and who were interviewed were chosen on the basis of their reputation as skilled practitioners. There is a large body of research which has examined the cognitive processes associated with listening much of it based on experiments rather than on naturalistic observations. This research has examined the cognitive and affective processing of verbal and non-verbal messages; the role of long-term and short-term memory and the significance of cognitive schema in receiving, attending to and interpreting messages. While such studies have given us a much richer understanding of the nature of listening, their focus on individual cognitive processes has meant that important features of listening in classroom contexts have received little attention. This thesis moves away from a narrow focus on the development of skills of individual learners and examines listening from a sociocultural perspective as a set of classroom practices. Attention is drawn to the nature and demands of listening and the ways these impact on classroom activities; how listeners adjust purpose and activity depending on the requirements of different genres of texts; and the ways in which listeners monitor and control their listening actions within classrooms. Within the study listening is conceptualised in relation to the wider movements in literacy development. Consideration is given to the ways in which teachers scaffold and supported pupils’ listening activity, and it is argued that current representations of scaffolding need to be expanded to take account of the findings of the present study. In addition, the picture which emerged points to the need to acknowledge the way in which control over listening is dependent on acquiring specific knowledge that enables pupils to frame their attention within the demands of different listening tasks and genres of texts. As a result of this it is suggested that established accounts of metacognitive control and monitoring may need to be developed to take account of how ‘executive control’ entails the internalisation of specific norms governing the ideational and interpersonal uses of language within classrooms.
22
Fay, David. "Faith in listening : passion music and the construction of meaning in listening communities". Thesis, University of Bristol, 2016. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.702174.
Testo completoAbstract (sommario):
This thesis is about music, meaning and listening. It attempts to address the question of how music means to listeners by situating listeners at the centre of music analysis, examining the meanings that they construct when they experience musical situations. In its first chapter, the concept of meaning is interrogated and a model for understanding meaning, and how it is generated, is developed. My meaning-relations model proposes a conception of meaning as fundamentally subjective, relational and context-dependant, whilst arguing that shared human experiences can give rise to intersubjective meanings within communities. Using this model, I then analyse three musical situations, and the listening communities that experienced them, for the shared meanings that may have been generated therein. Each of these three analytical case studies focuses on a different community from different historical periods, but they are linked by the theme of the Passion of Christ, which is central to each of the musical situations in question. The first examines the Passions of J.S. Bach and the eighteenth-century Lutheran congregation that first experienced them as part of the Good Friday Vespers service, performed in the principal churches of Leipzig. The second explores the Anglo-Saxon monastic community in mid-eleventh- century Worcester, and the music and liturgy of the Veneration of the Cross ceremony practised there annually, also on Good Friday. The third focuses on the English National Opera's 2014 production of John Adams and Peter Sellars's The Gospel according to the Other Mary and its audience. The purpose of these case studies is to test whether the methodological exigencies of the meaning-relations model can be fruitfully applied to music analysis, in order to establish a style of analysis that focuses on listeners and the meanings they might construct from real-life experiences of music.
23
Fisher, Sarah Lynn. ""The Mind is Listening": Listening for Meaning in Steve Reich's 'The Desert Music'". Thesis, The University of Arizona, 2007. http://hdl.handle.net/10150/193300.
Testo completoAbstract (sommario):
This thesis examines _The Desert Music_ by Steve Reich in the context of the composer's artistic perspective and advocates studying the subjective listening experience as a tool for musical analysis. Challenging conventional approaches in musicology and music theory, this work examines how a specific analytical approach in turn shapes the values assigned to that work. Systematic documentation of the author's listening experience is presented as an application of this premise and as a template to use in subsequent investigations of how other listeners respond to the work. The author concludes, mirroring the ideas implied in _The Desert Music_ itself, that instead of suppressing individual responses as opinions too myriad and divergent to be relevant, we should recognize that these reactions are products of shared cultural experience and that discussing them collectively may lead to powerful revelations about artistic meaning that may not emerge any other way.
24
Carney, Nathaniel. "Diagnosing L2 English Learners’ Listening comprehension abilities with Scripted and Unscripted Listening Texts". Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/529140.
Testo completoAbstract (sommario):
Teaching & LearningPh.D.
