Outsource Industries Inc. OSIPSSLTX ユーザーズマニュアル
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Chapter 1
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The Sound Localization Guidebook Prototype
The Sound Localization Guidebook Prototype
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Chapter 1
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more about the source of a sound and will display inquisitive
behavior. Localization is the identifi cation of the exact source
of the sound. The sound may be located in reference to
the learner’s position or some other referent being used.
Depending on the learner and the environment, localization
may precede interpretation. Conversion is the utilization
of the sound as an aid to the learner’s interaction with the
environment. The conversion of a sound requires awareness,
as well as interpretation and localization. While all of
the above levels should be included in a comprehensive
listening program, the activities in this manual are primarily
concerned with the enhancement of localization skills.
Remember that to effi ciently localize a sound, a student
must fi rst be aware of a sound, and must be able to
discriminate that sound from other sounds
in the environment.
behavior. Localization is the identifi cation of the exact source
of the sound. The sound may be located in reference to
the learner’s position or some other referent being used.
Depending on the learner and the environment, localization
may precede interpretation. Conversion is the utilization
of the sound as an aid to the learner’s interaction with the
environment. The conversion of a sound requires awareness,
as well as interpretation and localization. While all of
the above levels should be included in a comprehensive
listening program, the activities in this manual are primarily
concerned with the enhancement of localization skills.
Remember that to effi ciently localize a sound, a student
must fi rst be aware of a sound, and must be able to
discriminate that sound from other sounds
in the environment.
The original study used in 1972 to develop this manual
surveyed orientation and mobility specialists and
classroom teachers relative to the development of
sound localization skills. The survey revealed a paucity of
applicable information, thus placing upon the Institute the
responsibility for developing virtually a whole new curricular
approach to teaching sound localization skills. The survey
revealed that the visually impaired learners were generally
instructed to rely extensively upon environmental sounds.
Instructors often used sounds in the natural environment,
but ones that could be partially controlled by the instructor.
However, the assumption that the student’s use of a familiar
voice, the sound of a distinctive motor, or wind chimes
enhances localization skills may be questioned. Such use of
surveyed orientation and mobility specialists and
classroom teachers relative to the development of
sound localization skills. The survey revealed a paucity of
applicable information, thus placing upon the Institute the
responsibility for developing virtually a whole new curricular
approach to teaching sound localization skills. The survey
revealed that the visually impaired learners were generally
instructed to rely extensively upon environmental sounds.
Instructors often used sounds in the natural environment,
but ones that could be partially controlled by the instructor.
However, the assumption that the student’s use of a familiar
voice, the sound of a distinctive motor, or wind chimes
enhances localization skills may be questioned. Such use of
environmental sounds may in fact be a discrimination task or
an association with a particular location and not a situation
that emphasizes or requires a specifi c localization.
an association with a particular location and not a situation
that emphasizes or requires a specifi c localization.
Recent sound localization studies have shown that blind
and sighted individuals did not differ when asked to attend
to a sound placed centrally in front of them (Lessard, Paré,
& Lassonde, 1998; Röder, Teder-Sälejärvi, Sterr, Rösler,
Hillyard, & Neville, 1999). However, blind subjects did
map the environment better than sighted subjects when
attending to sounds in peripheral auditory space (Röder
et al., 1999). Surprising to researchers, blind subjects with
peripheral residual vision did not localize sounds as well as
blind or sighted individuals (Lessard et al., 1998; Röder et al.,
1999). In general, however, young learners who are blind
have thresholds of sound localization equivalent to those
of sighted children (Ashmead, Wall, Ebinger, Hill, Yang, &
Eaton, 1998). Observed differences, often in favor of children
who are blind, appear to be due to practice. Improved
sound localization skills demonstrated by blind individuals
can be achieved by sighted individuals who are given sound
localization training (Lewald, 2002). The reader should
recognize that localization skills are developmental in nature
and accuracy requires practice. “Neither mother’s own voice
nor sound-making toys can successfully be used to encourage
movement until both permanence of sound producers and
localizing skills have been acquired” (Sonksen, 1984, p. 284).
and sighted individuals did not differ when asked to attend
to a sound placed centrally in front of them (Lessard, Paré,
& Lassonde, 1998; Röder, Teder-Sälejärvi, Sterr, Rösler,
Hillyard, & Neville, 1999). However, blind subjects did
map the environment better than sighted subjects when
attending to sounds in peripheral auditory space (Röder
et al., 1999). Surprising to researchers, blind subjects with
peripheral residual vision did not localize sounds as well as
blind or sighted individuals (Lessard et al., 1998; Röder et al.,
1999). In general, however, young learners who are blind
have thresholds of sound localization equivalent to those
of sighted children (Ashmead, Wall, Ebinger, Hill, Yang, &
Eaton, 1998). Observed differences, often in favor of children
who are blind, appear to be due to practice. Improved
sound localization skills demonstrated by blind individuals
can be achieved by sighted individuals who are given sound
localization training (Lewald, 2002). The reader should
recognize that localization skills are developmental in nature
and accuracy requires practice. “Neither mother’s own voice
nor sound-making toys can successfully be used to encourage
movement until both permanence of sound producers and
localizing skills have been acquired” (Sonksen, 1984, p. 284).
In the interest of effi cient instruction of young learners, APH
developed a highly controllable artifi cial sound source, called
the Portable Sound Source (PSS). Several times over the
developed a highly controllable artifi cial sound source, called
the Portable Sound Source (PSS). Several times over the
17820 Sound Local.ind 4-5
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