MONDAY MORNING, 28 NOVEMBER 2016 CORAL 4/5, 8:00 AM to 10:00 AM Session 1Aid Interdisciplinary
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MONDAY MORNING, 28 NOVEMBER 2016 CORAL 4/5, 8:00 A.M. TO 10:00 A.M. Session 1aID Interdisciplinary: Opening Ceremonies, Plenary Lectures 1a MON. AM Whitlow Au, Cochair University of Hawaii, P.O. Box 1106, Kailua, HI 96734 Akio Ando, Cochair Electric and Electronics Engineering, Faculty of Engineering, University of Toyama, 3190 Gofuku, Toyama 930-8555, Japan Chair’s Introduction—8:00 Invited Papers 8:05 1aID1. Adventures of an expeditionary biologist: Neuroethology of ultrasonic communication in amphibians. Peter M. Narins (Integrative Biology & Physiol., UCLA, 621 Charles E. Young Dr. S., Los Angeles, CA 90095-1606, [email protected]) Animal communication occurs when a signal generated by one individual is transmitted through an appropriate channel and results in a behavioral change in a second individual. We have explored specific morphological, physiological, and behavioral adaptations in a wide variety of taxa that appear to have evolved specifically to tailor and sculpt intraspecific communication systems. In this lecture, I will review one of these adaptational studies that involves two distantly related organisms: the concave-eared torrent frog (Odorrana tor- mota), calling near fast-flowing mountain streams of Anhui Province, Central China, and the endemic Bornean frog, Huia cavitympa- num, living in a very similar riverine habitat in Sarawak, Malaysia. In addition to the high-pitched audible components, these species’ calls contain previously unreported ultrasonic harmonics. Our studies of these two Asian frogs revealed that they communicate acousti- cally using ultrasound and that their auditory systems are sensitive up to 34-38 kHz. This extraordinary upward extension into the ultra- sonic range of both the harmonic content of the advertisement calls and the frogs’ hearing sensitivity is likely to have coevolved in response to the intense, predominately low-frequency ambient noise from local streams. Chair’s Introduction—9:00 9:05 1aID2. Cartilage conduction hearing-The third sound conduction pathway. Hiroshi Hosoi (Nara Medical Univ., 840 Shijo-cho, Kashihara, Nara 6348522, Japan, [email protected]) Hosoi found in 2004 that a clear sound can be heard when a vibration signal is delivered to the aural cartilage from a transducer. This form of signal transmission is referred to as cartilage conduction (CC). Then, we have examined its mechanism, application, and su- periority over the well-known air or bone conduction (AC or BC). We have published 11 English articles including JASA by 2016. AC, BC, and CC are distinguishable according to two points, namely, transmission media and movement of the skull bone. The transmission media are sound in AC, vibration in BC and CC. The movements of the bone are immobile in AC and CC, vibrated in BC. The world first CC hearing aids have been completed. It is very useful for the patients who cannot wear regular hearing aids because of atresia of external auditory canals, for example. More useful applications are cell phones and robots. The CC cell phone has a lot of advantage such as 1) easy volume control without button operation, 2) insulation from outer noise and obtaining the best S/N instantly, 3) no sound leakage to outward, 4) clean liquid crystal display, 5) easy to use even with hearing aids, 6) better suited for very small body type cell phone, and all that. There is no disadvantage compared with the regular phone. Various types of cell phone can be realized using CC. For example, wrist watch type, pen type, eye glass type, finger ring type, etc. Also, CC will give the good method to communication between robots and human beings. 2945 J. Acoust. Soc. Am., Vol. 140, No. 4, Pt. 2, October 2016 5th Joint Meeting ASA/ASJ 2945 MONDAY MORNING, 28 NOVEMBER 2016 LEHUA, 10:30 A.M. TO 11:55 A.M. Session 1aAA Architectural Acoustics: Acoustics for Children and Pupils I Keiji Kawai, Cochair Kumamoto University, 2-39-1 Kurokami, Kumamoto 860-8555, Japan David S. Woolworth, Cochair Oxford Acoustics, 356 CR 102, Oxford, MS 38655 David Lubman, Cochair DL Acoustics, 14301 Middletown Ln., Westminster, CA 92683-4514 Invited Papers 10:35 1aAA1. Overview of acoustic environment of child daycare facilities in Japan: Current situation and recent researches. Keiji Kawai (Kumamoto Univ., 2-39-1 Kurokami, Kumamoto 860-8555, Japan, [email protected]), Kanako Ueno, Saki Noguchi (Meiji Univ., Kawasaki, Kanagawa, Japan), and Hisao Funaba (Iwate Prefectural Univ., Takizawa, Iwate, Japan) Demands for child daycare facilities are continuously increasing in Japan as the Japanese society is changing with respect to wom- en’s social advancement in the workforce. However, since there are virtually no guidelines for the acoustic design of daycare facilities in Japan, many daycare classrooms have been built without considering acoustics or sound insulation. As a result, the rooms tend to be too noisy and too reverberant for children in the process of language and listening acquisition. This is a report both on the present situa- tion and architectural trend of daycare facilities and on the existing researches for the acoustic environment of daycare classrooms, aim- ing to share the information about daycare facilities in Japan for the discussions to develop guidelines of acoustic design. 