L2 listening research has moved toward a focus on understanding the process of listening. However, there are still few detailed studies of L2 listening that reveal learners’ comprehension processes when listening to scripted and unscripted listening texts. Studies in which such processing has been discussed have lacked detailed diagnoses of how bottom-up and top-down processing interactively affect listeners’ comprehension. This study was designed to show how listeners’ process and comprehend texts, with a focus on how their bottom-up and top-down processing either assist or impede their comprehension. In this study, a group of 30 L1 Japanese university English language learners’ listening abilities were diagnosed. The 30 participants were at three listening proficiency levels—high, mid, and low—based on TOEIC listening proficiency scores. The diagnostic procedure involved participants listening to two scripted and two unscripted listening texts and then reporting what they comprehended through three tasks—L1 oral recalls, L2 repetitions, and verbal reports. Other data was also collected in the study to relate the comprehension of listening texts to other important listening-related variables including listening proficiency, lexical knowledge, listening anxiety, study abroad experience, short-term phonological memory, and working memory. The main finding of the study was that miscomprehension of listening texts was invariably multi-causal, with a combination of both bottom-up and top-down factors leading to comprehension difficulty. Although not a new finding, the study offered more detail than current research about how bottom-up and top-down processing occur interactively. Regarding the overall difficulty of the listening texts, unscripted texts were more difficult to comprehend than scripted texts, and high-proficiency participants had fewer listening difficulties overall than mid- and low-proficiency participants. Quantitative and qualitative results revealed common processing difficulties among all participants due to L1-related phonological decoding issues (e.g., /l/ vs. /r/), connected speech, unknown lexis, and a lack of familiarity with unscripted speech hesitation phenomena (e.g., um, like). Qualitative transcript examples showed how top-down knowledge influenced misinterpretations of words and phrases interactively with bottom-up information, making inaccurate understandings of listening difficult to overcome. In addition to revealing participants’ difficulties and the severity of their comprehension difficulties, the diagnostic procedure showed common strengths—key words and phrases understood well by participants. High-frequency vocabulary and shorter utterances were both shown to be comprehended well. Finally, quantitative results in the study revealed relationships of participants’ listening comprehension with other important listening related variables. Listening proficiency and listening anxiety had strong relationships with listening comprehension of the listening texts. Working memory and short-term phonological memory had no relationship with listening text comprehension. Finally, study abroad experience showed a relationship with comprehension, but with many caveats, and listening vocabulary knowledge was not related with comprehension, but again, with numerous caveats to consider. Based on the results, theoretical and pedagogical implications were posed. Theoretical implications from the study relate to the understanding of four concerns in L2 listening research. Mainly, data in the study will aid researchers’ understanding of how L2 English listeners process speech interactively (i.e., with bottom-up and top-down information) for comprehension, how L2 English listeners experience connected speech, how L2 listeners deal with unknown lexis, and how L2 listeners experience difficulties with features of unscripted speech. Pedagogical implications of the study include the need for increased teacher and learner awareness of the complexity of L2 listening, the need to have learners to track their own listening development, and the need for teachers to expose learners to unscripted listening texts and make them familiar with features of unscripted speech. Finally, suggestions for further research are posed, including conducting diagnostics assessments of L2 listening with listeners of different L1s and with more varied proficiency levels, using different diagnostic procedures to examine L2 listening comprehension, and using more instruments to understand listening-related variables’ relationships with L2 listening comprehension.
Temple University--Theses
25
Larsson, Sofi, e Ove Lundberg. "Listening comprehension : Digital technology and its effect on the L2 learner’s listening comprehension". Thesis, Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-160967.
Testo completoAbstract (sommario):
The rapid development of new technologies and how these are affecting school age children is in this day and age an area of growing importance. In the context of second language (L2) acquisition, it has been noted that spare time activities of a digital nature impact those pupils who spend more time on activities such as online gaming in the target language than average (Sundqvist 2019, 95-103). The aim of the current study was to investigate the possible effect three different digital spare time activities (computer and video games, movies and music) have on listening comprehension. This when English is the dominant language in the activities, and the focus is on 6th grade children. The method used was a comparison made between a language diary homework, consisting of the participants’ estimated number of hours spent on digital spare time activities, and the results of a listening exercise. The results show that there is a positive correlation between the results of the listening comprehension test and the number of hours spent on digital spare time activities. Also, repeated exposure to the target language in a digital spare time context does, therefore, affect second language acquisition to a limited extent. The conclusion was that in order to come to a more conclusive answer regarding the correlation between digital spare time activities and English listening comprehension, more research is needed.I samband med andraspråksinlärning har det noterats att digitala fritidsaktiviteter påverkar de elever som spenderar mer tid på denna sorts aktiviteter (Sundqvist 2019, 95–103). Syftet med den aktuella undersökningen blev således att undersöka den möjliga effekt digitala fritidsaktiviteter, på engelska, har på just engelsk hörförståelse. De tre utvalda aktiviteterna är här digitala spel, film och musik. Engelska är alltså målspråket och fokusgruppen är sjätteklassare. Metoden som användes var en jämförelse mellan resultaten av en språkdagbok, bestående av det antal timmar som deltagarna angett att de spenderar på digitala fritidsaktiviteter under en genomsnittlig vecka, samt resultat inhämtade från en hörövning. Resultatet visar att det finns en positiv korrelation mellan resultaten på hörförståelsetestet och antalet timmar som spenderas på digitala fritidsaktiviteter. Vidare visade det sig att upprepad exponering för målspråket i ett digitalt sammanhang påverkar andraspråksinlärning i en begränsad utsträckning. Slutsatsen blev därmed att det krävs mer forskning för att komma fram till ett definitivt svar angående sambandet mellan digitala fritidsaktiviteter och engelsk hörförståelse.
26
Giunta, Carolyn Sara. "A question of listening : Nancean resonance and listening in the work of Charlie Chaplin". Thesis, University of Dundee, 2013. https://discovery.dundee.ac.uk/en/studentTheses/cc5a1d72-c86a-4569-9432-ffddbfa4b7e0.
Testo completoAbstract (sommario):
In this thesis, I use a close reading of the silent films of Charlie Chaplin to examine a question of listening posed by Jean-Luc Nancy, “Is listening something of which philosophy is capable” (Nancy 2007:1)? Drawing on the work of Nancy, Jacques Derrida and Gayatri Spivak, I consider a claim that philosophy has failed to address the topic of listening because a logocentric tradition claims speech as primary. In response to Derrida’s deconstruction of logocentrism, Nancy complicates the problem of listening by distinguishing between l’e´coute and l’entente. L’e´coute is an attending to and answering the demand of the other and l’entente is an understanding directed inward toward a subject. Nancy could deconstruct an undervalued position of l’e´coute, making listening essential to speech. I argue, Nancy rather asks what kind of listening philosophy is capable of. To examine this question, I focus on the peculiarly dialogical figure derived from Chaplin that communicates meaning without using speech. This discussion illustrates how Chaplin, in the role of a silent figure, listens to himself (il s’e´coute) as other. Chaplin’s listening is Nancean resonance, a movement in which a subject refers back to itself as another subject, in constant motion of spatial and temporal non-presence. For Nancy, listening is a self’s relationship to itself, but without immediate self-presence. Moving in resonance, Chaplin makes the subject as other as he refers back to himself as other. I argue that Chaplin, through silent dialogue with himself by way of the other, makes his listening listened to. Chaplin refused to make his character speak because he believed speech would change the way in which his work would be listened to. In this way, Chaplin makes people laugh by making himself understood (se fait entendre) as he makes himself listened to (se fait e´couter). In answer to Nancy’s question, I conclude philosophy is capable of meeting the demand of listening as both l’entente and l’e´coute when it listens as Chaplin listens.
