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Author: Mary Pat Kleineck
Faculty Mentor:
Erin Schafer, Department of Speech and Hearing Sciences, College of Arts and Sciences
Department:
Department of Speech and Hearing Sciences, College of Arts and Sciences & Honors College
Bio:
Mary Pat Kleineck graduated summa cum laude and with Distinguished Honors from the University of North Texas in August 2007 with a bachelor’s degree in Speech Language Pathology/Audiology. In November 2006, she was selected by the Honors College to showcase her undergraduate research in a poster presentation at the UNT Board of Regents Dinner. She received a grant from the National Institutes of Health to travel with her mentor to Charlotte, North Carolina, to present her poster at the 11th Annual International Conference on Cochlear Implants in Children in April 2007. She presented research papers at University Scholars Day 2007 and at Great Plains Honors Council in April 2007. She is currently pursuing a Master of Science in Speech-Language Pathology at the University of North Texas.
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Abstract:
Cochlear implants (CIs) can significantly improve hearing for people with severe-to-profound hearing losses, but they do not restore hearing in noise. Frequency-modulated (FM) systems, however, can help combat the interference of background noise. Three kinds of FM receivers can be used with a CI: (1) a classroom soundfield, (2) a desktop soundfield, or (3) a direct-audio input (DAI). There is no consensus, however, on which type of FM system provides the best performance. Speech-recognition data were extracted from eight studies for FM system conditions in noise: (1) CI only, (2) classroom soundfield, (3) desktop soundfield, and (4) DAI. A meta-analysis was performed to compare the improvements in speech recognition with the different receivers. The best performance was with the DAI system, followed by the desktop soundfield. The classroom soundfield provided little or no benefit. Thus, to provide optimal hearing in noise, DAI systems should be the first type of FM system considered for people with CIs.
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