Subject: [AUDITORY] PhD studentship in Manchester From: Antje Heinrich <antje.heinrich@xxxxxxxx> Date: Thu, 14 Oct 2021 16:16:43 +0000--_004_CWLP265MB5635A284F9CD4E103B35BB1ABAB89CWLP265MB5635GBRP_ Content-Type: multipart/alternative; boundary="_000_CWLP265MB5635A284F9CD4E103B35BB1ABAB89CWLP265MB5635GBRP_" --_000_CWLP265MB5635A284F9CD4E103B35BB1ABAB89CWLP265MB5635GBRP_ Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: quoted-printable Dear all, We would like to advertise this PhD studentship on dichotic testing and rem= ediation in children with listening difficulties at the University of Manch= ester, UK. Deadline for applications is 12 November 2021. You can find out = more under this link (https://www.findaphd.com/phds/project/mrc-dtp-dichoti= c-testing-and-remediation/?p128965) or read the info below. Please share wi= dely among potentially interested students Thank you Best wishes, Antje *************************************************************************8 Dichotic testing and remediation Dr Antje Heinrich, Prof Harvey Dillon, Prof K Munro Application Deadline: 12 November 2021 Details Dichotic perception refers to the perceptions that occur when different sou= nds are presented to each ear. Dichotic testing is almost universally perfo= rmed on children being assessed for reported listening difficulties, and th= ese children very often score outside the normal range on dichotic tests. C= hildren with low dichotic test scores also often have below-average attenti= on and/or memory abilities. Very little is known, however, about WHY these = children so often fall outside the normal range of dichotic scores. Trainin= g on dichotic perception is increasingly being offered clinically, and freq= uently improves dichotic test scores. Again, however, virtually nothing is = known about the effects of training on perceptual mechanisms (e.g. interhem= ispheric transfer of signals, or segregation of simultaneously present soun= ds), real life listening ability, or on the attention and memory skills nee= ded to perform well on the clinical dichotic tests. There is, consequently,= a gulf between clinical practice and evidence, with clinical practice bein= g based on largely untested assumptions about the nature of dichotic percep= tion, in each of testing, remediation, and real life listening situations. = This project addresses that gulf in evidence by identifying the underlying = reasons for poor scores on dichotic tests and the impact that training has = on these underlying abilities. Amongst other methods, the research will tak= e advantage of, a little-used concept in dichotic tests, in which single so= unds are presented to each ear, and the performance measure is the inter-ea= r level difference needed for the stimulus in one ear to just mask the iden= tity of the stimulus in the other ear. The use of single words or nonsense = syllables as target items greatly reduces the impact of working memory on t= est scores. Performance on this test will be compared to conventional dicho= tic test performance, and to cognitive abilities thought to affect dichotic= test performance. Measures of real-life speech perception will also be obt= ained. Children will be randomly assigned to receive training on just one o= f the potential underlying areas of deficit. After training, performance on= the complete battery will be remeasured. This design will, for the first t= ime, enable cause and effect relationships to be established between these = abilities that are already known to be associated. The results will have st= rong implications for clinical practice. https://www.research.manchester.ac.uk/portal/antje.heinrich.html<https://ww= w.findaphd.com/common/clickCount.aspx?theid=3D128965&type=3D199&DID=3D1020&= url=3Dhttps%3a%2f%2fwww.research.manchester.ac.uk%2fportal%2fantje.heinrich= .html> https://www.research.manchester.ac.uk/portal/harvey.dillon.html<https://www= .findaphd.com/common/clickCount.aspx?theid=3D128965&type=3D199&DID=3D1020&u= rl=3Dhttps%3a%2f%2fwww.research.manchester.ac.uk%2fportal%2fharvey.dillon.h= tml> https://www.research.manchester.ac.uk/portal/kevin.j.munro.html<https://www= .findaphd.com/common/clickCount.aspx?theid=3D128965&type=3D199&DID=3D1020&u= rl=3Dhttps%3a%2f%2fwww.research.manchester.ac.uk%2fportal%2fkevin.j.munro.h= tml> Entry