27
Bruno, Chelsea A. "Vocal Synthesis and Deep Listening". FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1245.
Testo completoAbstract (sommario):
My composition, Maitreya, combines vocal synthesis techniques with the theoretical concept of Deep Listening. This essay discusses developments in vocal synthesis and digital signal processing (DSP) software that can be performed in real-time and contributed to my composition. Deep Listening involves meditative practices to make one more aware of sounds that are both audible and inaudible. The composition utilizes recordings of male and female voices that recite poetry, chant, and are phase-vocoded.
The composition also features various DSP techniques, and a custom-built modular synthesizer. The composition has three sections that were compiled and edited in Ableton Live 8.2.2.
28
Nguyen, Thi Van, e n/a. "Listening comprehension : a Vietnamese perspective". University of Canberra. Information Sciences, 1985. http://erl.canberra.edu.au./public/adt-AUC20061109.170135.
Testo completoAbstract (sommario):
A newly emerging, developing country has many high priority
areas. Many of these high priority areas are related to
the educational system. Education is viewed by many
political leaders (and also by citizens rich and poor) as
a 'Golden Key' which will unlock doors labelled with words
such as 'Development', 'Progress', 'Success', and 'the
English Language'.
The English Language, a modern technical, trade and
diplomatic language, is one of the avenues of communication
which may enhance development within Vietnam.
At the present moment, foreign language teaching and
especially Teaching English as a Foreign Language and
Teaching English for Special/Specific purposes, are given
high priority ratings by those who plan the development
stages for Vietnam. It is also recognized that EFL and ESP
teaching can and should be improved.
Australia is assisting this process of improvement by
supporting an assistance programme. Twenty two teachers
from tertiary language centres have been studying Teaching
English as a Foreign Language at the Canberra College of
Advanced Education. This writer is one of these students.
One of the requirements for the Master's Degree in
Teaching English as a Foreign Language is an extended
Field Study in a specific area. This writer selected
'Aural Comprehension'.
In this Field Study, the writer has explored the past
and present position of teaching ' Aural Comprehension'
in Vietnam. The writer has identified several significant
problem areas and has suggested alternative options which
may improve the teaching and the learning in this area.
29
Tan, Michael Nicholas. "Selective listening processes in humans". University of Western Australia. School of Psychology, 2009. http://theses.library.uwa.edu.au/adt-WU2009.0198.
Testo completoAbstract (sommario):
This thesis presents data which support cochlear involvement in attentional listening. It has been previously proposed that the descending auditory pathways, in particular the medial olivocochlear system, play a role in reducing the cochlea's response to noise in a process known as antimasking. This hypothesis was investigated in human subjects for its potential impact on the detection of signals in noise following auditory cues. Three experimental chapters (Chapters 3, 4 and 5) are described in this thesis. Experiments in the first chapter measured the effect of acoustic cues on the detection of subsequent tones of equal or different frequency. Results show that changes in the ability to detect signals following auditory cues are the result of both enhanced detection for tones at the cued frequency, and suppressed detection for tones at non-cue frequencies. Both effects were measured to be in the order of ~3 dB. This thesis has argued that the enhancement of a cued tone is the implicit result of an auditory cue, while suppression of a probe tone results from the expectation of a specific frequency based on accumulated experience of a listening task. The properties of enhancement support the antimasking hypothesis, however, the physiological mechanism for suppression is uncertain. In the second experimental chapter, auditory cues were replaced with visual cues (representing musical notes) whose pitch corresponded to the target frequency, and were presented to musician subjects who possessed absolute or relative pitch. Results from these experiments showed that a visual cue produces the same magnitude of enhancement as that produced by an acoustic cue. This finding demonstrates a cognitive influence on the detection of tones in noise, and implicates the role of higher centres such as those involved in template-matching or top-down control of the efferent pathways. The final experimental chapter repeated several of the experiments from the first chapter on subjects with various forms of hearing loss. The results indicate that subjects with an outer hair cell deficit (concomitant with a sensorineural hearing loss) do not exhibit an enhancement of cued frequencies or a suppression of unexpected frequencies to the same extent as the normal-hearing subjects. In addition, one subject with a long-standing conductive hearing loss (with normal cochlear function) produced an enhancement equivalent to that of the normalhearing subjects. These findings also support the role of the medial olivocochlear system and the outer hair cells in antimasking. It is the conclusion of this thesis that enhancement most likely results from a combination of changes in receptive field characteristics, at various levels of the auditory system. The medial olivocochlear system is likely to be involved in unmasking a portion of the signal at the cochlear level, which may be influenced by both acoustic reflex pathways or higher centres of the brain.
30
Soderberg, Brock A. "Architecture while listening to SDRE". PDF viewer required Home page for entire collection, 2008. http://archives.udmercy.edu:8080/dspace/handle/10429/9.
Testo completo
31
Becknell, John M. "Listening to narratives of war". Thesis, Pacifica Graduate Institute, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3561056.
Testo completoAbstract (sommario):
This study explores the lived experience of civilian nontherapists who voluntarily bear witness to veterans' first-person narratives of war in the United States. Mythology and anthropology demonstrate that listening to warriors' war stories was a common practice in many ancient and aboriginal societies. A growing body of contemporary study suggests today's veterans are best served by returning to civilian societies who listen to veterans and know their experiences. This research sought to document and understand the experience of civilian witnessing, its impact on witnesses, and whether or not the experience was valuable or perspective changing for the witnesses. The research deepens the understanding of the relationship between war veterans and civilian society and the communal holding of war memories.
