Graeme Clark Collection
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ItemThe effects of electrode position and stimulus period on the hearing sensations in a multiple-channel cochlear implant patient [Abstract]( 1981)Abstract not available due to copyright.
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ItemPerceptual dissimilarity and discrimination studies using two-electrode stimulation with a multiple-channel cochlear implant patient [Abstract]( 1981)Abstract not available due to copyright.
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ItemSpeech feature encoding through an electrotactile speech processor [Abstract]( 1989)Abstract not available due to copyright.
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ItemThe Tickle Talker: a speech perception aid for profoundly hearing impaired children [Abstract]( 1990)Fifteen prelingually profoundly hearing-impaired children participated in speech perception training and evaluation, to assess potential benefits from use of the Tickle Talker. This device, a multichannel electrotactile speech processor, developed by Cochlear Pty. Ltd. and the University of Melbourne, presents speech as a pattern of electrical sensations felt on the fingers. The eight small electrodes are located over the digital nerve bundles, on both sides of the four fingers of the non-dominant hand. Speech processing hardware is similar to that used in the 22-channel cochlear implant. In the encoding strategy, second formant frequency (F2) is presented as electrode position, speech waveform amplitude as stimulus strength, and fundamental frequency (FO) as rate of stimulation. Each child participated in an ongoing training program involving clinicians, teachers and parents. The evaluation program included measures of sound and speech detection thresholds, and discrimination of speech features, words and open-set sentences. Both individual and mean scores for all the children demonstrate significant improvements in speech perception scores when input from the Tickle Talker is combined with either aided-residual hearing, or aided residual hearing and lipreading. These results are consistent with those previously reported for profoundly hearing-impaired adults using the Tickle Talker, and indicate that children are able to integrate speech information provided through the tactual modality with information from vision or residual hearing.
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ItemPerception of sentences, words, and speech features by profoundly hearing-impaired children using a multichannel electrotactile speech processor( 1990)Abstract not available due to copyright.
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ItemPerceptual-oral training of two hearing-impaired children in the recognition and production of /s/ and /z/( 1990)Two hearing-impaired children were tested and trained in the utilization of an artificial acoustic cue that signalled the presence of s and z in verbal stimuli. These sounds, chosen because they are among the most important morphemes in English, were both perceived and produced significantly better by the subjects following only seven training sessions when the cue, automatically signalled by a specially designed laboratory device, was presented at a 20 dB sensation level in a frequency range immediately above the subjects’ upper limits of hearing for amplified speech. The implications of the study are briefly discussed in relation to testing and training procedures involving sensory aids.
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ItemPlace coding of vowel formants for cochlear implant patients( 1990)Abstract not available due to copyright.
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ItemSpeech feature recognition by profoundly hearing impaired children using a multiple-channel electrotactile speech processor and aided residual hearing( 1990)Abstract not available due to copyright.
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ItemA comparison of two training strategies for speech recognition with an electrotactile speech processor( 1990)Seven normally hearing adults were trained in the use of a multiple-channel electrotactile speech processor for 70 hours over a 6-month period. Two training strategies were used on each of the subjects: (1) analytic-plus-synthetic (AS), and (2) synthetic (S). The speech perception abilities of the subjects were assessed with closed sets of vowels and consonants, open sets of word and sentences, and speech tracking for the tactile-plus-lipreading, tactile, and lipreading conditions. The subjects were tested on three separate occasions: (1) at the beginning of the study, (2) after 35 hours of training, and (3) after a further 35 hours of training. Wilcoxon matched-pair signed-ranks (MSPR) tests showed that improvements observed with both the AS and S strategies were significantly (p > .05) greater that zero for most tests and conditions. The Wilcoxon MPSR test showed that the difference in improvements between the training strategies was significant for only the vowel and consonant tests in the tactile condition.
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ItemResults in children using the 22 electrode cochlear implant [Abstract]( 1989)Abstract not available due to copyright.
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