Hearing Science (SPHS 6660)
Department of Audiology and Speech-Language Pathology
University of NorthTexas
Fall, 2017

Instructor: Jeffrey A. Cokely, Ph.D Class Time: T 4:00 to 6:50 p.m.

Office: Speech and HearingCenterOffice Hours: T 2:00 to 3:30 p.m.

Telephone: 565-2481 Office: Room 108

Email:eaching Assistant: Gabrielle Ballard

Kelsey Mount

“. . . the natural critical learning environment engages students in some higher-order intellectual activity: encouraging them
to compare, apply, evaluate, analyze, and synthesize, but never to only listen and remember” (Bain, 2004).
“The total teaching act involves being able to interact with students in such a way as to 1) provide them an opportunity to
learn, 2) create conditions that facilitate learning, and 3) use techniques and methods that, although not causing learning, at
least create a high probability that learning will occur” (Arreola, 2000).

Course Description

The course offers students the scientific knowledge requisite for understanding the theoretical underpinnings of clinical measures used in diagnostic and rehabilitative audiology. Thecontent focuses on four primary areas: 1) psychoacoustics; 2) speech perception; 3) anatomy and physiology of the ear; and 4) physics of sound. Class discussions address clinical applications of the hearing sciences as well as the complex interactions between and among hearing, aging, cognition, and neural plasticity. The instructor considers learning an active process, and thus, expects students to complete course readings prior to class, review course content routinely, and participate in class discussions. The professor also values application of knowledge, integration across course topics, and written expression. Typically, students who understand concepts and processes perform better in the course than their peers who concentrate on memorization and regurgitation. In addition, students often benefit from learning and adopting the writing style of the discipline of speech and hearing sciences, a style similar to that of psychology and physics and somewhat different from that taught in courses on composition and literature.

Learner Outcomes

At the end of the semester, students will be able to . . .

1)Describe the physical parameters of sound and listeners’ perception of them;

2)Describe approaches for measuring acoustic and electric signals, as well as methods for evaluating physiological and psychophysical properties of the ear;

3)Describe the processes underlying speech perception at the level of the brainstem and brain;

4)Describe anatomic structures and physiologic processes of normal peripheral auditory systems;

5)Relate physiological and psychophysical properties of the ear to clinical measures and protocols used to evaluate and treat hearing impairment;

6)Identify classic and contemporary works in the hearing sciences, including investigators and years of publication;

7)Recognize learning as an active and life-long process for which learners share responsibility; and

8)Write, with faculty input, in a style typical of the discipline of speech and hearing sciences.

Format

The course includes lectures, instructor-directed readings, in- and out-of-class, individual and group,learning experiences,exercises in spoken and written communication, and laboratory exercises. The instructor uses a semi-Socratic style of teaching, an approach that involves students answering numerous questions every class period. Classes start promptly and end at the scheduled time. The professor encourages questions, welcomes constructive feedback about his teaching and the course, supports students seeking academic assistance from faculty and peers, and expects students to attend all classes and to be prepared, which includes completing required readings.

Requirements and Grading PoliciesCourse requirements are weighted and include four examinations that are based on course lectures and discussions, required readings, and three laboratory exercises. The associated dates can be found on the projected schedule. The instructor bases grades on the percentage of possible points that students earn and assigns letter grades as follows.
Requirements and WeightsCourse Grades
Examination1 25%A(90.0 to 100)
Examination 2 25%B(80.0 to 89.9)
Examination 3 25%C(70.0 to 79.9)
LaboratoryExam 5% F(0 to 69.9)
Comprehensive Final 20%
Required Course Text

Gelfand, S. (2010). Hearing. An Intro… to Psychological & Physiological Acoustics, 5th ed. NY: Marcel Dekker.

Supplemental Texts

Moore, B. (2003). An Introduction to the Psychology of Hearing, 5th ed.San Diego: Academic Press.

Rankin, E. (2001). The Work of Writing. Insights and Strategies for Academics and Professionals. San Francisco: Jossey-Bass.

Villchur, E. (2000). Acoustics for Audiologists. San Diego: Singular Publishing Group, Thompson Learning.

