Self-Assessment Questions

This section provides a review. Mark each statement on the Answer Sheet according to the factual materials contained in this issue and the opinions of the authors.

Article One (pp. 307–334)

1. Adult cochlear implant recipients are significantly poorer than normal-hearing listeners at (mark all that apply):

   • rhythm perception

   • pitch perception

   • melody recognition

   • timbre perception

   • B, C, and D

2. What factors have been consistently associated with improved music perception for cochlear implant recipients (mark all that apply)?

   • Younger age

   • Amount of music listening preimplant

   • Amount of music listening postimplant

   • Using a simultaneous hearing aid

   • A, C, and D

3. According to the research reviewed in this article, adult cochlear implant recipients have been able to improve which of the following aspects of music through systematic training (mark all that apply)?

   • Recognition of real-world melodies

   • Frequency difference limens

   • Sound quality of musical instruments

   • Recognition of melodic contours.

   • A, C, and D

4. Which of the following variables are not associated with better (or worse) music perception and/or appreciation?

   • Speech processing strategy

   • Device manufacturer

   • Electrode insertion depth

   • Age

   • A, B, and C

5. Currently, perceptual accuracy and satisfaction levels for music listening are generally

   • low

   • high

   • not evaluated

   • low for accuracy/high for satisfaction

   • high for accuracy/low for satisfaction

   Article Two (pp. 335–345)

6. Which element of music is relatively well perceived by cochlear implant recipients?

   • Melody

   • Timbre

   • Rhythm

   • Harmony

7. The study showed that

   • cochlear implant recipients can enjoy all types of music

   • cochlear implant recipients can only hear the percussion

   • it is possible to compose a piece of music that will be appreciated in a similar way by people with normal hearing and cochlear implant recipients

   • it is possible to compose a piece of music that will be perceived in a similar way by people with normal hearing and cochlear implant recipients

8. Why were only 44 surveys among the 301 analyzed for the normal-hearing group?

   • It was too much work to analyze them all.

   • Only the best surveys were selected.

   • This minimized the difference between the cochlear implant and normal-hearing group.

   • It was necessary to have a number of surveys that can divided by 4

9. Which aspects of music are perceived with difficult by cochlear implant recipients?

   • Pitch

   • Timbre

   • Group and separate sound sources

   • All of the above

10. Cochlear implants transmit temporal cures relatively well, allowing recipients to enjoy which of the following more than other instruments?

    • Percussion

    • Violin

    • Piccolo

    • French horn

    Article Three (pp. 346–360)

11. For the group of adolescent/young adult cochlear implant users examined in this study, what proportion described music as being important in their lives?

    • Less than 10%

    • 50%

    • 66%

    • 78%

12. Which of the following factors was associated with greater levels of current involvement in music?

    • Enrollment in music lessons and classes in early childhood

    • The use of hearing aids along with their cochlear implants

    • Better than average perceptual accuracy for pitch and timbre

    • High levels of past and present familial music involvement

13. In which of the following musical activities is this group of adolescent and young adult cochlear implant users currently involved most frequently?

    • Dancing to music

    • Listening to music

    • Singing

    • Playing instruments

14. Musical participation/listening is credited with supporting

    • psychosocial development

    • self-control and competency

    • integration with peers

    • emotional regulation

    • all of the above

15. The FDA approved cochlear implantion for children > 2 years old in

    • 1985

    • 1990

    • 1995

    • 2000

    Article Four (pp. 361–380)

16. To date, research has shown which of the following to be true for cochlear implant users?

    • Scores on music perception accuracy and appraisal tasks are highly correlated

    • One could reasonably predict a cochlear implant user's music perception ability based on the same variables used to predict their enjoyment of music

    • Learning to accurately identify musical instruments guarantees greater enjoyment of music

    • Music appreciation training can significantly improve enjoyment of music, even if perceptual accuracy does not improve

17. When implementing a music appreciation program for cochlear implant users, which of the following is true?

    • Emphasis should be placed on single instrument excerpts, as “realworld” multi-instrument passages are too complex

    • Trainees should be asked to train for at least 10 weeks and devote prescribed amounts of time to each module, regardless of their perceived ability

    • The program should include a variety of instruments, ensembles, and styles and be easily adaptable to ability and personal preference

    • Trainees are unlikely to find the program beneficial if their perceptual accuracy scores do not improve

18. When counseling cochlear implant users on enjoyment of music, they should be informed of which of the following?

    • Music will become more enjoyable with time and incidental listening

    • Recent advances in cochlear implant technology have led to greater enjoyment of music

    • Most cochlear implant users find music appreciation training to be beneficial

    • Those with prior musical training and ability derive little benefit from further music appreciation training

19. Most cochlear implant users in this study would have preferred

    • a longer training program

    • a shorter training program

    • the identical training program length

    • none of the above

20. The results in this study do not directly relate to

    • bimodal training (hearing aid and cochlear implant)

    • training with a cochlear implant

    • training with hearing aids

    • A, B, and C

    Article Five (pp. 381–398)

21. Which statement is false?

    • Cochlear implant recipients perform poorer than normal-hearing listeners in rhythm perception tasks

    • Pitch training can generalize to other pitch related speech and music skills

    • Pitch perception tasks are challenging for cochlear implant recipients

    • Hearing aid users perform poorer than cochlear implant recipients in pitch ranking tasks

22. Where can you find evidence to support the notion that auditory training facilitates speech and/or music perception in cochlear implant recipients and hearing aid users?

