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Semin Hear 2015; 36(04): C1-C10
DOI: 10.1055/s-0035-1564462
Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

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Publication Date:
26 October 2015 (online)

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This section provides a review. Mark each statement on the Answer Sheet according to the factual materials contained in this issue and the opinions of the authors.

Article One (pp. 199–215)

  1. A difference between formal and informal auditory training is

    • the professional providing the service

    • the acoustic control the clinician has over the stimuli being used

    • whether or not a computer is used in the training

    • the number of auditory processes addressed by the training program

  2. Based on research, a clinical auditory training schedule should be structured around

    • one session per week for 2 hours

    • two sessions per week for 2 hours each session

    • three to four sessions per week for 20 to 30 minutes each session

    • five sessions per week for an hour each session

  3. When the difficulty of the auditory training task is modified based on user performance, this is called

    • adaptive difficulty

    • rule of bracketing

    • restrictive terms

    • user-directed procedures

  4. Research shows that dichotic training in children generally yields

    • improvements in dichotic processing

    • improvements in speech-language ability

    • A only

    • both A and B

  5. The LiSN & Learn primarily targets

    • temporal processing

    • dichotic processing

    • spatial processing

    • none of the above

    Article Two (pp. 216–236)

  6. In the Australian Hearing test battery structure, testing ceases for all clients once

    • all diagnostic tools in the test battery have been completed regardless of result

    • only tests that appear appropriate based on the presenting profile are completed

    • the client either fails a particular test or passes all tests

    • at least two tests have been completed and both were outside normal limits

    • at least three tests have been completed and at least two were outside normal limits

  7. A hierarchical testing structure has the main benefit of

    • avoiding the potential confounds of administering a large test battery, such as fatigue or inflation of the statistical error

    • ensuring that clinical assessments are completed in the allotted time

    • ensuring that clients are assessed on a maximum number of tests within a given time frame

    • utilizing only tests with reliable normative and test—retest reliability data

    • allowing clients to participate in the assessment process

  8. The Australian Hearing central auditory processing disorder service targets children with

    • working memory deficits

    • reading and phonological awareness deficits

    • difficulties understanding speech in noisy environments

    • recurrent otitis media

    • any presenting profile

  9. The LiSN & Learn auditory training software is appropriate for

    • any client with a presenting profile indicative of a deficit listening in background noise

    • clients diagnosed with a binaural integration deficit

    • clients with a scaled score less than 7 on the number memory reversed test of the TAPS-3

    • clients who perform worse than one standard deviation below the mean on both the number memory forward and number memory reversed tests of the Test of Auditory Processing—Third Edition

    • clients with a spatial processing pattern score of −1.96 standard deviations or less from the mean

  10. Client outcomes of the Australian Hearing central auditory processing disorder service were measured using

    • informal client feedback

    • postremediation performance on the diagnostic test failed by the client, rating of achievement of client goals postremediation, and teacher rating of postremediation improvements in listening ability

    • parent and/or client questionnaires and postremediation performance on the diagnostic test failed by the client

    • client and teacher reports

    • postremediation performance on the diagnostic test failed by the client and informal client feedback

    Article Three (pp. 237–249)

  11. Which type of investigation provides the highest level of evidence?

    • Case—control studies

    • Randomized controlled trials

    • Case studies

    • Expert opinion

    • Systematic reviews and meta-analyses

  12. Which of the following describes the learning that is least likely to be representative of patient benefit from auditory training?

    • Generalization of learning

    • Near transfer of learning

    • Far transfer of learning

    • On-task learning

    • Off-task learning

  13. In the phoneme discrimination study (Ferguson et al 2014), performance on which outcome measure improved pre- to posttraining?

    • Test of everyday attention: divided attention

    • Test of every day attention: single attention

    • Digit span

    • Sentences in 8-Hz modulated noise

    • Digit triplets in speech-shaped noise

  14. Which of the following training stimuli have been shown to result in reduced hearing disability, as measured by the Glasgow Hearing Aid Benefit Profile?