Standards of Profession

The course helps ensure students satisfy requirements and competencies requisite of professional certification by the American Speech-Language-Hearing Association (ASHA) and licensure by the State of Texas

Standards of Profession (ASHA) (B4, B7, B8, B9, B13, B15)
Disability Accommodations
The Department of Audiology and Speech-Language Pathology cooperates with the Office of Disability Accommodations (ODA) to make reasonable accommodations for qualified students with disabilities (cf. American with Disabilities Act and section 504, Rehabilitation Act). We encourage all students with disabilities to register with ODA. If you need any accommodation for a disability, present a written request to the instructor on or before the 12th class day. If you experience any problems in getting reasonable accommodation, contact the department chair or ODA.
Course Sequence and Projected Schedule
Fall, 2017
Week / Content Areas / Required Readings / Date
1 / Course Overview
Auditory Sensitivity / 8/29
2 / Signal-detection Theory
Scales and Measurement
Psychophysical Procedures / Readings from Gelfand Text
Weeks 1 – 5
Chapter 9
Chapter 8
Chapter 7
Chapter 10
Weeks 6 - 10
Chapter 14
Chapter 11
Chapter 12
Chapter 13
Weeks 11- 13
Chapter 2
Chapter 3
Chapter 4
Chapter 5
Chapter 1
See Assigned Journal Articles
(page 4 of syllabus) / 9/5
3 / Frequency Selectivity / 9/12
4 / Frequency Selectivity
Review for Examination 1
Lab 1:Acoustic-reflex Normative Data / 9/19
5 / Examination 1 / 9/26
6 / Review Examination
Intensity Encoding
Temporal Processing
Loudness and Pitch Perception / 10/3
7 / Binaural Hearing / 10/10
8 / Speech Perception
What and Where Pathways
Aging and the Auditory System
Hearing Loss and Cognition
Neural Plasticity / 10/17
9 / Review for Examination 2 (Ballard and Mount)
Lab 2: Speech Perception (Ballard and Mount) / 10/24
10 / Examination 2 / 10/31
11 / Review Examination 2
Anatomy and Physiology of Outer, Middle, and Inner Ears / 11/7
12 / Physiology of the Cochlea
Physiology of the Auditory Brainstem / 11/14
13 / Physics of Sound
Review for Examination 3 and Laboratory Exam / 11/21
14 / Examination 3
Laboratory Exam / 11/28
15 / Lab 3: Ear-canal Resonance (Ballard & Mount)
Clinical Application of Auditory Research-- Auditory Neuropathy (Ballard and Mount)
Denes and Pinson's Model (Ballard and Mount) / 12/5
16 / Final Examination—December 12, 2017 / 12/12

Assigned Journal Articles

Readings Weeks 8 and 9

Kraus, N. and Nicol, T. (2005). Brainstem origins for cortical 'what' and 'where' pathways in the auditory system. Trends in Neuroscience, 28: 176-181.

Peelle, J., Troiani, V., Grossman, M., and Wingfield, A. (2011). Hearing loss in older adults affects neural systems supporting speech comprehension. The Journal of Neuroscience, 31: 12638-12643.

Lin, F., Thorpe, R., Gordon-Salant, Sandra, and Ferrucci, L. (2011). Hearing loss prevalence and risk factors among older adults in the United States. Journal of Gerontology, 664: 582-590.

Lin, F., Ferrucci, E., Metter, J., An, Y., Zonderman, A., and Resnick, S. (2011). Hearing loss and cognition in the Baltimore longitudinal study of aging. Neuropsychology, 25: 763-770.

Lin, F., Metter, J., O’Brien, R., Resnick, S., Zonderman, A., and Ferrucci, L. (2011). Hearing loss and incident dementia. Archives of Neurology, 68: 214-220.

Tun, P., McCoy, and Wingfield, A. (2008). Aging, hearing acuity, and the attentionalcosts of effortful listening. Psychology and Aging, 24: 761-766.

Kraus N, White-Schwoch T (2016) Neurobiology of everyday communication: what have we learned from music?The Neuroscientist. doi: 10.1177/1073858416653593.

Week 15

Kraus, N., Bradlow, A., Cheatham, M., Cunningham, J., King, C., Koch, D., et al. (2000). Consequences of neural asynchrony: A case of auditory neuropathy. Journal of the Association for Research in Otolaryngology, 1: 33-45.

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