Exam Preview for 32304: Assessing the Benefits of Advanced Hearing

Assessing the Benefits of Advanced Hearing Aid Features for Recognizing and Learning Unknown Words

Please note: exam questions are subject to change.

1. How do the vocabularies of children with mild-to-moderate hearing loss differ from children with normal hearing on standardized tests of receptive vocabulary? Children with hearing loss are consistently 2 years behind their normal hearing peers. Children with hearing loss have poorer vocabulary knowledge than children with normal hearing that increases throughout the elementary and adolescent years. Children with hearing loss have poorer vocabulary knowledge than children with normal hearing that is greatest in the elementary school years and decreases in the adolescent years. There is no difference between the receptive vocabulary knowledge of children with hearing loss and children with normal hearing but their expressive vocabularies do differ significantly.
2. How do the vocabularies of older adults compare to the vocabularies of younger adults? There is no difference between the vocabulary knowledge of older and younger adults on standardized vocabulary tests. Older adults score higher than younger adults on vocabulary tests because they have accumulated word knowledge over more years than younger adults. Younger adults score higher than older adults on vocabulary tests because the tests contain contemporary words that older adults don't know. We don't really know how the vocabulary of adults change after formal education ends.
3. Compared to their normally hearing peers, which group experiences greater deficits in perception and learning due to hearing loss? Children experience more deficits. Adults experience more deficits. Children and adults experience the same deficits. Neither because it is not appropriate to compare the performance of adults and children on learning tasks.
4. What is the typical acoustic bandwidth of a telephone? 4000 Hz 6000 Hz 8000 Hz 10000 Hz
5. Why do adults with hearing loss perform well on unaided measures of speech perception but poorly on measures of new word learning? Because speech perception measures include more test items than measures of new word learning. Because adults have little experience learning new words so the task is unfamiliar to them. Because perceiving words they already know is easier than learning new ones. Because they know that they will never use the new words they are learning in the research paradigm which causes a methodological confound.
6. How does word learning in older adults with normal hearing compare to word learning in children with normal hearing? Older adults learn as quickly as children. Older adults learn more slowly than children. Older adults learn faster than children. Learning in older adults and children cannot be compared because they learn new information in fundamentally different ways.
7. Which of the following are processes involved in learning a new word? Triggering, configuration, engagement Concentration, segmentation, mapping Recognition, isolation, conformation Triggering construction, organization
8. Detection of unknown words is directly related to: Audibility Amplitude compression Frequency bandwidth Output limiting
9. Why is it difficult for adults with hearing loss to identify words they don't know in context? Because they tend to repair unknown words into real words according to the semantic content of the sentence. Because they tend to misperceive real words as nonsense. Because they have difficulty distinguishing the end of one word and the beginning of another word in sentences that contain known and unknown words. Because their extensive vocabularies make it difficult to identify words that they don't know.
10. Why is it difficult for children with hearing loss to identify words they don't know in context? Because they tend to repair unknown words into real words according to the semantic content of the sentence. Because they tend to misperceive real words as nonsense. Because they have difficulty distinguishing the end of one word and the beginning of another in sentences that contain known and unknown words. Because their limited vocabularies make it difficult to identify words that they don't know yet.