1. Chapter 10 Auditory
Perry C. Hanavan, Au.D.

2. Major Divisions of the Ear
Peripheral Mechanism
Central Mechanism
Outer Ear
Middle Ear
Inner Ear
VIII Cranial Nerve
Brain

3. Pinna

4. Function of Outer Ear Collect sound Localization Resonator Protection
Sensitive (earlobe)
Other?

5. Outer Ear Resonance Influence of pinna (p) Influence of ear canal (c)
Combine influence (t)
At 3000 Hz, the final amplification (t) is 20 dB

6. Pinna The visible portion that is commonly referred to as "the ear"
Helps localize sound sources
Directs sound into the ear
Each individual's pinna creates a distinctive imprint on the acoustic wave traveling into the auditory canal

7. External Auditory Meatus
Extends from the pinna to the tympanic membrane
About 26 millimeters (mm) in length and 7 mm in diameter in adult ear.
Size and shape vary among individuals.
Protects the eardrum
Resonator
Provides about 10 decibels (dB) of gain to the eardrum at around 3,300 Hertz (Hz).
The net effect of the head, pinna, and ear canal is that sounds in the 2,000 to 4,000 Hz region are amplified by 10 to 15 dB.
Sensitivity to sounds greatest in this frequency region
Noises in this range are the most hazardous to hearing

8. Outer Ear Resonance Influence of pinna (p) Influence of ear canal (m)
Combine influence (t)
At 3000 Hz, the final amplification (t) is 20 dB

9. Middle Ear Tympanic Cavity Tympanic Membrane Ossicles
Virtual Tour of the Ear
Middle Ear Cavity
Ossicles
Middle Ear Muscles
Mastoid
Eustachian Tube
Function Amplifier
Tympanic Cavity
Tympanic Membrane
Ossicles
Middle Ear Muscles
Eustachian Tube
Mastoid

10. Function of Middle Ear Conduction Protection Transducer Amplifier
Conduct sound from the outer ear to the inner ear
Protection
Creates a barrier that protects the middle and inner areas from foreign objects
Middle ear muscles may provide protection from loud sounds
Transducer
Converts acoustic energy to mechanical energy
Converts mechanical energy to hydraulic energy
Amplifier
Transformer action of the middle ear
only about 1/1000 of the acoustic energy in air would be transmitted to the inner-ear fluids (about 30 dB hearing loss)

11. Transformer/Amplifier
Area ratio
Thumbtack
Lever
crowbar

12. Area Ratio

13. Middle Ear Muscles Tensor tympani Stapedius
Attached to malleus
Innervated by V, trigeminal nerve
Stapedius
Attached to stapes
Innervated by VII, facial nerve
Middle Ear Muscle Function:
Protect inner ear from excessive sound levels
When ear exposed to sound levels above 70 dB, the muscles contract, decreasing amount of energy transferred to inner ear

14. Inner Ear Auditory Vestibular Virtual Tour of the Ear Vestibular
semicircular canals
utricle and saccule
Cochlear
traveling wave
Auditory
Vestibular

15. Organ of Corti

16. Hair Cells
Outer Hair Cells
Inner Hair Cells
OHC movie

17. Hair Cells
Outer Hair Cells
Inner Hair Cells
OHC movie

18. Traveling Waves Traveling wave Basilar membrane Traveling Wave info
Cochlear Traveling Wave

19. Basilar Membrane: Tonotopic

20. VIII CN: Afferent Neurons

21. OHC: Motile/Amplifier

22. Basilar Membrane: Tonotopic

23. VIII Cranial Nerve Auditory Branch Vestibular Branch
Virtual Tour of the Ear
Auditory Branch
Vestibular Branch
Spiral ganglion
Acoustic Tumors

24. Temporal Lobe: Tonotopic

25. Central Auditory Path

26. Hearing Loss Audibility Identification
Signal to noise ratio (SNR loss)

27. Audibility

28. Generate distortions

29. Perception of Phonemes

30. Identification/Recognition
Hearing loss affects the ability to correctly identify or label sound(s)
Vowels relatively easy
Consonants more difficulty to identify
Place of production errors common
High frequency consonants (sibilants) extremely difficult to identify

31. QuickSin/BKBSIN SNR Loss

32. UWO Plurals Test
Test designed to test high frequency consonant detection, and assist with determining audibility.

33. Phoneme Perception Test

34. CI CI offers one treatment option
Phonak remote Dynamic FM best for classroom noise conditions
Currently, addition of classroom amplification with CI with FM shows no benefit