Ethnographic, autoethnographic, and hermeneutic phenomenological methodological approaches were used, with the research process and data being viewed through the lenses of depth psychology and liberation psychology. Subjects for ethnographic study and opportunities for autoethnographic study were found through Soldier's Heart, a small nonprofit organization that regularly brings together civilians and veterans in retreat settings and in journeys that take veterans and civilian to places where wars were fought. Data were gathered through observation, conversation, formal interview, and the experiences of the researcher.
Bearing witness to the first-person narratives of veterans was a powerful and valuable experience for the witnesses represented in this study. Witnesses described the experience as a journey in which they moved from not listening to listening, from listening to hearing, from hearing to recognition, and from recognition to bearing witness. Witnesses reported gaining new insights about war, veterans, themselves, psyche, society and the importance of community. Witnesses reported new or deeper connections to veterans. For most witnesses, the experience challenged contemporary beliefs and practices about the relationship between veterans and civilians, and it brought new perspectives on the role nontherapists may play in veteran homecoming. While witnesses reported that the experience was at times difficult and painful, all found the experience personally valuable and saw the need for more civilians to become involved in listening to veterans. Keywords: witness, witnessing, bearing witness, veterans, narratives, storytelling, civilians.
32
Siegel, Bradley Charles. "Elementary teachers' conceptions of listening". Thesis, Teachers College, Columbia University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3704530.
Testo completoAbstract (sommario):
This research study investigated five elementary teachers' conceptions of listening positioned across a complex and diverse state of dialogue. Social studies educational researchers have promoted democratic discourse in various studies aimed at preparing teachers to cultivate active student citizenship. The absence of careful attention to the multifaceted dimensions of listening is a notable gap in current extant research related to classroom discussion. Educational philosophers, alternatively, have argued for the moral and intellectual virtues of listening on equal grounds to its dialogic counterpart: speaking. I synthesized writing from various fields and categorized listening into two broad domains: thin and thick listening. Thin listening, widely conceptualized in education, is further characterized as obedient and attentive listening. Deeper notions of thick listening fall into the subcategories of democratic, relational, and pedagogical listening. Hermeneutic phenomenology is the research methodology guiding the methods and interpretative analyses undertaken in this study. Applying principles from phenomenologist Max van Manen, I framed interview questions for teachers to reflect on the nature of listening in their classroom and everyday experiences. I read and listened to the interview transcripts and recordings numerous times with openness and wonder, yet with an understanding that interpretation is never free from judgment or situated perspective. Findings revealed elementary teachers conceptualized listening under thicker terms when engaging in reflective analysis, although thin listening ideas remained present at times in their thinking about students, the classroom, and dialogue. This study arranged thick listening findings into four broad themes: a) listening to specific students activating new ideas about listening, b) the dynamic relationship between listening and being listened to, c) the connection between speaking, thinking, and listening (interlistening), and d) disturbed notions listening. The conceptions teachers disclosed are significant to elementary educators and researchers in social studies teacher education because thin notions prevail unchallenged, thus rendering an unbalanced and incomplete view of classroom dialogue. Inquiry into the nature and process of listening can inform future studies related to common classroom discussion frameworks, such as Structured Academic Controversies (SACs), that social studies researchers value in civic education.
33
Bilton, Linda. "Listening to lectures : an exploration". Thesis, University of Southampton, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.295079.
Testo completo
34
Sullivan, Patrick Ryan. "ALJI: Active Listening Journal Interaction". Thesis, Virginia Tech, 2019. http://hdl.handle.net/10919/95207.
Testo completoAbstract (sommario):
Depression is a crippling burden on a great many people, and it is often well hidden. Mental health professionals are able to treat depression, but the general public is not well versed in recognizing depression symptoms or assessing their own mental health. Active Listening Journal Interaction (ALJI) is a computer program that seeks to identify and refer people suffering with depression to mental health support services. It does this through analyzing personal journal entries using machine learning, and then privately responding to the author with proper guidance. In this thesis, we focus on determining the feasibility and usefulness of the machine learning models that drive ALJI. With heavy data limitations, we cautiously report that with a single journal entry, our model detects when a person's symptoms warrant professional intervention with a 61% accuracy. A great amount of discussion on the proposed solution, methods, results, and future directions of ALJI is included.Master of Science
An incredibly large number of people suffer from depression, and they can rightfully feel trapped or imprisoned by this illness. A very simple way to understand depression is to first imagine looking at the most beautiful sunset you've ever seen, and then imagine feeling absolutely nothing while looking that same sunset, and you can't explain why. When a person is depressed, they are likely to feel like a burden to those around them. This causes them to avoid social gathering and friends, making them isolated away from people that could support them. This worsens their depression and a terrible cycle begins. One of the best ways out of this cycle is to reveal the depression to a doctor or psychologist, and to ask them for guidance. However, many people don't see or realize this excellent option is open to them, and will continue to suffer with depression for far longer than needed. This thesis describes an idea called the Active Listening Journal Interaction, or ALJI. ALJI acts just like someone's personal journal or diary, but it also has some protections from illnesses like depression. First, ALJI searches a journal entry for indicators about the author's health, then ALJI asks the author a few questions to better understand the author, and finally ALJI gives that author information and guidance on improving their health. We are starting to create a computer program of ALJI by first building and testing the detector for the author's health. Instead of making the detector directly, we show the computer some examples of the health indicators from journals we know very well, and then let the computer focus on finding the pattern that would reveal those health indicators from any journal. This is called machine learning, and in our case, ALJI's machine learning is going to be difficult because we have very few example journals where we know all of the health indicators. However, we believe that fixing this issue would solve the first step of ALJI. The end of this thesis also discusses the next steps going forward with ALJI.
