Search

Your search keyword '"Flanagin A"' showing total 5 results
Start Over Author "Flanagin A" Publication Type Reports
5 results on '"Flanagin A"'

1. Combined assessment of auditory distance perception and externalization

Author

Hoppe, Henning, van de Par, Steven, Flanagin, Virginia, and Ewert, Stephan D.

Subjects
Electrical Engineering and Systems Science - Audio and Speech Processing, Computer Science - Sound
Abstract

This study investigates frontal auditory distance perception (ADP) and externalization in virtual audio-visual environments, considering effects of headphone rendering method, room size, reverberation, and visual representation of the room. Either head-related impulse responses from an artificial head or a spherical head model were used for diotic (monophonic) and binaural auralizations with and without real-time head tracking. The visuals were presented through a head-mounted display. Two differently sized rooms as well as an infinitely extending space (echoic and anechoic) were used in which an invisible frontal virtual sound source was located. Additionally, the effect of a freely movable loudspeaker for visually indicating perceived distances was investigated. Both ADP and externalization were significantly affected by room size, but otherwise the two perceptual quantities differed in their outcomes. Room visibility significantly affected ADP, leading to considerable overestimations and more variability in the absence of a visual environment, although externalization was not affected. The movable loudspeaker improved distance estimation significantly, however, did not affect externalization. For reverberation, a (non-significant) trend of improved ADP was observed, however, externalization was significantly improved. Different headphone renderings did not significantly affect ADP or externalization, although a clear trend was observed for externalization., Comment: This work has been submitted to The Journal of the Acoustical Society of America of the for possible publication

Published
2024

2. The effect of self-motion and room familiarity on sound source localization in virtual environments

Author

Isserstedt, Niklas, Ewert, Stephan D., Flanagin, Virginia, and van de Par, Steven

Subjects
Computer Science - Sound, Computer Science - Human-Computer Interaction, Electrical Engineering and Systems Science - Audio and Speech Processing
Abstract

This paper investigates the influence of lateral horizontal self-motion of participants during signal presentation on distance and azimuth perception for frontal sound sources in a rectangular room. Additionally, the effect of deviating room acoustics for a single sound presentation embedded in a sequence of presentations using a baseline room acoustics for familiarization is analyzed. For this purpose, two experiments were conducted using audiovisual virtual reality technology with dynamic head-tracking and real-time auralization over headphones combined with visual rendering of the room using a head-mounted display. Results show an improved distance perception accuracy when participants moved laterally during signal presentation instead of staying at a fixed position, with only head movements allowed. Adaptation to the room acoustics also improves distance perception accuracy. Azimuth perception seems to be independent of lateral movements during signal presentation and could even be negatively influenced by the familiarity of the used room acoustics.

Published
2024

3. Affected Decisions: Aversive Disablism, Accessible Information and Technologies in an Institution of Higher Education

Author

Flanagin, Jimmie

Abstract

Students with print disabilities continue to face inaccessible information and information technologies in higher education institutions despite federal and state legislation and local policies. Although most individuals responsible for making their course materials accessible often express support for the egalitarian principles of such policies, their actions suggest otherwise. Deal's (2007) theoretical construct of aversive disablism can be defined as incongruence between implicit and explicit attitudes toward people with disabilities and represents a plausible explanation for the problem. The current study utilizes a multidimensional exploratory survey delivered to a group of students and faculty at two campuses in the California State University system. The exploratory study is designed to answer two questions. 1) Is there evidence that would support or disconfirm the theoretical construct of aversive disablism? 2) Is there evidence that would support or disconfirm a negative relationship between aversive disablism and faculty decisions to use accessible information and information technologies for students with print disabilities in courses at an institution of higher education? The exploratory survey method used in the current study found correlational evidence that tentatively supported Deal's (2007) theoretical construct of aversive disablism. The survey method in the current study also found evidence that tentatively supported validation of the aversive disablism construct by using two other techniques--examining scatterplots and using tables to identify individuals with the characteristic aversive disablism response pattern within groups. The survey method in the current study did not prove to be successful for determining whether aversive disablism was related to faculty decisions to use accessible information and information technologies for students with print disabilities at an institution of higher education; some faculty responses on the survey indicated socially desirable response bias may have affected some answers to the questions. Findings are tentative due to the small number of responses received from a large pool of subjects, suggesting that individuals have an aversion to speaking about or addressing disability issues. Further research is needed to validate the construct of aversive disablism, and to continue to understand the gap between equity goals and actions as they relate to people with disabilities in higher education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Published
2013

4. Kids and Credibility: An Empirical Examination of Youth, Digital Media Use, and Information Credibility

Author

Flanagin, Andrew J., Metzger, Miriam J., Flanagin, Andrew J., and Metzger, Miriam J.

Abstract

How well do children navigate the ocean of information that is available online? The enormous variety of Web-based resources represents both opportunities and challenges for Internet-savvy kids, offering extraordinary potential for learning and social connection but little guidance on assessing the reliability of online information. This book reports on the first large-scale survey to examine children's online information-seeking strategies and their beliefs about the credibility of that information. This Web-based survey of 2,747 children, ages 11 to 18 (and their parents), confirms children's heavy reliance on the Internet. They are concerned about the credibility of online information, but 89 percent believe that "some" to "a lot" of it is believable; and, choosing among several options, they rate the Internet as the most believable information source for entertainment, commercial products, and schoolwork (more credible than books for papers or projects). Most have faith in information found on "Wikipedia", but they also consider an article on the Web site of "Encyclopaedia Britannica" to be more believable than the identical article posted on "Wikipedia". Other findings show that children are appropriately skeptical of trusting strangers they meet online, but not skeptical enough about entertainment and health information found online. Older kids are more rigorous in their assessment of online information than younger ones; younger children are less analytical and more likely to be fooled. [This book was written with Ethan Hartsell, Alex Markov, Ryan Medders, Rebekah Pure and Elisia Choi.]

Published
2010

Catalog

Books, media, physical & digital resources
See catalog results