Hearing: An Introduction to Psychological and Physiological Acoustics, Fifth Edition

322 Pages·2010·11.04 MB·English

by  Stanley Gelfand

Hearing
Hearing: An Introduction to Psychological G
and Physiological Acoustics e
l
f
5th edition a
n
About the book d An Introduction to Psychological
Hearing science is an exciting area of study due to its dynamic, broad and interdisciplinary
scope. This new edition has been updated and expanded, and provides the reader a friendly
and Physiological Acoustics
unified approach to the anatomical, physiological, and perceptual aspects of audition.
Hearing, 5th edition will provide graduate students in audiology and hearing science with an
integrated introduction to the sciences of hearing, as well as provide an overview of the field H
for the more experienced reader. Practicing audiologists, psychologists, speech-language
pathologists, physicians, deaf educators, industrial hygienists, and engineers, will also find e 5th Edition
this as a useful reference.
a
Table of contents
r
i
Physical Concepts • Anatomy • Conductive Mechanism • Cochlear Mechanisms and n
Processes • Auditory Nerve • Auditory Pathways • Psychoacoustic Methods • Theory
g
of Signal Detection • Auditory Sensitivity • Masking • Loudness • Pitch • Binaural and
Spatial Hearing • Speech and its Perception

About the author
5
Stanley A Gelfand PhD is Professor at the Department of Linguistics and Communication t
h
Disorders, Queens College of the City University of New York, Flushing, NY, as well as the PhD

