Outsource Industries Inc. OSIPSSLTX ユーザーズマニュアル
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Appendix A
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The Sound Localization Guidebook Prototype
The Sound Localization Guidebook Prototype
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Appendix A
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dogs, church bells, a person talking, or subway turnstiles
(to name a few) is essential to effi cient travel. Underlying
use of this localization ability is a list of spatial concepts
(i.e., right, left, up, down, forward, etc.) that a person
must have internalized and be able to use to connect his
or her own position to the sound. Being able to connect
your own position to another object in spatial terms is
the fi rst step to purposeful movement. One of the early
milestones of purposeful movement for an infant is reaching
toward a sound producing toy. Recognizing that the toy
is in a particular place and that the infant can move to
reach that toy begins the process of movement through
the environment and a lifetime of interaction with sounds
in the environment. As an infant toddles, a parent’s voice
becomes a common stationary sound the infant moves
toward. It is partially because we spend so much of our early
development moving toward meaningful sounds that we are
better able to localize sounds directly in front of us.
(to name a few) is essential to effi cient travel. Underlying
use of this localization ability is a list of spatial concepts
(i.e., right, left, up, down, forward, etc.) that a person
must have internalized and be able to use to connect his
or her own position to the sound. Being able to connect
your own position to another object in spatial terms is
the fi rst step to purposeful movement. One of the early
milestones of purposeful movement for an infant is reaching
toward a sound producing toy. Recognizing that the toy
is in a particular place and that the infant can move to
reach that toy begins the process of movement through
the environment and a lifetime of interaction with sounds
in the environment. As an infant toddles, a parent’s voice
becomes a common stationary sound the infant moves
toward. It is partially because we spend so much of our early
development moving toward meaningful sounds that we are
better able to localize sounds directly in front of us.
Moving from activities in which discrete sounds are
stationary and a child begins to move in relation to them
assists in the development of self-to-object concepts.
Learning how a sound’s position changes in relation
to a child’s body as he or she moves about is one way
to approach the instruction of this concept. As more
sounds become important to the child, object-to-object
relationships begin to be developed. However, these
spatial relations are better developed if a child has ongoing,
active exploration of the sound producing objects and their
relative positions.
stationary and a child begins to move in relation to them
assists in the development of self-to-object concepts.
Learning how a sound’s position changes in relation
to a child’s body as he or she moves about is one way
to approach the instruction of this concept. As more
sounds become important to the child, object-to-object
relationships begin to be developed. However, these
spatial relations are better developed if a child has ongoing,
active exploration of the sound producing objects and their
relative positions.
Chapter 5 dealt with situations in which both the learner
and the sound could be in motion. A number of important
daily O&M tasks correspond to this category. As a toddler
begins walking or crawling through the home environment,
sounds such as the family dog or siblings move around
the environment. These are the fi rst consistent exposures
to sounds that move around the infant at a time when
the infant is also able to make large body movements in
reaction. Play with a parent or sibling that involves running
to or away helps calibrate the auditory system. A parent
rolling a toy car or truck toward a child who then reaches
for it, a child running away from a family member playfully
chasing them, or a child following a dog to pet it are all early
examples of localizing and moving in reaction to moving
sound sources. The activities in this manual take this kind of
exposure and systemize it so that a child is made aware of
the kind of information they have been reacting to and how
to become more adept at doing so. This practice can be
applied to future O&M tasks.
and the sound could be in motion. A number of important
daily O&M tasks correspond to this category. As a toddler
begins walking or crawling through the home environment,
sounds such as the family dog or siblings move around
the environment. These are the fi rst consistent exposures
to sounds that move around the infant at a time when
the infant is also able to make large body movements in
reaction. Play with a parent or sibling that involves running
to or away helps calibrate the auditory system. A parent
rolling a toy car or truck toward a child who then reaches
for it, a child running away from a family member playfully
chasing them, or a child following a dog to pet it are all early
examples of localizing and moving in reaction to moving
sound sources. The activities in this manual take this kind of
exposure and systemize it so that a child is made aware of
the kind of information they have been reacting to and how
to become more adept at doing so. This practice can be
applied to future O&M tasks.
The following are examples of daily tasks applicable for some
of the activities outlined in chapter 5:
of the activities outlined in chapter 5:
Activity One: Tracking a sound source by moving only
the head
the head
1. Tracking a person as they walk. A common example
of this task indoors is paying attention to a teacher
walking in a classroom. If a teacher (or anybody) is
talking to the child while simultaneously walking, it
walking in a classroom. If a teacher (or anybody) is
talking to the child while simultaneously walking, it
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