1. Hearing in Childhood TLA SIN Due today Paperette due FRIDAY
9:15 AM in class (hard copy)
Electronic copy must be ed to Mike
by 5 pm Friday

2. Fetal Audition Deafness screening Early recognition Ultrasound probing
Test at-risk vs. healthy
Light/sound responsiveness
Early warning (33 weeks of gestation)
Early recognition
Story reading in womb
Infant prefers exposed story to novel
Infant prefers mother’s voice

3. Baby Hearing Auditory system Low frequency hearing (< 10 kHz)
Outer/middle/inner ear, brain stem, midbrain
Small, but fully developed at birth
Cortical development continues through first year
Low frequency hearing (< 10 kHz)
Poor at birth
Thresholds 2x adults
Slow development (2-10 years)
High frequency hearing (> 10 kHz)
Near adult levels at birth
Improves to peak performance at 6 mos

4. Testing Babies Challenge of Baby research Sample challenges
What is a response?
Sucking rate
Habituation paradigm
Ad naseum exposure to a stimulus
Change stimulus
Dishabituation vs. habituation
Bored baby wakes up?
Sample challenges
Loss of subjects

5. Localization in infants
Can infants detect interaural differences?
(loudness differences between the ears); (time difference between the ears)
Recently born 10 minutes (Green, 1976)
Orienting response to rattle
Loudness, timing or both?
Exp. 9 week old infants (Clifton et al., 1984)
Loudness, timing combo of cues
Predict: which is better for infants?
Both cues effective at 5 mos

6. Baby Cries (Dondi et al., 1999; Martin & Clark, 1982)
Newborn:
Exp: presentation of own crying vs. other infant vs. similar noise event
Predictions? Which causes the baby to cry the most?
Noise event not as strong a reaction as baby crying
Self-cry discrimination
Sucking response greater to novel cry

7. The Mozart Effect (Rauscher et al., 1993; Thompson et al., 2001)
Short-term improvement of spatial ability
Children perform task with/without Mozart
10 – 15 minute improvement in performance
EXP. Albinoni music vs. Silence vs. Mozart
Predictions?
Performance correlates with arousal
Debunking Mozart’s effect?
Music training correlates with improved IQ
Small, consistent effect
Attendance and Small classes