301701 (v.2) Speech and Hearing Science 670
| Area: | School of Psychology |
| Credits: | 50.0 |
| Contact Hours: | 4.0 |
| Lecture: | 1 x 2 Hours Weekly |
| Laboratory: | 1 x 2 Hours Weekly |
| Prerequisite(s): | 301593 (v.2) Human Communication Science 570 or any previous version
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| Co Requisite(s): | 301700 (v.2) Human Communication Science 670
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| Syllabus: | The auditory pathway from sound reception to speech perception. Hearing and auditory processing disorders - assessments, the impact on development and maintenance of speech and language, treatment and management issues. Acoustic analysis of prosody and voice quality, analysis techniques for speech segmentation. Physiological measurement of speech production. Psychoacoustics. Human and machine speech recognition. Speech synthesis. Audiological screening. |
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| Unit Outcomes: | On successful completion of this unit students will be able to - Use knowledge of hearing mechanisms and theoretical models of processing in the auditory pathway to analyse, integrate and interpret assessment data on hearing and speech perception disorders. Describe the impact of the major types of hearing and auditory processing disorders on the acquisition or maintenance of normal speech and language. Use assessment data and theoretical models of auditory processing to develop a management plan and identify the basis for referral for further audiometric, medical/dental, educational or clinical assessment. Undertake and interpret output of speech and hearing science instrumentation for the purposes of speech segmentation, analysis of prosody, voice quality and swallowing. Describe the main techniques currently used in psychoacoustics, machine-based speech recognition and speech synthesis. |
| Text and references listed above are for your information only and current as of September 30, 2003. Please check with the unit coordinator for up-to-date information. |
| Unit References: | Alpiner J.and McCarthy P., (Eds.), (1999), Rehabilitative Audiology - Children and Adults, 3rd ed., Baltimore, Williams and Wilkins. Mae Smith S. and Kampfe C.M., (1997), Interpersonal Relationship Implications of Hearing Loss of Persons Who Are Older, The Journal of Rehabilitation. 63, (2). Marslen-Wilson W., (1989), Access and Integration - Projecting Sound Onto Meaning. In Marslen-Wilson (Ed.)., Lexical Representation and Process (pp. 3-24). Cambridge, MIT Press. McFarland D.J. and Cacace A.T., (1995), Modality Specificity as a Criterion for Diagnosing Central Auditory Processing Disorder, American Journal of Audiology, 4,(3). 36-48. Miller J.L. and Eimas P.D., (1995), Speech perception - From Signal to Word - Annual Review of Psychology, 46, 467-492.Mody, Schwartz, Gravel and Rubin, (1999), Speech Perception and Verbal Memory in Children With and Without Histories of Otitis Media. JSLHR, 42, 1069-1079. Monsell S., (1987), On the Relation Between Lexical Input and Output Pathways for Speech. In A. Allport, D. MacKay, W. Prinz and E. Sheerer, (Eds.), Language Perception and Production, (pp 273-311). London, Academic Press. |
| Unit Texts: | Kent R.D., (1997), The Speech Sciences, San Diego, Singular Publishing. Doyle J., (1998), Practical Audiology for Speech-Language Therapists, London, Whurr. Or recommended alternatives. |
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| Unit Assessment Breakdown: | Debate and Report 25%, First Semester Examination 25%, Group Presentation and Report 20%, Case Report 30%. This is by grade/mark assessment. Group Presentation and Audiological Screening are by Pass/Fail assessment. |
| Year | Location | Period | Internal | Area External | Central External | | 2004 | Bentley Campus | Full Year | Y | | | |
Current as of: February 2, 2004
CRICOS provider code 00301J
