2 sonuçlar
Arama Sonuçları
Listeleniyor 1 - 2 / 2
Yayın Assessment of speech intelligibility during different teaching activities in classrooms with and without acoustic treatment(Elsevier Ltd, 2023-05) Şaher, Konca; Bulunuz, Mızrap; Kelmendi, Jonida; Nas, SezinThere is limited data for assessing speech intelligibility in real classrooms with realistic occupied noise levels and teacher's and students’ speech levels for different teaching activities in Turkish secondary school classrooms. This study investigates the effect of reverberation time (RT), occupied noise levels and signal-to-noise ratio (SNR) on speech transmission index (STI) in real classrooms for instruction and group work. Noise levels were measured and STI values were calculated in two secondary school classrooms with RT of 0.88 s and 2.73 s. During instruction situation, calculated mean STI values were 0.63 (classroom with acoustic treatment) and 0.29 (classroom without acoustic treatment) for normal voice effort and 0.65 (classroom with acoustic treatment) and 0.39 (classroom without acoustic treatment) for raised voice effort. During group work, STI values ranged from 0.50 to 0.74 in classroom with acoustic treatment and from 0.01 to 0.34 in classroom without any acoustic treatment. SNR of 15 dBA is only approached in classroom with acoustic treatment during instruction situation. The effect of increasing SNR on STI is prominent in the classroom without acoustic treatment which already has low SNR values. The present results show that the classroom with acoustic treatment will have good speech intelligibility for instruction with normal vocal effort and for group work with raised vocal effort at 3 m distance. However, the classroom with no acoustic treatment will have STI values in the range of bad and poor intelligibility. The present results confirm the impact of SNR and RT on speech intelligibility and shows that RT value of minimum 0.8 s is optimal to have good speech intelligibility in a secondary school classroom of approximately 250 m3 with a capacity of 18 students.Yayın Imagined contact facilitates acculturation, sometimes: contradicting evidence from two sociocultural contexts(Educational Publishing Foundation-American Psychological Assoc, 2019-10) Bağcı Hemşinlioğlu, Sabahat Çiğdem; Piyale, Zeynep Ecem; Stathi, SofiaObjective: Imagined intergroup contact has been shown to be an effective tool to improve intergroup relationships in various settings, yet the application of the strategy among minority group members and across cultures has been scarce. The current research aimed to test imagined contact effects on minority group members' acculturation strategies (contact participation and culture maintenance), perceived discrimination, feelings of belongingness, and social acceptance across three studies conducted in the United Kingdom (Study 1) and Turkey (Studies 2 and 3). Method: The sample consisted of Eastern Europeans in Study 1 (N = 63) and Kurds in Study 2 and 3 (N = 66 and 210, respectively). Participants were randomly assigned to 1 of 2 conditions (control vs. imagined contact) and completed measures of acculturation, perceived discrimination, general belongingness, and social acceptance. Results: Findings showed that while imagined contact significantly reduced perceived discrimination and culture maintenance, and increased contact participation and social acceptance among Eastern Europeans (Study 1), it reduced social acceptance and contact participation among Kurds recruited from a conflict-ridden homogeneous setting (Study 2). With a larger and more heterogeneous sample of Kurds (Study 3), these effects occurred only among those with higher ingroup identification. Moreover, in all studies social acceptance mediated the effects of imagined contact on contact participation and perceived discrimination. Discussion. Findings offer important insights about the use of the imagined contact strategy among minority group members and imply the need to take into account the context-dependent nature of contact strategies.
