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RISS 인기검색어
- 검색키워드
- 저자 : Jayashree S Bhat (검색결과 4 건)
- 무료
- 기관 내 무료
- 유료
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Effect of Vowel Context on the Recognition of Initial Consonants in Kannada
Mohan Kumar Kalaiah,Jayashree S Bhat 대한청각학회 2017 Journal of Audiology & Otology Vol.21 No.3
Background and Objectives: The present study was carried out to investigate the effect ofvowel context on the recognition of Kannada consonants in quiet for young adults. Subjectsand Methods: A total of 17 young adults with normal hearing in both ears participatedin the study. The stimuli included consonant-vowel syllables, spoken by 12 native speakersof Kannada. Consonant recognition task was carried out as a closed-set (fourteen-alternativeforced-choice). Results: The present study showed an effect of vowel context on theperception of consonants. Maximum consonant recognition score was obtained in the /o/vowel context, followed by the /a/ and /u/ vowel contexts, and then the /e/ context. Poorestconsonant recognition score was obtained in the vowel context /i/. Conclusions: Vowel contexthas an effect on the recognition of Kannada consonants, and the vowel effect wasunique for Kannada consonants.
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Development of Play in Pre-Schoolers: Video-Based Analysis of Free and Structured Toy Play Scenario
Megha Mohan,Reenu Celshiya. A,Jayashree S. Bhat The Pacific Early Childhood Education Research Ass 2022 Asia-Pacific journal of research in early childhoo Vol.16 No.3
Play is a universal code, which mirrors the all-round development of a child. Play development reflects the emergence of early cognitive skills in children. The current study profiles the developmental trends of different types of play during the free and structured play scenario in South India. The sample included 48 pre-school children, aged between 3.6 to 5.6 years. Children’s play was recorded in two scenarios, which included free Play (spontaneous Play without any restrictions) and structured toy play (restriction of toy usage limited to the four types of toys provided by investigator), in the classroom settings. The data was analysed using the coding scheme that was adapted by combining two existing standardised play scales i.e. Play Observation Scale and Play in Early Childhood Evaluation System. In the coding scheme, play types were grouped under three domains which were Functional Play, Social Play, and Cognitive Play. Cognitive play was further divided into two domains that are Simple pretend play (SPP) and Complex pretend Play (CPP) which has the subtypes adapted from Play in Early Childhood Evaluation System. The results revealed that the occurrence of play type was higher in the free play scenario and reduced in the structured toy play scenario. A developmental trend was observed in free play over structured toy play among children. The findings would be helpful in planning play-based counselling/intervention strategies for children and create awareness to teachers about the various developmental patterns of play types.
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Malavika Anakkathil Anil,Bindu S,Jayashree S Bhat The Pacific Early Childhood Education Research Ass 2023 Asia-Pacific journal of research in early childhoo Vol.17 No.1
Maternal interactions that follow after story reading provides critical learning opportunities; however, the differences in maternal employment on interactions after reading a story are not well-understood. The study aimed to profile employed and unemployed mothers’ interaction after a story-reading task in typically developing children between two to five years. The study followed a cross-sectional design with a total of 60 participants in three age groups. Maternal behaviors after a story reading were documented using the formulated checklist, and the responses were descriptively analyzed. The results revealed that employed and unemployed mothers had majorly similar interactive behaviors with some differences in certain behaviors. Some of the most commonly occurring interactive behaviors among employed and unemployed mothers were answering the child’s questions and story summarization; while the least commonly occurring, behaviors were rewarding the child for the correct answer or for attempting to answer and retelling the story on the child’s request. Though most interactive behaviors are practiced among employed and unemployed mothers, a small percentage fail to do so, indicating the need to educate and create awareness among mothers on the significance of interactions post a book reading session.
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Mohan Kumar Kalaiah,Nikhitha B Theruvan,Kaushlendra Kumar,Jayashree S Bhat 대한청각학회 2017 Journal of Audiology & Otology Vol.21 No.1
Background and Objectives: The present study aimed to investigate the effect of active listening and listening effort on the contralateral suppression of transient evoked otoacoustic emissions (CSTEOAEs). Subjects and Methods: Twenty eight young adults participated in the study. Transient evoked otoacoustic emissions (TEOAEs) were recorded using ‘linear’ clicks at 60 dB peSPL, in three contralateral noise conditions. In condition 1, TEOAEs were obtained in the presence of white noise in the contralateral ear. While, in condition 2, speech was embedded into white noise at +3, -3, and -9 dB signal-tonoise ratio (SNR) and delivered to the contralateral ear. The SNR was varied to investigate the effect of listening effort on the CSTEOAE. In condition 3, speech was played backwards and embedded into white noise at -3 dB SNR. The conditions 1 and 3 served as passive listening condition and the condition 2 served as active listening condition. In active listening condition, the participants categorized the words in to two groups (e.g., animal and vehicle). Results: CSTEOAE was found to be largest in the presence of white noise, and the amount of CSTEOAE was not significantly different between active and passive listening conditions (condition 2 and 3). Listening effort had an effect on the CSTEOAE, the amount of suppression increased with listening effort, when SNR was decreased from +3 dB to -3 dB. However, when the SNR was further reduced to -9 dB, there was no further increase in the amount of CSTEOAE, instead there was a reduction in the amount of suppression. Conclusions: The findings of the present study show that listening effort might affect CSTEOAE.
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