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모음의 포먼트 변형에 따른 인공와우 이식 아동의 청각적 인지변화
허명진,Huh, Myung-Jin 대한음성학회 2007 말소리 Vol.64 No.-
The purpose of this study was to examine the acoustic perception different by formants change for profoundly hearing impaired children with cochlear implants. The subjects were 10 children after 15 months of experience with the implant and mean of their chronological age was 8.4 years and Standard deviation was 2.9 years. The ability of auditory perception was assessed using acoustic-synthetic vowels. The acoustic-synthetic vowel was combined with F1, F2, and F3 into a vowel and produced 42 synthetic sound, using Speech GUI(Graphic User Interface) program. The data was deal with clustering analysis and on-line analytical processing for perception ability of acoustic synthetic vowel. The results showed that auditory perception scores of acoustic-synthetic vowels for cochlear implanted children were increased in F2 synthetic vowels compaire to those of F1. And it was found that they perceived the differences of vowels in terms of distance rates between F1 and F2 in specific vowel.
교육환경이 다른 학령기 고도난청아동의 음소 산출능력과 그 음운패턴의 변화
허명진,이상흔,정옥란,Huh, Myung-Jin,Lee, Sang-Heun,Jeong, Ok-Ran 한국음성학회 2001 음성과학 Vol.8 No.4
This study was designed to evaluate the phonological characteristics in profound hearing-impaired children. 10 males and 10 females participated in this study and all were prelingually hearing impaired. 7 children were educated at deaf school and 13 children at general elementary school with private clinic. Their hearing levels were more than 95dB HL and did not appear any wave by ABR. The results can be summarized as following: The articulation accuracy of hearing impaired children was 54.19% and most distinguished phonological patterns of the hearing impaired children were alveolarization and stop assimilation. The accurate articulation phonation was significantly different from education system between deaf school and general school. The error articulation degrees in profound hearing impaired children at general school seemed meaningfully smaller than those in hearing impaired children at deaf school.
허명진,Huh, Myung-Jin 한국음성학회 2007 음성과학 Vol.14 No.2
The severe-profound hearing impaired children have various disorders in everday communication due to the lack of hearing feedback. Especially, their speech produced unstable voice, omission and distortion of articulation, pitch break, cul-de-sac voice, and so on so that they were difficult to accurately deliver an intended message. This study attempts to analyze the acoustic characteristics of 4 vowel sounds produced by 35 severe-profound hearing impaired children using CSL(Computerized Speech Lab, Model 4300b). The formant data were obtained from the spectrogram and analyzed data by 12 formant filter and auto-correlation among the formants. Results showed that the hearing impaired children's formant values came out very high. They produced the vowels at the mode of hypertension with unstable voice. In order to improve their speech, they would need some adequate auditory feedback.
청각장애 아동의 인공와우 착용기관에 따른 모음 /i/ 음형대의 변화 연구
허명진,이상흔,최성규,Huh, Myung-Jin,Lee, Sang-Heun,Choi, Sung-Kyu 한국음성학회 2005 음성과학 Vol.12 No.2
This study was analyzed to change of /i/ formant follow cochlear implantation periods for hearing impaired children with cochlear implantation. 20 hearing impaired children participated and acoustic analysis of /i/ was used CSL(Computerized Speech Lab; Model 4300b) annually. The data was captured the first formant, $2^{nd}$ & 3th formant frequency of /i/ and was analyzed using ANOVA. Multiple range test to investigate difference between group was treat with LSD and Duncan. The results of /i/ formant analysis for hearing impaired children with cochlear implantation, each formant at a year keeping with cochlear implantation was located at high frequency. In accordance with CI periods, the each formant decreased significantly, especially between a year and $2^{nd}$ year taking with cochlear implantation.
수화와 문자간 단어제시 방법에 따른 청각장애 학생의 수용어휘 형태 분석
허명진 ( Myung-jin Huh ),유광숙 ( Kwang-sook Yoo ),최성규 ( Sung-kyu Choi ) 대구대학교 한국특수교육문제연구소 2004 특수교육저널 : 이론과 실천 Vol.5 No.4
In general, almost hearing impaired students were communicated with their friend and teacher using sing language at their school. But at home or another place, they were difficulty to express their intends and thought through sigh language. The purpose of this study was to analyze understanding of vocabulary morphology through word presentation methods of hearing impaired students at middle profound school. The methods of vocabulary presentation were used by sign language and a letter and record sign language shape and a letter at CD-ROM. This study was participated in fifty-two hearing impaired student and they could read a letter and do sing language. This study was included various vocabulary morphology, as noun, verb, and adjective & others. The results`` data was analyzed with paired T test and one-way ANOVA at different between sign and letter presentation and among vocabulary morphology classes. The results of this study can be summarized as follows: Firstly, when the methods of vocabulary presentation were used by sing language, hearing impaired student was understood that noun``s score among vocabulary morphology classes was higher than verb``s score among them but not significant among them. Secondly, when using a letter at vocabulary presentation method, hearing impaired student was significantly lower at verb vocabulary score than others`` Third, among vocabulary morphology classes of hearing impaired students was not significantly difference in accordance with word presentation methods. But the overall scores of vocabulary morphology classes using a letter``s presentation method was higher than the overall scores of them using sign``s presentation method. Therefore, as like the results at this study, sing vocabulary comprehension according to morphology classes of hearing impaired student was very limited and not varied, in spite of sing language for main communication method of hearing impaired student.