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目的探讨交互式的音乐音符训练是否可以提升助听器配置青少年的音符听辨能力,进而提升他们欣赏音乐的能力。方法 30例语前聋而佩戴助听器的青少年参加了这项试验,在音符听辨训练之前,先进行基准测试至少4次。之后所有试验者进行包含5、6个半音差异的音符听辨训练,1周5 d,1 d练习时间达30 m in(可分多次进行),持续12周。结果训练前受试者旋律轮廓识别的正确率为(26.83±10.65)%,训练后受试者旋律轮廓识别的正确率为(36.54±12.57)%,差异有显著性(t=-4.3213,P=0.0002)。训练后双耳纯音听阈较训练前均减低,右耳差异有显著性(t=2.0845,P=0.0460),左耳差异无显著性。结论交互式的音乐音符训练可以提升佩戴助听器青少年的音符听辨能力,进而提升他们欣赏音乐的能力;同时通过训练,佩戴助听器青少年的听力亦可得到提高,这可能反映了佩戴助听器青少年的大脑具有听觉可塑性。
Objective To explore whether interactive musical note training can enhance the ability of hearing aids to configure juvenile notes listening ability and thereby enhance their ability to enjoy music. Methods Thirty pre-linguistic hearing-impaired teens were enrolled in this trial, which was benchmarked at least 4 times prior to note-listening training. After that, all participants performed a note-listening training with five and a half semitone differences. The training time was 5 days a week for 30 days and the practice time was 30 mins for 1 d for 12 weeks. Results The accuracy of the melody contour recognition before training was (26.83 ± 10.65)%, and the accuracy of the melody contour recognition was (36.54 ± 12.57)%, the difference was significant (t = -4.3213, P = 0.0002). After training, the threshold of binaural pure tone was lower than that before training, and the difference of right ear was significant (t = 2.0845, P = 0.0460). The left ear had no significant difference. Conclusions Interactive musical note training can enhance the listening ability of hearing-impaired adolescents, thereby enhancing their ability to enjoy music. At the same time, hearing-related adolescent hearing aids can also be improved through training, which may reflect that the brains of hearing-impaired adolescents have Auditory plasticity.