Requirements Applicants must have obtained or be about to obtain a First or Upper Second= class UK honours degree, or the equivalent qualifications gained outside t= he UK, in an appropriate area of science, engineering or technology. How to Apply To be considered for this project you MUST submit a formal online applicati= on form - full details on how to apply can be found on the MRC Doctoral Tra= ining Partnership (DTP) website www.manchester.ac.uk/mrcdtpstudentships<htt= ps://www.findaphd.com/common/clickCount.aspx?theid=3D128965&type=3D199&DID= =3D1020&url=3Dhttp%3a%2f%2fwww.manchester.ac.uk%2fmrcdtpstudentships> Applicants interested in this project should make direct contact with the P= rimary Supervisor to arrange to discuss the project further as soon as poss= ible. Equality, Diversity and Inclusion Equality, diversity and inclusion is fundamental to the success of The Univ= ersity of Manchester, and is at the heart of all of our activities. The ful= l Equality, diversity and inclusion statement can be found on the website h= ttps://www.bmh.manchester.ac.uk/study/research/apply/equality-diversity-inc= lusion/<https://www.findaphd.com/common/clickCount.aspx?theid=3D128965&type= =3D199&DID=3D1020&url=3Dhttps%3a%2f%2fwww.bmh.manchester.ac.uk%2fstudy%2fre= search%2fapply%2fequality-diversity-inclusion%2f> Funding Notes Funding will cover UK tuition fee and stipend only. The University of Manch= ester aims to support the most outstanding applicants from outside the UK. = We are able to offer a limited number of scholarships that will enable full= studentships to be awarded to international applicants. These full student= ships will only be awarded to exceptional quality candidates, due to the co= mpetitive nature of this scheme. References Cameron S, Dillon H, (March, 2020). Are "dichotic" deficits uniquely dichot= ic? Investigating dichotic performance with the Dichotic Digits difference = Test (DDdT) in a large clinical population of children referred for an audi= tory processing assessment. J Amer Acad Audiol 31(3): 233-242. Dillon H, Cameron S (June, 2021). Separating the causes of listening diffic= ulties in children. Ear & Hearing, 42(5): 1097-1108. doi: 10.1097/AUD. Moore DR, Whiston H, Lough M, Marsden A, Dillon H, Munro KJ and Stone MA. (= October, 2019). FreeHear: A new sound-field speech-in-babble hearing assess= ment tool. Trends in Hearing 23:1-12. DOI: 10.1177/2331216519872378. Heinrich, A. (2020). The role of cognition for speech-in-noise perception: = Considering individual listening strategies related to aging and hearing lo= ss. International Journal of Behavioral Development, 45 (5), 382-388. DOI: = 10.1177/0165025420914984 Henshaw, H., Heinrich, A., Tittle, A., Ferguson, M.A. (2021) Cogmed trainin= g does not generalize to real-world benefits for adult hearing aid users. R= esults of a blinded, active-controlled randomized trial. Ear and Hearing. Antje Heinrich, PhD | Senior Lecturer in Audiology | Manchester Centre for = Audiology and Deafness (ManCAD) | School of Health SciencesI Faculty of Bio= logy, Medicine and Health| University of Manchester I Manchester I M13 9= PL | https://www.research.manchester.ac.uk/portal/antje.heinrich.html | htt= ps://orcid.org/0000-0002-5940-622X [MicrosoftTeams-image (3)] --_000_CWLP265MB5635A284F9CD4E103B35BB1ABAB89CWLP265MB5635GBRP_ Content-Type: text/html; charset="us-ascii" Content-Transfer-Encoding: quoted-printable <html xmlns:v=3D"urn:schemas-microsoft-com:vml" xmlns:o=3D"urn:schemas-micr= osoft-com:office:office" xmlns:w=3D"urn:schemas-microsoft-com:office:word" = xmlns:x=3D"urn:schemas-microsoft-com:office:excel" xmlns:m=3D"http://schema= s.microsoft.com/office/2004/12/omml" xmlns=3D"http://www.w3.org/TR/REC-html= 40"> <head> <meta http-equiv=3D"Content-Type" content=3D"text/html; charset=3Dus-ascii"= > <meta name=3D"Generator" content=3D"Microsoft Word 15 (filtered medium)"> <!