Dichotic Listening Experiment

Dichotic Listening Experiment George Papamanolioudakis Dichotic listening Abstract: In this experiment we collected data from seventeen (17) first year psychology students in order to identify the differences in speech recognition between the left and the right ear. Based on previous findings we expect that there will be a significant difference between them, as the left hemisphere of the brain which controls the right side of humans bodies, contains major areas controlling speech producing and recognition (Gallese Stamenov, 2002). A dichotic test was produced, using headphones, presenting the participants nonsense syllables such as â€Å"ka† and â€Å"ta† at the same time to both left and right ear. Our goal was to analyse scores from both ears and confirm if there would be a difference between them. The data we collected was ratio, within participants, and they were analyzed using a non-parametric test (Man-Whitney) due to the small sample given. The results have shown that we can confirm the above hypothesis, although later research with higher sam ple, would help as finalize the findings, and provide evidence with different methods. Introduction: In this study, we are going to examine whether people’s ability to report words accurately, is affected by which ear they hear them in. In order to investigate this, we are going to perform a dichotic listening task. Previous research (Kimura, 1961) on this subject, showed that the left hemisphere recognizes speech sounds better than the right. As the brain is connected with the body almost contra-lateral we assume that the right ear will be more capable of receiving words than the left. We can question this experiment, as it was performed to patients with epileptogenic foci, in different parts on the brain. Later on, based on an annual meeting of the academy of Aphasia in Chicago 1966, Doreen Kimura (1967) reviewed all evidence relating the asymmetry in speech recognition between the two hemispheres of the brain, confirming that the right ear of all humans was more able to recognize verbal stimuli due to better connections with the left hemisphere of the brain. Another experi ment (Molfese, Freeman, Palermo, 1975), which recorded auditory evoked responses from both cerebral hemispheres of humans in all ages, agreed that the left hemisphere responded more dynamically in speech stimuli, than the right which responded better in non-speech stimulus. The reason that makes the left hemisphere more accurate in verbal – speech stimuli, is that many areas related to speech are located there. Variety of evidence can prove that, such as many case studies of damaged brain cells on the left hemisphere of individuals that caused speech dysfunctions. More specific Broca’s area among other areas of the left hemisphere, has been repeatedly reported to be very important in the verbal domain (Gallese Stamenov, 2002). All these studies would not be so accurate if scientists were not able to analyze brain activity through specialized technology such as Magnetic encephalography (MEG), FMRI and PET scans. Using FMRI scientists Embick, Marantz, Miyashita and Oâ⠂¬â„¢Neil (2000) concluded that Broca’s area is specialized in the syntactic process of our brain, therefore there is a certain correlation given. Another area of the brain seems to play a crucial role on language understanding. Scientists found that when they increased the mean arterial pressure (pharmacologically) of a patient with a left frontal-temporal stroke, they managed to improve his language deficits as the Wernicke’s area (located on the left hemisphere) had improved perfusion (Hillis, et al., 2001) Other interesting findings have been discovered by examining patients with â€Å"split brain†. These patients had their corpus callosum removed (the part that unites the left with the right hemisphere), for other medical reasons, and gave scientists the opportunity to explore the differences between the â€Å"connected† brain and the â€Å"split brain†. Those findings showed that in the split brain condition the individual could not identify verbally an object presented on his left eye only, (left eye – right hemisphere) because there was no connection between the two hemispheres (Gazzaniga, 1967). Many researchers have used the dichotic listening test in order to examine whether the left or the right ear (right or the left hemisphere of the brain) would analyze better speech stimulus or other sounds (birds, music etc.). In this experiment we will introduce the same method in order to come up with a conclusion, as we expect that there will be a significant difference between the left and the right ear. Method: Participants: Seventeen first year undergraduate psychology students participated in this experiment. Ten (10) males and seven (7) females. Mean age =22.3, and the range was eighteen (18) to twenty-nine (29). All participants were right – handed. Design: The independent variable of this experiment was the left and the right ear, and the dependent was the correct identifications of the syllables provided both from the left and right ear. The experiment was within participants, as we measured correct answers from each participant individually. Materials: Each participant used a pair of headphones which provided stimuli for each ear. The stimuli was 15 combination of nonsense syllables, consisted of one of a series of consonants (b, d, g, k. p, t) paired with the vowel â€Å"a†. These sounds were recorded in 16 bit mono-aural mode and edited to 500 millisecond duration. Each person listened 30 presentations of the stimuli, carefully balanced for both ears, each one providing a different consonant – vowel pairing. For example the sounds â€Å"ka† and â€Å"ta† were presented at the same time on a different ear. The presentation of the sounds was reversed for a total of 30 trials. For example the sounds â€Å"ka† and â€Å"ta† were presented in both ears equally. Here is the link to the test (Dichotic Listening) Procedure: All participants arrived on CityU on time. They were welcomed by the instructors and placed on their seats. They were asked to read the information sheet and after all questions were answered they signed the consent form. Each participant used his/her own computer with her/his own headphones. They were asked to visit the link to the test, and when everyone was ready they completed the dichotic listening test individually. The test that was used was from APA webpage: ( http://opl.apa.org/Experiments/AlphabetList.aspx) on the â€Å"experiments† section located under word â€Å"d† (for dichotic listening). After clicking in the test they were asked to put the class ID number in order to collect the data from each of them. After they finished, they were thanked for their participation in the study and left. Results: This experiment took place in order to confirm that the right ear would recognise better syllables due to the immediate connection to the left hemisphere, than the left ear. The data we collected was ratio, within participants, and a non-parametric test was carried out (Man-Whitney) because of the small number of participants. The data shows that there was a significant difference understanding syllables from left and right ear. More specifically the right ear scored much higher (m=11,76 sd= 3,63) than the left (m=6,71 sd=3,08). The hypothesis was two tailed, and based on Man –Whitney’s non parametric test z=3,64 p Discussion: Based on previous research, we were able to perform a dichotic listening test in order to confirm that there would be a difference understanding syllables from right to left ear. As Doreen Kimura suggested (1961) the right ear was more capable recognising verbal stimulus as it is connected directly to the left hemisphere of the brain. Assumption which was made after many dichotic listening tests (Kimura, 1961), brain dysfunctions especially in the Broca’s and the Wernicke’s area (Gallese Stamenov, 2002), and specialized brain scanning through MEG, FMRI and PET technology (Embick, Marantz, Miyashita O’Neil, 2000). The absence of corpus callosum in many case studies confirmed that after separating the two hemispheres of the brain (split brain), the patients were not able to recognize verbally an object presented on their left eye, as the connection to the left hemisphere was lost (Gazzaniga, 1967). Our hypothesis was that there would be a significant difference understanding speech stimulus from the left to the right ear, and our findings can confirm those differences showing a huge possibility to find the same results to the whole population p References: Embick, D., Marantz, A., Miyashita, Y., ONeil, W., Sakai, K. L. (2000). A syntactic specialization for Brocas area. Proceedings of the National Academy of Sciences, 97(11), 6150-6154. Etard, O., Mellet, E., Papathanassiou, D., Benali, K., Houdà ©, O., Mazoyer, B., Tzourio-Mazoyer, N. (2000). Picture naming without Brocas and Wernickes area. Neuroreport, 11(3), 617-622. Gallese, V., Stamenov, M. (2002, April 1). Mirror Neurons and the Evolution of Brain and Language. Retrieved from ebscohost: http://web.a.ebscohost.com Gazzaniga, M. S. (1967). The split brain in man. Scientific American, 217(2), 24-29. Hillis, A. E., Barker, P. B., Beauchamp, N. J., Winters, B. D., Mirski, M., Wityk, R. J. (2001). Restoring blood pressure reperfused Wernicke’s area and improved language. Neurology, 56(5), 670-672. Kimura, D. (1961). Cerebral dominance and the perception of verbal stimuli. Canadian Journal of Psychology/Revue canadienne de psychologie, 15(3), 166. Kimura, D. (1967). Functional asymmetry of the brain in dichotic listening. Cortex, 3(2), 163-178. Molfese, D. L., Freeman, R. B., Palermo, D. S. (1975). The ontogeny of brain lateralization for speech and nonspeech stimuli. Brain and language, 2, 356-368.