Program in Speech-Language-Hearing Sciences, and the AuD Program, Graduate School of the E
City University of New York, USA. Previously, Professor Gelfand served as Chief of the Audiology d
and Speech Pathology Service, Veterans Administration Medical Center, East Orange, New Jersey, i
t
USA, and Clinical Professor, Department of Neurosciences, New Jersey Medical School, University i
o
of Medicine and Dentistry of New Jersey, Newark, USA. He has authored numerous publications
n
on a wide range of topics including acoustic immitance, speech perception, hearing aids,
auditory deprivation, and reverberation, including Essentials of Audiology, now in its third edition.
Professor Gelfand is a Fellow of the American Speech-Language-Hearing Association and the
American Academy of Audiology, and a member of the Acoustical Society of America and the
American Auditory Society. He received his BA and MA degrees from the City College
of New York, USA, and his PhD degree from the City University of New York, USA.
Telephone House, 69-77 Paul Street,
London EC2A 4LQ, UK
52 Vanderbilt Avenue, New York, NY 10017, USA Stanley A Gelfand
www.informahealthcare.com
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Hearing: An Introduction to
Psychological and
Physiological Acoustics
5th Edition
Stanley A. Gelfand
DepartmentofLinguisticsandCommunicationDisorders
QueensCollegeoftheCityUniversityofNewYork
Flushing,NewYork
Ph.D.PrograminSpeech-Language-HearingSciences,andAu.D.Program
GraduateSchooloftheCityUniversityofNewYork
NewYork,NewYork,USA
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(cid:1)C 2010InformaUK
Firstpublishedin2010byInformaHealthcare,TelephoneHouse,69-77PaulStreet,LondonEC2A4LQ.Informa
HealthcareisatradingdivisionofInformaUKLtd.RegisteredOffice:37/41MortimerStreet,LondonW1T3JH.
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Althougheveryefforthasbeenmadetoensurethatallownersofcopyrightmaterialhavebeenacknowledgedin
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attention.
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ToJanice
InLovingMemory
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Contents
Preface .... vii
1. PhysicalConcepts 1
2. Anatomy 20
3. ConductiveMechanism 51
4. CochlearMechanismsandProcesses 72
5. AuditoryNerve 103
6. AuditoryPathways 122
7. PsychoacousticMethods 146
8. TheoryofSignalDetection 160
9. AuditorySensitivity 166
10. Masking 187
11. Loudness 207
12. Pitch 218
13. BinauralandSpatialHearing 231
14. SpeechandItsPerception 257
AuthorIndex .... 282
SubjectIndex .... 301
v
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Preface
Thisisthefiftheditionofatextbookintendedtoprovidebegin- likely that this book might be used as a core text for a two-
ning graduate students with an introduction to the sciences coursesequencedealingwithpsychologicalandphysiological
of hearing, as well as to provide an overview of the field for acoustics,alongwithappropriatelyselectedreadingsfromthe
moreexperiencedreaders.Theneedforacurrenttexthasbeen researchliteratureandstate-of-the-artbooks.Suggestedread-
expandedbytheadventandwideacceptanceoftheprofessional ingsareprovidedincontextthroughoutthetexttoprovidea
doctorateinaudiology,theAu.D.However,aninterestinhear- firmfoundationforfurtherstudy.
ingisbynomeanslimitedtoaudiologistsandincludesreaders Mysincerestthanksareexpressedtothenumerouscol-
withwidelydiverseacademicbackgrounds.Amongthemone leaguesandstudentswhoprovidedmewithvaluablesugges-
finds psychologists, speech-language pathologists, physicians, tionsthathavebeenincorporatedintothisandprioreditions.
deafeducators,industrialhygienists,andengineers,amongoth- Iamespeciallyindebtedtomycurrentandformercolleagues
ers.Theresultisafrustratingdilemmainwhichatextwilllikely and students in the Department of Linguistics and Commu-
betoobasicforsomeofitsintendedreadersandtooadvanced nication Disorders at Queens College, the Ph.D. Program in
for others. Thus, the idea is to provide a volume sufficiently Speech-Language-HearingSciencesandtheAu.D.Programat
detailedtoserveasacoretextforgraduatestudentswithapri- theCityUniversity ofNew YorkGraduate Center,andat the
maryinterestinhearing,atthesametimeavoidingareliance EastOrangeVeteransAffairsMedicalCenter.Thankyouallfor
onscientificormathematicalbackgroundsnotsharedbythose beingcontinuousexamplesofexcellenceandforyourvalued
withdifferentkindsofacademicexperiences. friendships.Iamalsogratefultothetalentedanddedicatedstaff
Hearingscienceisanexcitingareaofstudybecauseofits ofInformaHealthcare,whocontributedsomuchtothisbook
broad,interdisciplinaryscope,andevenmorebecauseitisvital andgraciouslyarrangedforthepreparationoftheindicesand
anddynamic.Researchcontinuouslyprovidesnewinformation theproofreadingofthefinalpageproofs.
toexpandontheoldandalsocausesustorethinkwhatwasonce Attheriskofinadvertentlyomittingseveral,Iwouldlike
wellestablished.Thereader(particularlythebeginningstudent) tothankthefollowingpeoplefortheiradvice,inspiration,influ-
isremindedthatnewfindingsoccasionallydisprovethe“laws” ence, and support, which have taken forms too numerous to
ofthepast.Thus,thistextbookshouldbetreatedasafirststep; mention:SandraBeberman,MoeBergman,ArthurBoothroyd,
itisbynomeansthefinalword. Helen Cairns, Joseph Danto, Daniel Falatko, Lillian and Sol
ThiseditionofHearingwasstronglyinfluencedbyexten- Gelfand,IrvingHochberg,GertrudeandOscarKatzen,Arlene
sivecommentsandsuggestionsfromcolleaguesandgraduate Kraat, Aimee Laussen, John Lutolf, Harriet Marshall-Arnold,
students.Asaresultoftheirinput,materialhasbeenupdated MauriceMiller,NeilPiper,TeresaSchwander,StanleySchwartz,
andadded,andanumberofnewandrevisedfigureshavebeen ShlomoSilman,CarolSilverman,Harris,HelenandGabeTopel,