35
Bilbe, Mark. "Wupperthal: listening to the past". Master's thesis, University of Cape Town, 1999. http://hdl.handle.net/11427/17486.
Testo completoAbstract (sommario):
Bibliography: pages 205-207.The community of the Wupperthal Mission Station and its satellite stations, forms the focus of this text. The mission is situated in the Tra-Tra River Valley in the Cederberg Mountains of the Western Cape. In this text, I have sketched a series of vignettes to portray the lives of certain individuals, characters in the community's past and certain events throughout the history of the mission. The work is largely an oral history project, combined with a certain degree of philosophy of history as well as incorporating secondary sources where applicable. Though post-modem in certain aspects, this work incorporates sound modernist thought and academic practice. It is intended to be accessible to a wide readership, and prove to be entertaining as well as insightful. The scholarly endeavour driving this text is as sincere, as the history is real. It is a journey I encourage the reader to take with an open mind, taking time to savour the richness of the peoples' experiences. It is their quest for legitimacy, a combined search for truth, and my personal adventure.
36
Recasens, Continente Adriá. "Learning through looking and listening". Thesis, Massachusetts Institute of Technology, 2020. https://hdl.handle.net/1721.1/128297.
Testo completoAbstract (sommario):
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.Thesis: Ph. D., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2020
Cataloged from student-submitted PDF of thesis.
Includes bibliographical references (pages 147-163).
In order to read emotions, understand actions or anticipate intentions, humans need efficient ways of gathering information about each other. In particular, gaze and speech are rich sources of information about other peoples' thoughts. This thesis investigates these modes. In the first part of the thesis, we describe our work on predicting human gaze. We introduce a series of methods to follow gaze for different modalities. First, we present GazeFollow, a dataset and model to predict the location people's gaze in an image. We then extend this method to work on video, where the system predicts when and where in the video the attended object appears. Finally, we introduce Gaze360, a large-scale gaze-tracking dataset and method for robust 3D gaze direction estimation in unconstrained scenes.
In order to improve processing efficiency, we also propose a saliency-based sampling layer designed to improve performance in arbitrary tasks by efficiently zooming into the relevant parts of the input image. In the second part of the thesis, we present our work on learning spoken words from raw audio descriptions of images. We describe a multi-modal system capable of learning correspondences between segments of audio - nouns - and specific visual concepts. To investigate how to extend this system beyond learning nouns, we present a novel training procedure to learn abstract visual attributes (i.e., size, material or color) by using a generative model to generate the training images. Building upon recent findings that GAN representations can be manipulated to edit semantic concepts in the generated output, our method uses GAN-generated images to train the model using a triplet loss.
Finally, we present three extensions and applications derived from our work: a dataset to jointly model speech and gaze; a system for gaze-tracking for behavioral research in children; and gaze-following in the classroom. Together, the methods presented in this thesis demonstrate the potential for human understanding through gaze and speech in images and videos.
by Adriá Recasens Continente.
Ph. D.
Ph.D. Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science
37
Edwards, Christopher Ogden. "Listening prayer in pastoral ministry". Theological Research Exchange Network (TREN), 1996. http://www.tren.com.
Testo completo
38
Laughlin, Erica. "Informational masking and trained listening". Connect to resource, 2009. http://hdl.handle.net/1811/37286.
Testo completo
39
McGregor, Iain. "Soundscape mapping : comparing listening experiences". Thesis, Edinburgh Napier University, 2010. http://researchrepository.napier.ac.uk/Output/4284.
Testo completoAbstract (sommario):
The perceived auditory environment is an increasingly important part of people's everyday interactive experiences. While sound design is an established discipline in media such as video games and cinema, this is not the case in Human-Computer Interaction (HCI). HCI designers are rarely trained in sound design, and may not make the most effective use of sound in the design of interactions. Even when sound is at the centre of a design it is rarely evaluated to compare the experiences of designers and listeners. This dissertation reports work conducted to develop a way of comparing sound designers' intentions for a sound design with the experiences of listeners. Literature on methods of measuring, classifying and visualising sound was reviewed, as well as approaches to sound design in different forms of media and computing. A published method for representing auditory environments was selected for preliminary studies. The four studies addressed to the difficulties of describing auditory environments and how they might be visualised. Two surveys were conducted in order to identify attributes of sound that would be meaningful to 75 audio professionals and 40 listeners. A way of classifying and visualising sound events and their distribution in physical environments was developed and evaluated. The soundscape mapping tool (SMT) was trialled with sound designs from a range of fields within media and computing. The experiences of both the designer and listeners were captured for each of the designs using the SMT. This work demonstrated that the SMT was suitable for capturing the intentions of 10 sound designers and the experiences of 100 listeners. The trial also provided information about how the SMT could be developed further. The dissertation contributes evidence that auditory environments can be abstracted and visualised in a manner that allows designers to represent their designs, and listeners to record their experiences.
40
Ryan, David B., Mark A. Eckert, Eric W. Sellers, Kim S. Schairer e Sherri L. Smith. "EEG Study of Effortful Listening". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/1805.