    • Aural rehabilitation studies

    • Perceptual and cognitive studies

    • Neurophysiological studies

    • All of the above

23. Which statement best describes the results obtained from the training program?

    • A 10-week training is appropriate

    • 30-minute training sessions and four sessions per week are too long

    • The majority of the trainees did not find the training program beneficial

    • Pitch training provided using adaptive training protocols generalized to other pitch-based speech and music tasks

24. For tonal languages, perception of the variation in pitches

    • provides phonemic information

    • serves paralinguistic functions

    • A and B

    • none of the above

25. Damage to cochlear hair cells results in

    • reduced frequency selectivity

    • broadening of cochlear filters

    • diminished precision of phase locking

    • all of the above

    Article Six (pp. 399–409)

26. In this study, what were the three cues available for segregating competing melodies?

    • Timing, loudness, timbre

    • Timing, pitch, timbre

    • Timbre, familiarity, rhythm

    • Timing, rhythm, timbre

27. In this study, the greatest gains in performance were observed

    • when training with an easy task

    • when training with a difficult task

    • when training more than the targeted 10 hours

    • when training immediately before testing

28. Cochlear implant listeners have extra difficulty with multi-instrument music because of

    • the poor spectro-temporal resolution of the implant

    • contemporary music production styles

    • the stimulation rate of the implant processor

    • the prevalence of behind-the-ear signal processors

29. The masker conditions provided different

    • timing

    • pitch

    • timbre

    • all of the above

30. The masker condition in this study was

    • simultaneous

    • overlapping

    • sequential

    • all of the above

    Article Seven (pp. 410–418)

31. Which of the training groups provided the participant with the most information about the instruments being heard?

    • Feedback

    • Feedback-plus

    • Directed instruction

    • Control

32. What modification was made between feedback and feedback plus in the training protocol?

    • Participants were given a chance to listen to the stimuli again after giving their answer

    • Participants were told whether they were correct or incorrect, as well as the name of the instrument that played

    • Participants were told whether they were correct or incorrect and how to better recognize the instrument

    • Participants were told whether they were correct or incorrect, and stimuli were played again

33. Variables included as potential predictors were

    • training condition, time of testing, gender, age

    • training condition, age, amount of cochlear implant use, musical background

    • training condition, gender, age, device manufacturer

    • training condition, time of testing, length of cochlear implant use, length of deafness

    • training condition, time of testing, length of deafness, age

34. Participants who wore bilateral cochlear implants

    • scored significantly poorer than participants with unilateral cochlear implants

    • scored the same as participants with unilateral cochlear implants

    • scored significantly better than participants with cochlear implants

    • were not compared with other cochlear implant users

35. Cochlear implant users are

    • significantly less accurate than listeners with normal hearing in music perception tasks

    • significantly more accurate than listeners with normal hearing in music perception tasks

    • similar to listeners with normal hearing in music perception tasks

    • none of the above

    Article Eight (pp. 419–424)

36. Cochlear implant users report that music sounds best when it is

    • simple

    • familiar

    • auditory-visual

    • all of the above

37. Music focus groups are designed to

    • reintroduce adult cochlear implant users to music in a supportive environment

    • provide cochlear implant users with the opportunity to learn to play a musical instrument

    • provide training in musical theory

    • help parents better use music with their deaf children

38. The study by Kraemer et al found that

    • there were no differences in listeners' responses to silent gaps in familiar and unfamiliar music

    • listeners reported hearing silent gaps in familiar music

    • listeners reported hearing silent gaps in unfamiliar music

    • all of the above

39. In general, studies have reported that

    • 50% of adult cochlear implant users report at least some satisfaction with music listening

    • 25% of adult cochlear implant users report at least some satisfaction with music listening

    • 75% of adult cochlear implant users report at least some satisfaction with music listening

    • 10% of adult cochlear implant users report at least some satisfaction with music listening

40. The music focus groups described in this article were scheduled for

    • 1 hour

    • 2 hours

    • 3 hours

    • none of the above

    Article Nine (pp. 425–434)

41. Singing to one's baby or toddler unaccompanied, and later with simple guitar accompaniment, assists the child in which of the following tasks?

    • Learning to extract spoken sounds from background sounds

    • Learning musical meter

    • Developing music appreciation

    • Learning to sing in tune

42. Which of the following musical skills is influenced by an interrelated system of pitch perception and production?

    • Pitch ranking

    • Melodic contour identification

    • Singing in tune

    • Familiar melody recognition

43. Children with cochlear implants have considerably more difficulty than normal-hearing peers on which of the following musical skills?

    • Imitating a rhythm pattern

    • Understanding the musical scales heard within their culture and sensitivity to harmonic principles

    • Differentiating between the sound of a piano and a flute

    • Playing musical instruments such as piano, clarinet, or flute

44. Critical factors for the musical development of a child with a hearing loss include the child's

    • chronological age

    • cognitive status

    • onset, type and severity of loss, technology used

    • all of the above

45. Fundamental to the Mary Hare habilitation model is that

    • all humans have an intrinsic ability to respond to music

    • all humans have a capacity for musicality

    • hearing technology can support musical capacities

    • all of the above