--[if !mso]><style>v\:* {behavior:url(#default#VML);} o\:* {behavior:url(#default#VML);} w\:* {behavior:url(#default#VML);} .shape {behavior:url(#default#VML);} </style><![endif]--><style><!-- /* Font Definitions */ @xxxxxxxx {font-family:"Cambria Math"; panose-1:2 4 5 3 5 4 6 3 2 4;} @xxxxxxxx {font-family:Calibri; panose-1:2 15 5 2 2 2 4 3 2 4;} /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {margin:0cm; margin-bottom:.0001pt; font-size:11.0pt; font-family:"Calibri",sans-serif; mso-fareast-language:EN-US;} h3 {mso-style-priority:9; mso-style-link:"Heading 3 Char"; mso-margin-top-alt:auto; margin-right:0cm; mso-margin-bottom-alt:auto; margin-left:0cm; font-size:13.5pt; font-family:"Times New Roman",serif; font-weight:bold;} a:link, span.MsoHyperlink {mso-style-priority:99; color:#0563C1; text-decoration:underline;} a:visited, span.MsoHyperlinkFollowed {mso-style-priority:99; color:#954F72; text-decoration:underline;} p {mso-style-priority:99; mso-margin-top-alt:auto; margin-right:0cm; mso-margin-bottom-alt:auto; margin-left:0cm; font-size:12.0pt; font-family:"Times New Roman",serif;} span.EmailStyle17 {mso-style-type:personal-compose; font-family:"Calibri",sans-serif; color:windowtext;} span.Heading3Char {mso-style-name:"Heading 3 Char"; mso-style-priority:9; mso-style-link:"Heading 3"; font-family:"Times New Roman",serif; mso-fareast-language:EN-GB; font-weight:bold;} span.apilabel {mso-style-name:api_label;} span.apiappdeadline {mso-style-name:api_appdeadline;} .MsoChpDefault {mso-style-type:export-only; font-family:"Calibri",sans-serif; mso-fareast-language:EN-US;} @xxxxxxxx WordSection1 {size:612.0pt 792.0pt; margin:72.0pt 72.0pt 72.0pt 72.0pt;} div.WordSection1 {page:WordSection1;} --></style><!--[if gte mso 9]><xml> <o:shapedefaults v:ext=3D"edit" spidmax=3D"1026" /> </xml><![endif]--><!--[if gte mso 9]><xml> <o:shapelayout v:ext=3D"edit"> <o:idmap v:ext=3D"edit" data=3D"1" /> </o:shapelayout></xml><![endif]--> </head> <body lang=3D"EN-GB" link=3D"#0563C1" vlink=3D"#954F72"> <div class=3D"WordSection1"> <p class=3D"MsoNormal">Dear all,<o:p></o:p></p> <p class=3D"MsoNormal"><o:p> </o:p></p> <p class=3D"MsoNormal">We would like to advertise this PhD studentship on d= ichotic testing and remediation in children with listening difficulties at = the University of Manchester, UK. Deadline for applications is 12 November = 2021. You can find out more under this link (<a href=3D"https://www.findaphd.com/phds/project/mrc-dtp-dichot= ic-testing-and-remediation/?p128965">https://www.findaphd.com/phds/project/= mrc-dtp-dichotic-testing-and-remediation/?p128965</a>) or read the info bel= ow. Please share widely among potentially interested students<o:p></o:p></p> <p class=3D"MsoNormal"><o:p> </o:p></p> <p class=3D"MsoNormal">Thank you<o:p></o:p></p> <p class=3D"MsoNormal"><o:p> </o:p></p> <p class=3D"MsoNormal">Best wishes,<o:p></o:p></p> <p class=3D"MsoNormal">Antje<o:p></o:p></p> <p class=3D"MsoNormal"><o:p> </o:p></p> <p class=3D"MsoNormal">****************************************************= *********************8<o:p></o:p></p> <p class=3D"MsoNormal"><o:p> </o:p></p> <p class=3D"MsoNormal"><b><span style=3D"font-size:14.0pt">Dichotic testing= and remediation<o:p></o:p></span></b></p> <p class=3D"MsoNormal">Dr Antje Heinrich, Prof Harvey Dillon, P= rof K Munro<o:p></o:p></p> <p class=3D"MsoNormal"><o:p> </o:p></p> <p class=3D"MsoNormal"><span class=3D"apiappdeadline"><b>Application Deadli= ne: 12 November 2021</b></span><b><o:p></o:p></b></p> <h3>Details<o:p></o:p></h3> <p>Dichotic perception refers to the perceptions that occur when different = sounds are presented to each ear. Dichotic testing is almost universally pe= rformed on children being assessed for reported listening difficulties, and= these children very often score outside the normal range on dichotic tests. Children with low dichotic tes= t scores also often have below-average attention and/or memory abilities. V= ery little is known, however, about WHY these children so often fall outsid= e the normal range of dichotic scores. Training on dichotic