Sir Isaac Newton Essay examples -- Biography Accomplishments of Isaac

Why do things fall when we drop them? How come we do not float as we would on the moon? Where do the colors of a rainbow come from? How long would it take to drive across Colorado if you are constantly changing speeds? All of these questions can now be answered, largely impart because of the great English philosopher, Sir Isaac Newton. In a time where religion was at war with science, Isaac Newton opened up people's minds to theories and reason. Isaac Newton was to be the starburst of the Enlightenment. He became the foundation of enlightened thought. It was the 17th century, the time of the Scientific Revolution. Many brilliant men contributed to this time, but it was Newton who solidified their thoughts and theories (Margaret, 10). Isaac Newton is one of the most influential people in the world. He not only invented so many new concepts and ideas, but he brought an understanding of the universe that we live in to people across the world. Isaac Newton not only c hanged the world with the invention of calculus, but also with his theory of light and color, and his invention of physical science and the law of universal gravitation (Margaret, 11). To begin with, Isaac Newton laid down the foundations for differential and integral calculus. It all began when Newton was enrolled at Cambridge College, the University that helped him along in his studies. Here, he began reading what ever he could find, especially if it had something to do with mathematics. He read books on geometry by Descartes, algebra books by John Wallis, and eventually developed the binomial theorem which was a shortcut in multiplying binomials (Margaret, 46). Newton was 22 at this time and he was already going beyond other people's thinking.... ...e began by mastering mathematics. He developed calculus in order for him to find the rate of change of objects. He learned about light and colors, which lead to his invention of the refracting telescope. He was the man that finally built a model of astronomy and physics and in doing so, brought together the work of Kepler and Galileo and of course his own findings on gravity (Margaret, 90). Newton was the first scientist ever to be honored with a knighthood for his work (Christianson, 138). Newton saw far, farther than anyone else at this time. He changed the world, and opened people's eyes. Work Cited Anderson, Margaret. Isaac Newton: The Greatest Scientist of All Time. Berkeley Heights, New Jersey: Enslow Publishers; Revised edition, 2008. Christianson, Gale. Isaac Newton: And the Scientific Revolution. New York: Oxford University Press, 1996.

Essay on Blakes The Songs of Innocence - 1353 Words

Blakes The Songs of Innocence The Songs of Innocence poems first appeared in Blake’s 1784 novel, An Island in the Moon. In 1788, Blake began to compile in earnest, the collection of Songs of Innocence. And by 1789, this original volume of plates was complete. These poems are the products of the human mind in a state of innocence, imagination, and joy; natural euphoric feelings uninhibited or tainted by the outside world. Following the completion of the Songs of Innocence plates, Blake wrote The Marriage of Heaven and Hell and it is through this dilemma of good and evil and the suffering that he witnesses on the streets of London, that he begins composing Songs of Experience. This second volume serves as a response to Songs of†¦show more content†¦For example, in â€Å"Infant Joy,† Blake demonstrates the child’s eye and sense of wonder that we find in the incorruptibility of infants. Blake presents a truly pure creature in the first stanza: I have no name. I am but two days old- What shall I call thee? I happy am Joy is my name- Sweet joy befall thee! (1-6) The voice in this poem is one of pure happiness and innocence. In this state of joy, the infant is unaware of the world in which he lives and that awaits him. In these opening lines, we see Blake revealing the everyday modeling and structure that categorizes the world, but is absent in the simplicity and purity of childhood. The child has no name because joy needs no other name. Labeling and classification are products of organization and arrangement that the world uses to assimilate innocence into experience. Blake demonstrates that it is through this transition, that the virtue of child’s play is destroyed. Blake utilizes specific emotions such as â€Å"happy,† â€Å"joy,† â€Å"sweet,† â€Å"pretty,† â€Å"sing,† and â€Å"smile† to describe this uncorrupted state of being. There is no danger, darkness, or struggle for the infant. 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