Testo completoAbstract (sommario):
Adults with hearing loss typically experience difficulty understanding speech and report increased mental effort or listening effort (Pichora-Fuller et al. 2016). Over time, or in difficult listening conditions, listening effort can cause stress and mental fatigue, contributing to negative psychosocial consequences (e.g., social withdrawal) or limited/discontinued hearing-aid use (Eckert, et al., 2016; Pichora-Fuller, 2007). Additionally, the amount of listening effort required to recognize speech varies by individual and by listening condition (Pichora-Fuller, Kramer, Eckert, et al., 2016). Therefore, having a way to measure and account for listening effort in individual hearing aid fittings and aural rehabilitation plans may improve satisfaction and eventual hearing aid retention in those with hearing loss. Few objective measures are available to reliably predict listening effort in real world environments and many effort-related measures do not consider the specific neural systems that underlie listening effort (Zekveld et al., 2010; Smith et al. 2016; McMahon et al. 2016). The purpose of this study is to evaluate an electroencephalogram (EEG)-based method for quantifying listening effort based on the power of the cortical EEG response. Spectral power estimates within different EEG frequency domains that represent the activity of attention-related neural systems were calculated and included: (1) low-frequency alpha (8-10 Hz; LFA) power that has been associated with increased working memory task demands (Klimesch, 1999); (2) high-frequency alpha (10-13 Hz; HFA) power that has been associated with semantic memory and cognitive demands (Klimesch, 1999); and (3) theta (4-7 Hz) power that has been associated with encoding information (Klimesch, 1999) and increased listening effort (Wisniewski et al., 2015). The EEG data was collected during administration of the Words-In-Noise test (WIN; Wilson et al., 2003) and the Word Auditory Recognition and Recall Measure (WARRM; Smith et al., 2016) that induce listening effort due to low signal-to-noise ratio and due to auditory working memory demand, respectively. The results of correlations among EEG power in the three frequency ranges, WIN performance, WAARM performance, and self-report measures of listening effort will be presented. These results will be supported by independent component source analysis of EEG frequencies for regions of interest predicted to contribute to listening effort, including the frontal midline, auditory cortex, and parietal lobe. The EEG measures are expected to collectively explain task performance and self-reported listening effort.
41
Puakpong, Nattaya, e n/a. "An individualized CELL Listening Comprehension Program: making listening more meaningful for Thai learners of English". University of Canberra. Languages, International Studies & Tourism, 2005. http://erl.canberra.edu.au./public/adt-AUC20060724.135729.
Testo completoAbstract (sommario):
The purpose of this research project was to examine theories of learning, theories of teaching, and theories of listening comprehension with a view to developing and testing a computer-enhanced listening comprehension system for English as a Foreign Language within the Thai university system. In addition to carrying out an in-depth literature review, factors contributing to difficulties in the listening process were also carefully examined in order to build a sound foundation for dealing with listening comprehension. A brief history and analysis of Computer Assisted Language Learning were presented together with a review of some computer programs with the aim of determining their characteristics. An Individualized CELL Listening Comprehension Program was then developed on the basis of four theoretical frameworks: the Constructivist approach, the need to use authentic spoken passages, reduction of cognitive load and response to learner differences.
The system was then used by twenty students of Suranaree University of Technology (SUT), Thailand for a period of fifteen weeks. Students were volunteers from different proficiency levels. SUT midterm and final examinations were employed, in part, to observe the effect of the program on proficiency levels. The SUT examinations, which were usually in a multiple-choice format, tested students on minor details through short, simple conversations. These tests might not fit entirely within best practice for listening but they seem to be a common way of measuring listening development in several educational contexts. Pretests and posttests examining global ideas and specific details in written and multiple-choice formats were then developed so as to provide a more accurate gauge of improvement in listening skills. Log files were kept in order to scrutinize in detail students� interactions with the system. Questionnaire and interview techniques were applied to seek out students� attitudes towards the program.
The results revealed that the participants performed better than their peers in the same proficiency levels in SUT midterm and final examinations although the difference was not at a statistically significant level. However, posttest scores were better than those of pretest at a statistically significant level in most aspects except in case of the global ideas. The log files revealed that all students tended to focus on the word level by attempting to understand and decode every word in the transcriptions. This fixation is likely to explain the low global ideas scores. Analysis was complicated by the fact that some students were not able to use the
program frequently enough, usually because of unexpectedly heavy schedules. However, the data extracted through questionnaires and interviews showed that most students demonstrated a positive attitude towards the various features of the program and felt that use of the program had improved their listening skills. In addition to findings relating to the development of listening comprehension, the study revealed that the majority of students felt that they did not think listening comprehension and, more generally the study of English, was sufficiently important to spend time on. This interesting but shocking discovery needs to be attended to immediately as it may have a strong effect on how Thai students prioritize their learning of English, and how this may impact on the levels of proficiency which they might subsequently attain.
42
Magnusson, John. "Finding time-based listening habits in users music listening history to lower entropy in data". Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-300043.