perception is increasingly being offered clinically, = and frequently improves dichotic test scores. Again, however, virtually not= hing is known about the effects of training on perceptual mechanisms (e.g. = interhemispheric transfer of signals, or segregation of simultaneously present sounds), real life listening abil= ity, or on the attention and memory skills needed to perform well on the cl= inical dichotic tests. There is, consequently, a gulf between clinical prac= tice and evidence, with clinical practice being based on largely untested assumptions about the nature of d= ichotic perception, in each of testing, remediation, and real life listenin= g situations. This project addresses that gulf in evidence by identifying t= he underlying reasons for poor scores on dichotic tests and the impact that training has on these underlying abi= lities. Amongst other methods, the research will take advantage of, a littl= e-used concept in dichotic tests, in which single sounds are presented to e= ach ear, and the performance measure is the inter-ear level difference needed for the stimulus in one ear to ju= st mask the identity of the stimulus in the other ear. The use of single wo= rds or nonsense syllables as target items greatly reduces the impact of wor= king memory on test scores. Performance on this test will be compared to conventional dichotic test performance, a= nd to cognitive abilities thought to affect dichotic test performance. Meas= ures of real-life speech perception will also be obtained. Children will be= randomly assigned to receive training on just one of the potential underlying areas of deficit. After training, = performance on the complete battery will be remeasured. This design will, f= or the first time, enable cause and effect relationships to be established = between these abilities that are already known to be associated. The results will have strong implications = for clinical practice. <o:p></o:p></p> <p><a href=3D"https://www.findaphd.com/common/clickCount.aspx?theid=3D12896= 5&type=3D199&DID=3D1020&url=3Dhttps%3a%2f%2fwww.research.manche= ster.ac.uk%2fportal%2fantje.heinrich.html" target=3D"_blank">https://www.re= search.manchester.ac.uk/portal/antje.heinrich.html</a><o:p></o:p></p> <p><a href=3D"https://www.findaphd.com/common/clickCount.aspx?theid=3D12896= 5&type=3D199&DID=3D1020&url=3Dhttps%3a%2f%2fwww.research.manche= ster.ac.uk%2fportal%2fharvey.dillon.html" target=3D"_blank">https://www.res= earch.manchester.ac.uk/portal/harvey.dillon.html</a><o:p></o:p></p> <p><a href=3D"https://www.findaphd.com/common/clickCount.aspx?theid=3D12896= 5&type=3D199&DID=3D1020&url=3Dhttps%3a%2f%2fwww.research.manche= ster.ac.uk%2fportal%2fkevin.j.munro.html" target=3D"_blank">https://www.res= earch.manchester.ac.uk/portal/kevin.j.munro.html</a> <o:p></o:p></p> <p><strong>Entry Requirements</strong><o:p></o:p></p> <p>Applicants must have obtained or be about to obtain a First or Upper Sec= ond class UK honours degree, or the equivalent qualifications gained outsid= e the UK, in an appropriate area of science, engineering or technology.<o:p= ></o:p></p> <p><strong>How to Apply</strong><o:p></o:p></p> <p>To be considered for this project you MUST submit a formal online applic= ation form - full details on how to apply can be found on the MRC Doctoral = Training Partnership (DTP) website <a href=3D"https://www.findaphd.com/common/clickCount.aspx?theid=3D128965&a= mp;type=3D199&DID=3D1020&url=3Dhttp%3a%2f%2fwww.manchester.ac.uk%2f= mrcdtpstudentships" target=3D"_blank"> www.manchester.ac.uk/mrcdtpstudentships</a> <o:p></o:p></p> <p>Applicants interested in this project should make direct contact with th= e Primary Supervisor to arrange to discuss the project further as soon as p= ossible.<o:p></o:p></p> <p><strong>Equality, Diversity and Inclusion </strong><o:p></o:p></p> <p>Equality, diversity and inclusion is fundamental to the success of The U= niversity of Manchester, and is at the heart of all of our activities. The = full Equality, diversity and inclusion statement can be found on the websit= e <a href=3D"https://www.findaphd.com/common/clickCount.aspx?theid=3D128965&a= mp;type=3D199&DID=3D1020&url=3Dhttps%3a%2f%2fwww.bmh.manchester.ac.