    • Listening and Communication Enhancement

    • Brain fitness

    • Luminosity

    • Phoneme discrimination training

    • Cogmed RM

  15. Which of the following is not considered to be an executive process?

    • Attention switching

    • Memory updating

    • Forward digit span

    • Divided attention

    • Monitoring multiple talkers

    Article Four (pp. 250–262)

  16. What is the effect of sensorineural hearing loss on subcortical representation of the temporal envelope and temporal fine structure?

    • The representation of the envelope is enhanced and representation of the fine structure is reduced.

    • The representation of both the envelope and fine structure is reduced.

    • The representation of both the envelope and fine structure is enhanced.

    • The representation of the fine structure is enhanced, and representation of the enhanced is reduced.

  17. What cortical component has been proposed to be a biomarker of central auditory system plasticity?

    • P1 amplitude

    • P1 latency

    • N1 amplitude

    • N2 latency

  18. Lexical contour training has shown which of the following?

    • Training effects generalize untrained contours.

    • Changes in the frequency following response are specific to the direction of pitch trajectory.

    • Frequency following response training effects are specific to the modulation of the pitch contour.

    • At least 15 sessions are needed to produce changes in the frequency following response.

  19. What is the evidence for maintenance of training effects in older adults?

    • Improvements in speech-in-noise performance last for 6 months.

    • Improvements in speed of processing last for 6 months.

    • Reductions in frequency following response peak latencies last for 6 months.

    • Improvements in short-term memory last for 6 months.

    • All of the above are true.

    • B and C are true.

  20. Which of the following is true of the P2 cortical component?

    • It is a marker of auditory learning.

    • It reflects passive exposure to a stimulus.

    • Changes in P2 amplitude do not persist beyond one month.

    • All of the above are true.

    Article Five (pp. 263–272)

  21. Which of the following will increase the perceptual effort associated with speech perception?

    • Increase reverberation

    • Increase background noise

    • Reduce audibility

    • Increase hearing loss

    • All of the above

  22. Auditory training

    • is generally ineffective in reducing perceptual effort

    • can improve accuracy of speech perception without changing perceptual effort

    • can improve perceptual effort even if accuracy is at or near 100%

    • can improve perceptual effort but only for items encountered during training

    • produces improvements in perceptual effort that last only while patients are actively training

  23. Potential clinical uses for measures of perceptual effort are

    • to determine which of several hearing aid processing strategies patients might like best

    • to replace the audiogram with a more effective and efficient clinical measure

    • as a measure of auditory training benefits.

    • both A and B

    • both A and C

  24. Measuring changes in memory as an index of perceptual effort

    • demonstrates that behavioral measure of perceptual effort are superior to physiologic measures

    • demonstrates that physiologic measures of perceptual effort are superior to behavioral ones

    • is based on the idea of a limitedcapacity pool of cognitive resources

    • suggests that training on memory is likely to produce improvements in speech perception

    • none of the above

  25. Perceptual effort is reflected in which of the following complaints from audiological patients?

    • I can understand speech, but I get so tired after a while that I have to stop listening.

    • I can understand speech, but I really have to concentrate to hear everything.

    • It is much easier for me to remember what people say when I can hear them clearly.

    • If I have to do two things at once, it is harder for me to understand and remember what someone said.

    • All of the above complaints reflect perceptual effort.

    Article Six (pp. 273–283)

  26. The fundamental constituents of the syllable are

    • codas

    • nuclei

    • offsets

    • onsets

    • all of the above except for C

  27. According to this article, the duration of perceptual training required to achieve significant improvement in speech perception by hearing-aid users is expected to be

    • 5 hours

    • 10 hours

    • 20 hours

    • 30 hours

    • >60 hours

  28. The training approach used in this project involves

    • training on syllable constituents, followed by sentence training

    • training on sentences, followed by syllable constituent training

    • training on sentences, followed by constituent training only if required

    • training on constituents, followed by sentence training only if required

    • interleaved training on syllable constituents and on sentences

  29. Speech perception by the aided hearing impaired person is said to be less automatic than speech perception by the normally hearing because

    • hearing impairment leads to cognitive disability

    • low-context perception is impaired by hearing loss

    • a hearing-impaired person must make greater use of context than a normally hearing person

    • hearing loss leads to slow neural transmission

    • B and C

    • A and D

  30. According to the authors, which of the following are reasons that speech perception training with feedback as described in this article should be effective for hearing-aid users?