Testo completoAbstract (sommario):
In a world where information, entertainment and e-commerce are growing rapidly in terms of volume and options, it can be challenging for individuals to find what they want. Search engines and recommendation systems have emerged as solutions, guiding the users. A typical example of this is Spotify, a music streaming company that utilises users listening data and other derived metrics to provide personalised music recommendation. Spotify has a hypothesis that external factors affect users listening preferences and that some of these external factors routinely affect the users, such as workout routines and commuting to work. This work aims to find time- based listening habits in users’ music listening history to decrease the entropy in the data, resulting in a better understanding of the users. While this work primarily targets listening habits, the method can, in theory, be applied on any time series-based dataset. Listening histories were split into hour vectors, vectors where each element represents the distribution of a label/genre played during an hour. The hour vectors allowed for a good representation of the data independent of the volume. In addition, it allowed for clustering, making it possible to find hours where similar music was played. Hour slots that routinely appeared in the same cluster became a profile, highlighting a habit. In the final implementation, a user is represented by a profile vector allowing different profiles each hour of a week. Several users were profiled with the proposed approach and evaluated in terms of decrease in Shannon entropy when profiled compared to when not profiled. On average, user entropy dropped by 9% with highs in the 50% and a small portion of users not experiencing any decrease. In addition, the profiling was evaluated by measuring cosine similarity across users listening history, resulting in a correlation between gain in cosine similarity and decrease in entropy. In conclusion, users become more predictable and interpretable when profiled. This knowledge can be used to understand users better or as a feature for recommender systems and other analysis.I en värld där information, underhållning och e-handel har vuxit kraftig i form av volym och alternativ, har individer fått det svårare att hitta det som de vill ha. Sökmotorer och rekommendationssystem har vuxit fram som lösningar till detta problem och hjälpt individer att hitta rätt. Ett typexempel på detta är Spotify, en musikströmningstjänst som använder sig av användares lyssningsdata för att rekommendera musik och annan personalisering. Spotify har en hypotes att externa faktorer påverkar användares lyssningspreferenser, samt att vissa av dessa faktorer påverkar användaren rutinmässigt som till exempel träningsrutiner och pendlade till jobbet. Målet med detta arbete är att hitta tidsbaserade lyssningsvanor i användares musiklyssningshistorik för att sänka Shannon entropin i data, resulterande i en bättre förståelse av användarna. Arbetet är primärt gjort för att hitta lyssningsvanor, men metoden kan i teorin appliceras på valfri godtycklig tidsserie dataset. Lyssningshistoriken delades in i timvektorer, radvektorer med längden x där varje element representerar fördelningen av en etikett/ genre som spelas under en timme. Timvektorerna skapade möjligheten till att använda klusteranalys som användes för att hitta timmar där liknande musik spelats. Timvektorer som rutinmässigt hamnade i samma kluster blev profiler, som användes för att markera vanor. I den slutgiltiga produkten representeras en användare av en profilvektor som tillåter en användare att ha en profil för varje timme i veckan. Ett flertal användare blev profilerade med den föreslagna metoden och utvärderade i form av sänkning i entropi när de blev profilerade gentemot när de inte blev profilerade. I genomsnitt sänktes användarnas entropi med 9%, med några över användare 50%, samt ett fåtal som inte fick någon sänknings alls. Profilering blev även utvärderad genom att mäta cosinuslikhet över en användares lyssningshistorik. Detta resulterade i en korrelation mellan ökning i cosinuslikhet och sänkning i entropi vid användandet av profilering. Slutsatsen som kan dras är att användare blir mera förutsägbara och tolkbara när de har blivit profilerade. Denna kunskap kan användas till att förstå användare bättre eller användas som en del av ett rekommendationssystem eller annan analys.
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Tong, Kin-kwok. "Information processing load in listening test". [Hong Kong] : University of Hong Kong, 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13554438.
Testo completo
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Janusik, Laura Ann. "Researching listening from the inside out the relationship between conversational listening span and perceived communicative competence /". College Park, Md. : University of Maryland, 2004. http://hdl.handle.net/1903/1417.
Testo completoAbstract (sommario):
Thesis (Ph. D.) -- University of Maryland, College Park, 2004.Thesis research directed by: Communication. 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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Schutte, Maria Louisa. "Exploring emotive listening experiences through continuous measurement of self-report and listening profiles / Maria Louisa Schutte". Thesis, North-West University, 2011. http://hdl.handle.net/10394/8453.
Testo completoAbstract (sommario):
Training can enable performers to express music in a personal and emotional way while
communicating aesthetic impressions to an audience. Little research has been done on the
emotive experiences of performing musicians listening to their own performances. The main
goal of this study was to develop a reliable way to investigate emotive content of such
experiences through a combination of listening profiles and continuous measurement.
This empirical, methodological study used a mixed-method design. Responses from formally
and informally trained musicians were tested. The methodology consists of two parts:
listening profiles (Part I), and the continuous measurement of self-reported emotional
response to music (Part II), supported by interviews. Part I consists of a demographic
questionnaire, a listening test and a personality test. Part II consists of a computerised
questionnaire with four questions: 1) word sorting, 2) word, colours, and facial expressions
checklists, which participants use to indicate their emotional responses while the music plays,
3) free description, and 4) rating scales. Data was obtained during three test periods.
Part I results revealed that personality, illness, preferences, and psychological factors
influence the emotive content of listening experiences. Participants’ response time and
manner of word sorting was also supportive of their profiles. Part II results revealed that
listeners pay attention to both structural and performance elements as well as emotive content
in both prescribed and personal musical tracks. Only a few participants were able to identify
the predetermined emotion of the prescribed musical tracks. Participants’ experiences seemed
to be influenced by training and personal preferences.
Listening to their own recorded performances, informally trained participants were able to
focus progressively less on performance elements and more on emotive content, while formally trained participants seemed to focus progressively more on performance elements,
and less on emotive content.Thesis (MMus)--North-West University, Potchefstroom Campus, 2012
46
Doell, Faye K. "Partners' listening styles and relationship satisfaction : listening to understand vs. listening to respond /". 2003. http://gateway.proquest.com/openurl?url%5Fver=Z39.88-2004&res%5Fdat=xri:pqdiss&rft%5Fval%5Ffmt=info:ofi/fmt:kev:mtx:dissertation&rft%5Fdat=xri:pqdiss:MQ99299.
Testo completoAbstract (sommario):
Thesis (M.A.)--York University, 2003. Graduate Programme in Psychology.Typescript. Includes bibliographical references (leaves 81-86). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL:http://gateway.proquest.com/openurl?url%5Fver=Z39.88-2004&res%5Fdat=xri:pqdiss&rft%5Fval%5Ffmt=info:ofi/fmt:kev:mtx:dissertation&rft%5Fdat=xri:pqdiss:MQ99299
47
Shih, Yong-Ting, e 施勇廷. "Test of Vocabulary Listening: An Alternative Listening Test". Thesis, 2014. http://ndltd.ncl.edu.tw/handle/2zyyqx.