= uk%2fstudy%2fresearch%2fapply%2fequality-diversity-inclusion%2f" target=3D"= _blank"> https://www.bmh.manchester.ac.uk/study/research/apply/equality-diversity-in= clusion/</a> <o:p></o:p></p> <h3>Funding Notes<o:p></o:p></h3> <p class=3D"MsoNormal">Funding will cover UK tuition fee and stipend only. = The University of Manchester aims to support the most outstanding applicant= s from outside the UK. We are able to offer a limited number of scholarship= s that will enable full studentships to be awarded to international applicants. These full studentships will on= ly be awarded to exceptional quality candidates, due to the competitive nat= ure of this scheme.<o:p></o:p></p> <h3>References<o:p></o:p></h3> <p class=3D"MsoNormal">Cameron S, Dillon H, (March, 2020). Are “dicho= tic” deficits uniquely dichotic? Investigating dichotic performance w= ith the Dichotic Digits difference Test (DDdT) in a large clinical populati= on of children referred for an auditory processing assessment. J Amer Acad Audiol 31(3): 233-242. <o:p></o:p></p> <p class=3D"MsoNormal">Dillon H, Cameron S (June, 2021). Separating the cau= ses of listening difficulties in children. Ear & Hearing, 42(5): 1097-1= 108. doi: 10.1097/AUD. <br> Moore DR, Whiston H, Lough M, Marsden A, Dillon H, Munro KJ and Stone MA. (= October, 2019). FreeHear: A new sound-field speech-in-babble hearing assess= ment tool. Trends in Hearing 23:1-12. DOI: 10.1177/2331216519872378. <o:p></o:p></p> <p class=3D"MsoNormal">Heinrich, A. (2020). The role of cognition for speec= h-in-noise perception: Considering individual listening strategies related = to aging and hearing loss. International Journal of Behavioral Development,= 45 (5), 382-388. DOI: 10.1177/0165025420914984 <br> Henshaw, H., Heinrich, A., Tittle, A., Ferguson, M.A. (2021) Cogmed trainin= g does not generalize to real-world benefits for adult hearing aid users. R= esults of a blinded, active-controlled randomized trial. Ear and Hearing.<o= :p></o:p></p> <p class=3D"MsoNormal"><o:p> </o:p></p> <p class=3D"MsoNormal"><o:p> </o:p></p> <p class=3D"MsoNormal"><o:p> </o:p></p> <p class=3D"MsoNormal"><o:p> </o:p></p> <p class=3D"MsoNormal"><span style=3D"font-size:10.0pt;font-family:"Ar= ial",sans-serif;mso-fareast-language:EN-GB">Antje Heinrich, PhD | Seni= or Lecturer in Audiology</span><span style=3D"font-size:7.5pt;font-family:&= quot;Arial",sans-serif;color:#7F7F7F;mso-fareast-language:EN-GB"> | </span><b><span style=3D"font-size:8.0pt;font-family:"Arial&qu= ot;,sans-serif;color:#404040;mso-fareast-language:EN-GB">Manchester Centre = for Audiology and Deafness (ManCAD)</span></b><b><span style=3D"font-size:1= 0.0pt;font-family:"Arial",sans-serif;color:#595959;mso-fareast-la= nguage:EN-GB"> </span></b><span style=3D"font-size:10.0pt;font-family:"Arial",sa= ns-serif;color:#595959;mso-fareast-language:EN-GB">| </span><span styl= e=3D"font-size:7.5pt;font-family:"Arial",sans-serif;color:#595959= ;mso-fareast-language:EN-GB">School of Health SciencesI Faculty of Biology, Medicine and Health| University of Manchester <b>I<= /b> Manchester <b>I </b>M13 9PL </span><span style=3D"font-size:10.0pt;font-family:"Arial",sans-s= erif;color:#7F7F7F;mso-fareast-language:EN-GB">|</span><span style=3D"font-= size:10.0pt;font-family:"Arial",sans-serif;color:black;mso-fareas= t-language:EN-GB"> </span><span style=3D"font-size:7.5pt;font-family:&= quot;Arial",sans-serif;color:black;mso-fareast-language:EN-GB"><a href= =3D"https://www.research.manchester.ac.uk/portal/antje.heinrich.html">https= ://www.research.manchester.ac.uk/portal/antje.heinrich.html</a> | </span><span style=3D"font-size:8.0pt;mso-fareast-language:EN-GB">https:= //orcid.org/0000-0002-5940-622X</span><span style=3D"font-size:8.0pt;font-f= amily:"Arial",sans-serif;color:black;mso-fareast-language:EN-GB">= <o:p></o:p></span></p> <p class=3D"MsoNormal"><span style=3D"mso-fareast-language:EN-GB"><o:p>&nbs= p;</o:p></span></p> <p 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