The experiment was controlled by software written in MATLAB 7.6.0 (R2008a; Mathworks, Boston, MA, USA) and run on a personal computer (Dell Precision T3500, Round Rock, TX, USA). The visual stimulus was presented using a ViSaGe (Cambridge Research Systems, Cambridge, UK) to drive a cathode ray tube monitor (Sony Trinitron Multiscan G520 – mean luminance: 100 cd/m2, frame rate: 100 Hz, 1024 × 768 pixels, Tokyo, Japan) that was gamma corrected on a weekly basis. Responses were collected using a CB6 response box. The ViSaGe also initiated sound presentation through a set of headphones (Sennheiser HD 205, Wedemark, Germany), by triggering a multifunction processor [Tucker-Davis Technologies (TDT) RX6, Alachua, FL, USA] that drove a programmable attenuator (TDT PA5) and a headphone driver (TDT HB7). Timing precision was verified prior to starting on the main experiment using an oscilloscope. Participants stabilized their head position by resting on a chin rest positioned 100 cm from the monitor.
Hd 205
Manufactured by Sennheiser
Sourced in Germany
The HD-205 is a closed-back, over-ear headphone designed for professional audio monitoring. It features a dynamic transducer and a frequency response of 20 Hz to 20 kHz. The headphone is constructed with a sturdy, lightweight design for extended wearing comfort.
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Lab products found in correlation
3 protocols using hd 205
1
Controlled Visual and Auditory Stimulus Presentation
2
Speech Recognition Learning and Retention
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The experiment comprised of two sessions, 5 to 9 days apart. On each session, participants from both groups completed three speech recognition tests -time-compressed speech, natural-fast speech and speech-in-noise, in a counterbalanced order as described below. The training group received additional training on time-compressed speech at the end of the rst session. Participants completed the experiment in a quiet room on campus or in their homes. Stimuli were delivered diotically through headphones (Sennheiser HD-205 or HD-215) at a comfortable listening level, using costume software [22] (link). The timecompressed speech task was used to assess learning both within (rapid learning) and between (retention or consolidation) sessions. Comparison between the exposure and training groups was used to assess differences between rapid learning induced by the time-compressed speech task and training-induced learning. The other two tasks were used to determine if perceptual learning of one type of speech is related to recognition of other types of challenging speech.
3
Emotional Impact of Everyday Remarks
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Participants were administered the task individually in a Psychology research lab. The participants rated their current mood before performing the evaluation task. Participants were told that they would listen to auditory remarks comprising criticisms, praise, and neutral comments. The emotional comments would be the kind of comments the participant would hear day-to-day in conversation with their close relative. On listening to each comment, participants were asked to answer how arousing (i.e. emotionally demanding) the comment was, and how relevant the comment was in terms of their own close relationships. Then, they listened to the comments through a pair of headphones (Sennheiser HD-205) and scored them on arousal ('How arousing was this comment?') and personal relevance ('How relevant was this comment?') on 11-point Likert scales. The task was delivered on a computer using Opensesame (version 0.27.2) [41] . The task took approximately 20 min. At the end, participants completed an online survey (Google forms) containing the abovementioned scales. The study received ethical approval from the University's School of Social Sciences Research Ethics Committee (No. 2013/27).
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