Testo completoAbstract (sommario):
碩士東海大學
外國語文學系
102
Given certain assumptions about the components of listening comprehension shared by researchers on language education, there is no generally accepted theory of listening comprehension. Despite the heated debates over whether language proficiency itself should be viewed as “one integrated trait that is not divisible into separate traits or factors” (Buck 1992, p. 315) or whether listening comprehension is indeed a unitary linguistic trait separable from reading and speaking, the fact is that most, if not all, of the major standardized language proficiency tests such as the GEPT and TOEIC, include the four skills of listening, speaking, reading and writing. This appears to assume the status of listening, along with the other three skills, as an important skill, different from other language skills. The results of the debates among theorists do not concern most language education practitioners, who care more about how to help their students perform well on listening tests. However, they may still draw on the findings on the two stages of listening, “linguistic processing” followed by “speech perception” (Carroll, 1971, p.44). Since the first stage is a prerequisite for the second stage, a listening test that measures the facility of real-time acoustic processing should be a good predictor of listening comprehension. The current study, conducted on 86 first-year students in an experimental high school in central Taiwan, attempted to validate a newly developed listening facility test with a new listening test format that provides language teachers with an alternative to existing tests. The listening facility test of the TVL, consisting of four subtests, was administered with the simulated listening tests of GEPT and TOEIC. The four subtests were composed with a combination of audio messages of words or definitions in the target language and written responses of test items in the target or native language. Besides, a questionnaire was distributed to examine the test takers’ perception of the newly developed listening test. The results of the study validate the alternative listening test, TVL, as a reliable, practical and valid listening test. The test scores also display a high correlation and a moderate correlation of TVL with the listening tests of GEPT and TOEIC respectively. Further, the test of TVL is adaptable. If a shorter testing time is available, a combination of any two TVL subtests can be reliably used. More importantly, the findings support that the measurement of listening facility, the readiness to process language in an automatic, effortless, fluent manner, is useful in predicting listening comprehension ability.
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Smith, David Harris. "Listening, Viaduct /". 2004. http://wwwlib.umi.com/cr/yorku/fullcit?pMQ99386.
Testo completoAbstract (sommario):
Thesis (M.F.A.)--York University, 2004. Graduate Programme in Film and Video.Typescript. Includes bibliographical references (leaves 18-19). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ99386
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Lin, Chen-Hua, e 林辰樺. "The Influences of Autonomous Listening on Listening Comprehension and Perceptions of Listening for EFL Middle School Students". Thesis, 2016. http://ndltd.ncl.edu.tw/handle/78057327984470080753.
Testo completoAbstract (sommario):
碩士國立臺灣師範大學
英語學系
104
ABSTRACT The present study aims to investigate the impacts of autonomous listening on listening comprehension and listening perceptions by comparing formal listening instruction and autonomous listening instruction. The participants were 100 second-graders in a junior high school. The control group received regular listening course, the first experimental group autonomous listening (AL) course, and the second experimental group guided autonomous listening (GAL) course. During the ten-week intervention, the participants were required to keep a listening log, the contents including learning points and learning problems in listening, and their opinions of the course. The results of listening pretests and posttests were analyzed by repeated ANOVA, and the logs were examined both quantitatively and qualitatively. Follow-up semi-structure interviews were also incorporated as support for the findings. The results indicate no significant difference among the groups in listening comprehension; yet diverged opinions were presented. The control group marked test-taking skills as main acquisition, tendency to get distracted and inability to follow delivery speed as main obstacles, and better listeners appeared uninterested in the later phase. The experimental groups indicated getting accustomed to delivery speed, being familiar with the prosody, and memorizing lexicons as main acquisition; encountering many unfamiliar words as a main obstacle; and positive attitude was showed regardless learners’ proficiency. The merits of autonomous listening included having right to choose, pleasure, and higher motivation and engagement in class. Nevertheless, the AL group revealed a strong desire for teacher guidance and assistance due to the lower efficiency and occasional problems in the process from their end-semester feedback. The GAL group, on the contrary, generally displayed a great satisfaction in the course, and they also listened longer after class than the AL group.
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Chen, Wei-Ting, e 陳威廷. "Listening Power: The Influence of Listening Skill on Leadership Effectiveness". Thesis, 2007. http://ndltd.ncl.edu.tw/handle/61633394646079839089.
Testo completoAbstract (sommario):
碩士國立雲林科技大學
應用外語系碩士班
95
This article describes the author’s progress in developing Listening Effectiveness Inventory (LEI) and discusses the relations between listening skill and leadership effectiveness. Little previous empirical studies on the relations between listening skill and leadership effectiveness are investigated. The author conducted the questionnaire research through subordinate view to find out how subordinates observe their leaders in terms of listening skill and leadership effectiveness. The author examined the data provided by 312 respondents in 10 different types of industry using descriptive statistics, factor analysis, Cronbach’s alpha, Pearson correlation, interviews, and expert survey. 10 different types of industry included Transportation industry (4 samples/ 1 division), Manufacturing industry (60 samples/ 4 divisions), High-Tech industry (36 samples/ 9 divisions), Public Administration (52 samples/ 13 divisions), Medical Care (24 samples/ 6 divisions), Recreation Service industry (12 samples / 3 divisions), Wholesale and Retail trade (12 samples/ 3 divisions), Educational Service (4 samples/ 1 division), Finance industry (100 samples / 25 divisions), and Other service industry (4 samples/ 1 division). The results yielded extra evidence of the relations between listening skill and leadership effectiveness. The author concluded that LEI is able to examine the leader’s listening skill but future research is needed to test the relations between listening skill and leadership effectiveness through gathering more samples.