As a graduate applicant you are supposed to have a research focus. I don’t. And I’m not exactly sure what I’m doing. When did they teach us to come up with research questions, tell us about already having established a focus, and how do I know?
I just want to finish an AuD program so I can get a big-girl job as an audiologist. I’m trying my best to catch up by looking at the research being done at my potential school. I understand very little of the jargon, and I’m terrified to contact these professors and speak meaningfully about it. I know I’ll look like an idiot.
But all the get into grad school books and blogs strongly urge students to make contact with a potential advisor before applying. Since I don’t have an established research focus, I don’t know who the influential people doing my research might be. So as usual, I’m doing things backward.
They should really have an undergraduate class on the application and research stuff if we are already supposed to know about it before we ever even apply. . .
SARAH HARGUS FERGUSON:
-Assistant Professor, Communication Sci & Disorders, University of Utah
-Dr. Ferguson’s research is focused on speech understanding in older adults, and how speech acoustic characteristics affect that understanding. She is especially interested in the perception and acoustics of clear speech and foreign-accented speech.
-My research is focused on talker factors that affect everyday speech understanding by older adults with hearing loss. Talkers adopt a speaking style called “clear speech” when talking to listeners with hearing loss, but they vary widely in how helpful that clear speech is. Much of the current activity in my lab is centered on identifying the clear speech acoustic characteristics that make speech easier to understand for different listener populations.
Speech Perception Lab:
–>Articles I think are most to least interesting/relevant<–
[can’t see abstract/article] LaPierre, T.A., Ferguson, S.H., & Jiregna, M.M. (2012) Hearing loss in late life: How couples cope. Journal of the Academy of Rehabilitative Audiology, XLV, 75-97. (http://www.audrehab.org/jara.htm)
*”Effects of talker experience on perceived clarity and acoustic features of clear versus conversational speech”
* “Acoustic correlates of reported clear speech strategies”
*”Accuracy of speech intelligibility index predictions for noise-masked young listeners with normal hearing and for elderly listeners with hearing impairment”
“Intelligibility of foreign-accented speech for older adults with and without hearing loss”
“Perceived sexual orientation and speech style: A perceptual and acoustic analysis of intentionally clear and conversational speech”
“Subjective ratings of sentences in clear and conversational speech”
“Vowel intelligibility in clear and conversational speech for cochlear implant users: A preliminary study”
[implications for rehab] “Talker differences in clear and conversational speech: Vowel intelligibility for listeners with hearing loss”
“Creating a speech corpus with semispontaneous, parallel conversational and clear speech”
-Talker differences, Interest Level: 3
Speech perception, Interest Level: 5
Older adults, Interest Level: 4
Hearing loss, Interest Level: 4
Foreign-accented speech, Interest Level: 3
–on google scholar:
-V intelg in convo speech hearing & HOH
-talker dif in clear & convo speech
-acoustic chara of V (clear speech)
SKYLER G. JENNINGS:
-I study how the healthy auditory system adapts to sound; such as when a person enters a noisy environment. To facilitate listening in noise, the auditory system undergoes a series of adjustments that improve the neural coding of sound. My long term research goal is to understand how adaptation enhances perception in noise in normal hearing listeners and how altered adaptation results in degraded perception in noise in hearing impaired listeners.
-Auditory Perception and Psychoacoustics, Interest Level: 5
Auditory Physiology, Interest Level: 4
Computational Models of the Auditory System, Interest Level: 3
Speech Perception and Processing, Interest Level: 2
Pediatric Auditory Assessment, Interest Level: 1
on Google Scholar:
–>very complicated titles<– I cut part of the description for my own clarity
–explore the hypothesis that cochlear gain is reduced, in a frequency-specific manner, over the course of a sound
–Abstract Masked detection threshold for a short tone in noise improves as the tone’s onset is
delayed from the masker’s onset.
–medial olivocochlear reflex (MOCR) has been hypothesized to provide benefit for listening in noise.
–> lots of articles about this<–
–fundamental question in auditory science relates to how the perceptual dynamic range is coded in the auditory system
Anne Lobdell
–
Brooke Hammond
SUSAN R NAIDU, PhD:
-I teach undergraduate and graduate courses in Aural Re/habilitation and graduate level Pediatric Audiology. I specialize clinically in children and adults with hearing loss and using cochlear implants.
-Speech development for children with cochlear implants, Interest Level: 5
Language development for children with cochlear implants, Interest Level: 5
Diagnostic pediatric audiology, Interest Level: 4
Auditory training intervention methodologies for persons with hearing loss, Interest Level: 5
Auditory Processing Disorders , Interest Level: 3
on Google Scholar:
-Benefits of Early Identification and Intervention for Children with Hearing Loss.
-dx Alexander DZ w/MR
–Childhood adrenoleukodystrophy
-Rett Syndrome
on CV:
[published prior to 2000]
-“Further support for the benefits of early identification and intervention for children with hearing loss”
-“Methods for learners with hearing or visual impairments. ”
-“Birth to 3: A Curriculum for Parents and Their Hearing –Impaired Children”
-“A comparison of audiometric test methods for two-year old children”
-“Language Assessment of School Age Hearing Impaired Children”
Kirsti Raleigh
-early detection of ototoxicity
-tinnitus rates from chemo ototoxic
–
kit10phish.wordpress.com 
Catty Remarks