included;however,thefundamentalcharacteristicsoftheprior RobertVago,BarbaraWeinstein,andMarkWeiss.Veryspecial
editionshavebeenmaintainedwhereverpossible.Theseinclude gratitudeisexpressedtoHarryLevitt,whowillalwaysbemy
thebasicapproach,structure,format,andthegeneral(andoften professor.
irregular)depthofcoverage,theprovisionofreferencesatthe Finally,mydeepestgratitudegoestoJanice,theloveof
end of each chapter, and liberal references to other sources mylife,whosememorywillalwaysbeablessingandinspira-
for further study. As one might expect, the hardest decisions tion; and to my wonderful children, Michael, Jessica, Joshua,
involvedchoosingmaterialthatcouldbestreamlined,replaced, andErin,fortheirlove,support,confidence,andunparalleled
oromitted,keepingtheoriginalorientationandflavorofthe patience.
book,andavoidinga“state-of-the-art”treatise.
Itisdoubtfulthatallofthematerialcoveredinthistext
wouldbeaddressedinasingle,onesemestercourse.Itismore StanGelfand
vii
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1
PhysicalConcepts
Thisbookisconcernedwithhearing,andwhatwehearissound. measurableandrepeatable.Theunitoftime(t)isthesecond
Thus,bothintuitionandreasonmakeitclearthatabasicunder- (s),theunitoflength(L)isthemeter(m),andtheunitofmass
standingofthenatureofsoundisprerequisitetoanunderstand- (M)isthekilogram(kg).Thereisacommonmisconception
ingofaudition.Thestudyofsoundisacoustics.Anunderstand- thatmassandweightaresynonymous.Thisisactuallyuntrue.
ing of acoustics, in turn, rests upon knowing several funda- Massisrelatedtothedensityofabody,whichisthesamefor
mentalphysicalprinciples.Thisissobecauseacousticsis,after thatbodynomatterwhereitislocated.Ontheotherhand,an
all,thephysicsofsound.Wewillthereforebeginbyreviewinga object’sweightisrelatedtotheforceofgravityuponitsothat
numberofphysicalprinciplessothatthefollowingchapterscan weightchangesasafunctionofgravitationalattraction.Itisa
proceedwithouttheconstantneedforthedistractinginsertions commonknowledgethatanobjectweighsmoreontheearth
ofbasicdefinitionsandconcepts.Thematerialinthischapter thanitwouldonthemoon,andthatitweighsmoreatsealevel
is intended to be a review of principles that were previously thanitwouldinahigh-flyingairplane.Ineachofthesecases,
learned.Therefore,thereviewwillberapidandsomewhatcur- themassofthebodyisthesamedespitethefactthatitsweight
sory,andthereadermaywishtoconsulttheAmericanNational isdifferent.
Standard addressing acoustical terminology and a physics or Abriefwordisappropriateatthisstageregardingtheavail-
acousticstextbookforabroadercoverageofthesetopics(e.g., ability of several different systems of units. When we express
PearceandDavid,1958;vanBergeijketal.,1960;Petersonand lengthinmetersandmassinkilograms,weareusingtheunits
Gross,1972;Beranek,1986;Everest,2000;Kinsleretal.,1999; oftheSyst`emeInternationald’Unit´es,referredtoastheSI orthe
Speaks, 1960; Rossing et al., 2002; Hewitt, 2005; Young and MKSsystem.Here,MKSstandsformeters,kilograms,andsec-
Freedman,2007),1 aswellastheAmericanNationalStandard onds.Analternativeschemeusingsmallermetricunitscoexists
addressingacousticalterminology(ANSI,2004). withMKS,whichisthecgssystem(forcentimeters,grams,and
seconds),asdoestheEnglishsystemofweightsandmeasures.
Table1.1presentsanumberofthemajorbasicandderivedphys-
physicalquantities icalquantitieswewilldealwith,theirunits,andtheirconversion
factors.2
Physicalquantitiesmaybethoughtofasbeingbasicorderived, Velocity(v)isthespeedatwhichanobjectismovingand
andaseitherscalarsorvectors.Thebasicquantitiesofconcern isderivedfromthebasicquantitiesofdisplacement(whichwe
herearetime,length(distance),andmass.The derivedquan- have seen is a vector form of length) and time. On average,
titiesaretheresultsofvariouscombinationsofthebasicquan- velocityisthedistancetraveleddividedbytheamountoftime
tities(andotherderivedquantities),andincludesuchphenom- ittakestogetfromthestartingpointtothedestination.Thus,
enaasvelocity,force,andwork.Ifaquantitycanbedescribed ifanobjectleavespointx1attimet1andarrivesatx2attimet2,
completely in terms of just its magnitude (size), then it is a thenwecancomputetheaveragevelocityas
scalar.Lengthisagoodexampleofascalar.Ontheotherhand, (x −x )
a quantity is a vector if it needs to be described by both its v= 2 1 . (1.1)
(t −t )
magnitudeanditsdirection.Forexample,ifabodymoves1m 2 1
frompointx topointx ,thenwesaythatithasbeendisplaced. Ifwecall(x −x )displacement(x)and(t −t )time(t),then,
1 2 2 1 2 1
Here, the scalar quantity of length becomes the vector quan- ingeneralwehave
tityofdisplacementwhenbothmagnitudeanddirectionare x
involved.Aderivedquantityisavectorifanyofitscomponents v= . (1.2)
t
isavector.Forexample,forceisavectorbecauseitinvolvesthe
componentsofmass(ascalar)andacceleration(avector).The
Becausedisplacement(x)ismeasuredinmetersandtime(t)
distinctionbetweenscalarsandvectorsisnotjustsomeesoteric
inseconds,velocityisexpressedinmeterspersecond(m/s).
concept.Onemustbeabletodistinguishbetweenscalarsand
vectorsbecausetheyaremanipulateddifferentlyincalculations.
Thebasicquantitiesmaybemoreorlessappreciatedinterms
ofone’spersonalexperienceandareexpressedintermsofcon- 2Thestudentwithapenchantfortriviawillbedelightedtoknowthe
ventionallyagreeduponunits.Theseunitsarevaluesthatare followingdetails:(1)Thereferencevaluefor1kgofmassisthatofa
cylinderofplatinum–iridiumalloykeptintheInternationalBureauof
WeightsandMeasuresinFrance.(2)Onesecondisthetimeneededto
complete9,192,631,700cyclesofthemicrowaveradiationthatcausesa
1Althoughnolongerinprint,theinterestedstudentmaybeableto changebetweenthetwolowestenergystatesinacesiumatom.(3)One
findtheclassicalbooksbyPearceandDavid(1958),vanBergeijketal. meteris1,650,763.73timesthewavelengthoforange-redlightemitted
(1960),andPetersonandGross(1972)insomelibraries. bykrypton-86undercertainconditions.
1