    • Sensitivity to high-frequency components of speech can be improved by selective attention, and subjects can relearn to attend to cues they have not heard since their loss developed.

    • Listeners can learn to use acoustic properties of speech when processed through hearing aids, even if the properties of speech differ from what they heard before they developed hearing loss, and they are more efficient at speechreading.

    • Listeners can relearn to attend to properties of speech that they have not been hearing since their loss developed, and they can learn to attend to cues that differ because of the properties of their hearing aids.

    • Listeners can learn to use the combination of visual (speechreading) and auditory cues more efficiently, and they can become more sensitive to contextual cues.

    • Listeners learn to ignore interfering speech sounds and to use context more efficiently.

    Article Seven (pp. 284–295)

  31. Research has shown that there are five essential elements for effective training of speech recognition to occur and include all but

    • large sets of training stimuli by multiple speakers

    • timely feedback

    • use of music training

    • targeted training on phonemes that are difficult for the individual

    • inclusion of both analytic and synthetic materials

  32. Which of the set of characteristics below contributes to “usability” of a program as described in this article?

    • Visual layout, clarity of instructions, and the need for training before use

    • Visual layout, use of color, and the need for training before use

    • Color contrast, log-in requirements, and the need for training before use

    • Use of color, clarity of instructions, and the need for training before use

    • Number of features available, demonstration of how to use program, and color contrast

  33. Which of the following does the author suggest may benefit from auditory training before obtaining amplification?

    • Adults with hearing loss

    • Children with hearing loss

    • Adults with normal hearing

    • Children with normal hearing

  34. Which of the following programs provide options for both auditory and visual training options at this time?

    • Listening and Communication Enhancement

    • Read My Quipss

    • Seeing and Hearing Speech

    • A and C

    • B and C

  35. Selecting the most appropriate auditory training program for a client's needs and abilities is an example of incorporating which of the following in the audiological practice?

    • Health behavior change

    • Patient-centered care

    • Rehabilitation

    • Analytic and synthetic training

    Article Eight (pp. 296–310)

  36. To evaluate the effectiveness of the Kungliga Tekniska Högskolan (KTH) auditory training with an adult cochlear implant user, which of the following outcome measures would be appropriate to include at the end of training?

    • Sentence recognition test

    • Tracking rate performance

    • Mini-Mental State Examination

    • Measure of self-perceived hearing handicap

    • A, B, and D

    • All of the above

  37. The KTH Speech Tracking approach differs from traditional speech tracking in which ways?

    • The text is entered onto the computer in predetermined line lengths.

    • The only repair strategy allowed is repetition of blocked words.

    • Tracking rate is automatically calculated at the end of each trial.

    • The receiver's ceiling rate is calculated based on lines in which all words were correctly repeated without any repetitions.

    • None of the above is true.

    • All of the above are true.

  38. Which of the following authors have reported the value of focused auditory training to help individuals with hearing loss improve their auditory perceptual skills and optimize performance abilities?

    • Fu and Galvin

    • Kricos and Holmes

    • Boothroyd

    • A and C

    • B and C

    • None of the above

  39. Looking at Figure 5 and comparing mode of presentation and hours of training, which of the following statements is not correct?

    • The auditory-visual speech tracking rate increase is small but linear.

    • Tracking rate improves rapidly for the auditory-only condition and then approaches a plateau about midway in the training program.

    • The maximum improvement in tracking rate for the auditory-only condition is reached after 6 hours of training.

    • The subject's auditory-only performance remains relatively stable throughout the second half of the training period.

    • The subject's auditory-only performance for the first half of the training period shows an increase in tracking rate.

  40. The work of Ericsson and his colleagues has shown that to attain the level of “expert” in a given field, people

    • require only short amounts of training

    • need to practice the required skill(s) for 5,000 hours

    • need to practice the required skills(s) for 10,000 hours

    • require a mentor or trainer

    • require none of the above.