10:55 1aAA2. Statistically defining the construct of “acoustic quality” in K-12 classrooms. Joonhee Lee, Laura C. Brill (Durham School of Architectural Eng., Univ. of Nebraska - Lincoln, 1110 S. 67th St., Omaha, NE 68182-0816, [email protected]), Houston Lester, James Bovaird (The Dept. of Educational Psych., Univ. of Nebraska - Lincoln, Lincoln, NE), and Lily M. Wang (Durham School of Architectural Eng., Univ. of Nebraska - Lincoln, Omaha, NE) This paper presents preliminary statistical analyses of acoustic measurements taken in over a hundred K-12 classrooms in Nebraska during the 2015-2016 academic year. Noise levels were continuously logged over two consecutive school days, three times seasonally. Other measurements included unoccupied background noise levels and room impulse responses. Equivalent sound pressure levels, per- centile levels, reverberation times, and other assorted room acoustic metrics have been calculated from the measured data. Preliminary statistical analyses have been performed to investigate how each metric is related to each other and how the metrics are distributed across classrooms. These quantities have also been statistically analyzed to understand which are most pertinent to a comprehensive con- struct of “acoustic quality.” This “acoustic quality” construct will subsequently be used to investigate how its components are related to the academic performance of students, and its inter-relationships with other environmental conditions such as indoor air quality, thermal, and lighting conditions. [Work supported by the United States Environmental Protection Agency Grant Number R835633.] 11:15 1aAA3. Exploring correlation between sound levels in active occupied classrooms and unoccupied classrooms. Laura C. Brill, Joonhee Lee, and Lily M. Wang (Durham School of Architectural Eng. and Construction, Univ. of Nebraska-Lincoln, 6349 Cedar Plz, #222, Omaha, NE 68106, [email protected]) A large-scale in-situ survey of environmental conditions, including acoustics, is being conducted in over 200 K-12 classrooms in multiple school districts by researchers at the University of Nebraska-Lincoln. Continuing analyses, conducted on logged acoustic sound levels collected seasonally over two occupied class days through Fall 2016, will be presented to determine how unoccupied noise levels are related to levels in the occupied active classroom. Do increased unoccupied noise levels correlate to increased occupied levels, and if so, to what degree? A number of methods are used to explore this relationship including spectral analyses of the logged data, further percentile level analyses, and linking the type of activity in the classroom more clearly to the logged sound levels. [Work supported by the United States Environmental Protection Agency Grant Number R835633.] 2946 J. Acoust. Soc. Am., Vol. 140, No. 4, Pt. 2, October 2016 5th Joint Meeting ASA/ASJ 2946 11:35 1aAA4. Teachers’ accumulation of silence and voicing periods of continuous speech in classroom with different reverberation times. Pasquale Bottalico (Communicative Sci. and Disord., Michigan State Univ., 1026 Red Cedar Rd., Lansing, MI 48910, pb@msu. edu) The relationship between the distribution of continuous silence and voicing periods accumulated (duration of continuous voiced and unvoiced segments of 0.05 s) by teachers teaching in classrooms with different reverberation time (RT) was examined. Understanding the distributions of these accumulations and the relationship with the RT has implications on potential vocal fatigue risk factors and it can be a useful information for clinicians. Twenty-two primary school teachers were monitored over 1 or 2 four-hour workdays with the 1a MON. AM Ambulatory Phonation Monitor. The RT ranged between 0.58 s and 1.58 s, with a median equal to 0.9 s. The classrooms were classified as low RT (0.58 s < RT < 0.90 s) and high RT (0.90 s RT < 1.58 s). The values of silence accumulation in low RT classrooms were significantly shorter than the accumulation in high RT classrooms in almost the whole range of accumulation periods (0.2 s—10 s). The difference was negligible for time shorter than 1.5 s and longer than 8 s. The values of voice accumulation in low RT classrooms are significantly shorter than the accumulation in high RT classrooms in almost the whole range of accumulation periods (0.2 s—1.31 s). MONDAY MORNING, 28 NOVEMBER 2016 SOUTH PACIFIC 4, 10:30 A.M. TO 11:55 A.M. Session 1aAB Animal Bioacoustics: Bat Echolocation: New Insights on Biosonar Production, Processing, and Performance from Field and Laboratory Investigations I Hiroshi Riquimaroux, Cochair Life and Medical Sciences, Doshisha University, Shandong University, 27 Shanda Nanlu, Jinan 250100, China Laura Kloepper, Cochair Biology, Saint Mary’s College, 262 Science Hall, Saint Mary’s College, Notre Dame, IN 46556 Chair’s Introduction—10:30 Invited Papers 10:35 1aAB1.