35. Siemens Hearing Test (Free)

36. iOS: iTalkAtMoog

37. Ling 6 (iOS)($1.99)

38. Cochlear HOPE Words Lite and HD

39. Cochlear HOPE App (Apple)
Cochlear HOPE program
Adopted from Speech Sounds and Speech Sounds Vowels
Listen to a word and matching their speech production to what they heard.
Vocabulary development also facilitated
Each letter of alphabet has twenty different flashcards
In some instances, letter may have two different speech sounds (for example, “A” as in “way” or “A” as in “cat”)

40. Baldi (iOS App $4.99)

41. Auditory Verbal iPad ($3.99)

42. Hearing Aids Hearing aids FM remote microphones
Phonak Dynamic FM best for background noise conditions
Extended high frequency bandpass hearing aids (250-10,000 Hz)
Non-linear frequency compression hearing aids

43. Phonak Dynamic FM Recievers

44. Non-linear Freq Compresion

45. Classroom Amplification
Phonak Dynamic FM
Phonak Dynamic FM in Classroom

46. Otitis Media
Prevalent among children birth to 6. At-risk children for OM:
Down Syndrome
Cleft Palate (cranial facial)
Treacher-Collins (cranial facial)
2nd-hand smoke
Day-care
Low income (Inner city, Native Americans, etc.)
Bottle fed rather than breast fed
Allergies
Other infections (upper respiratory)
Immune suppression (HIV, AIDS, etc.)
Pacifier
Family history

47. OME Tendencies Language impairments Poor phonetic processing
At-risk for developmental delays in perceptual and phonemic awareness, thus leading to difficulties with higher level language functioning and reading

48. Specific Language Impairment
Characterized by difficulty with language that is not caused by:
known neurological,
sensory,
intellectual, or
emotional deficit.
Can affect the development of:
vocabulary,
grammar, and
discourse skills,
with evidence that certain morphemes may be especially difficult to acquire (including past tense, copula be, third person singular).

49. SLI (cont.)
Children with SLI may be intelligent and healthy in all regards except in the difficulty they have with language.
They may in fact be extraordinarily bright and have high nonverbal IQs.
Children with SLI usually learn to talk late
child 3 or 4 years of age with limited vocabulary and short utterances.
Likely to be the kinds of kids who are told by parents and teachers they are smart but unmotivated and they just need to try harder.

50. SLI (cont.)
Difficulty processing rapid acoustic speech cues (temporal processing problem)
Difficulty identifying formant transitions, thus difficulty identifying phonemes
Children of the Code
Paula Tallal (Temporal spectral deficits)

51. Dyslexia Categorical perception difficulty
Reading ability is significantly lower
Difficulty perceiving consonant contrasts
Confuse sounds phonetically similar
May have deficits in processing the temporal order of acoustic information (difficulty identifying phonemes and judging the order in which the phonemes are heard)
Difficulty segmenting, discriminating and identifying speech sounds

52. Types of Dyslexia
Developmental phonological dyslexia - difficulty with nonword reading.
Changing the initial and middle letters of a word.
Examples are mana (mama) and aufo (auto).
Developmental surface dyslexia - difficulty in reading irregular words.
25% English words are irregular, which means that they violate English spelling-to-sound word rule.
Examples: pretty, bowl, and sew.

53. Etiology of Dyslexia Heredity: Family gene carries the disorder
Studies have shown that males are four times more likely to have a reading disorder than a female;
However, perhaps a male’s behavior contributes to this as it brings forth the disorder to a teacher’s attention more easily.
Perhaps females can more readily compensate

54. Etiology of Dyslexia Environment: Limited English vocabulary
English as second language students.
Difficulty understanding phonemics.
Children of poverty
Children with parents with low reading levels
Students with speech or hearing impairments

55. Articulatory Problems
Categorized into subgroups:
1. Those with speech perception difficulties
2. Those with normal speech perception
Subjects asked to identify words that contrasted phonemes /s/ and /S/. In this test, a subgroup of articulation-disordered children were unable to identify the test stimuli appropriately (seat vs. sheet).
Subjects asked to identify words that contrasted the phonemes /s/ and /theta/, In words sick and thick, and none of the articulation-disordered children were able to identify these words appropriately whereas children without disorder could.
Important to assess speech perception abilities prior to initiating articulation therapy
Rvachew S & Jamieson DG. (1989). Perception of voiceless fricatives by children with a functional articulation disorder. J Speech Hear Disord.; 54(2):

56. Reading Disorders
Difficultly reading or understanding material within a reading.
Most have problems with their phonemic (sound/symbol relationships) awareness development.
Have difficult time putting together letters to make a sound.