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Alan Cummins Student No: 1165236 Course: PSY283 Lecturer: Dr. Garry Prentice
Abstract
This experiment seeks to determine whether inter-aural time differences and inter-aural level difference
have an affect on the location of sound. In addition this experiment seeks to determine if attentional
cues help in correct location of sound. Participants were placed inside a diamond of assistants who were
precisely positioned to test ITD and ILD as indicated in previous work by Strutt (1877). Familiar and
unfamiliar sounds in the form of names and rattles respectively were used to provide attentional cues to
the participants and aid them in correctly locating sounds. Fifteen participants took part in a repeated
measure within subjects designed experiment in order to test these hypotheses. The dependent variable
is that of the percentage of correct responses in determining sound location. The independent variable
was that of the use of familiar (names) versus unfamiliar (rattle) sounds. The experiment seeks to verify
that there will be a difference in the correct response of sound position for position 1 and 5 versus all
other positions. This builds on work by Bellamy (1993). It also seeks to verify that there will be a
difference in the correct response of sound position for familiar versus unfamiliar sounds, making use of
REFERENCE attentional cues. The experiment fails to maintain a consistent and obersevably different
set of sounds in order to correctly test the hypotheses suggested. It can be extended into determining
hat situational factors, in terms of attentional cues, may be used to either enhance or decrease the
Sound is produced in the form of vibrations, changes in pressure that are both cyclical and in waves.
These sound waves are collected by the outer ear, via the pinna (See Figure 1). The pinna has a unique
shape which allows the funnelling of sound down the ear canal to the eardrum.
Auditory Nerve
Cochlea
Ear Drum
Hammer
Anvil
Pinna (outer Ear)
Stirup
These sound vibrations cause the inner ear to vibrate and cause movement in the ossicles structure
which is made up of the hammer, anvil and stirrup. This movement cause waves in fluid in the cochlea,
these waves are sensed by the Basilar membrane and in turn cause the hair-cells of the Organ of Corti to
be stimulated and the vibrations are finally turned into nerve impulses which pass along the Auditory
nerve to the brain. Pure tones have a frequency and intensity which as Beaumont (1988) has discussed
can be extrapolated out to complex real sounds. Location of sound is calculated according to several
reverberation. Experimentation was carried out by Bellamy (1993) in order to test participants
capabilities of locating sound under varying directions. The main cues considered were that of inter-
aural time difference (ITD) and inter-aural level difference (ILD). ITD refers to the difference in time
between sound vibrations reaching one ear over the other. The coincidence detection model of Jeffress
(1948) is an accepted model for low-frequency sound localisation. Low frequency sound is best picked
up by ITD. ILD refers to the difference between frequencies between one ear and another when
listening to a sound. Both cues are incorporated into Rayleigh’s Duplex Theory, Strutt (1877), or the two
cue theory. This states that for low frequency tones ITD is used to locate sound while high frequency
tones are located by ILD. Sound detection and location is a psychological event with an interaction of
physical, biological and psychological factors as suggested by the signal detection theory. This
experiment builds on previous work by Bellamy (1993) and incorporating testing of ITD and ILD in
locating sound and uses attentional cues to determine if they aid in location of familiar sound. Attention
is used to focus on particular parts of the environment, namely sound and its location, in the case of this
experiment. The experiment seeks to use selected or focused attention to aid in sound location by use
of a familiar sound that of a participant’s name. This grabbing of the participant’s attention has been
investigated by Cherry (1953) with the use of a cocktail party effect. It was found that people paid more
attention to stimuli when it directly incorporated information personal to them. The experiment seeks
Alternate Hypothesis One: There will be a significant difference between the percentage correct
identification of noise position between positions 1 and 5 as compared to all other positions on
noisemakers, namely that there will be a reduction in correct identification of sound position when
identification of noise position across all available noisemaker positions when comparing the familiar
By testing the hypotheses put forward the experiment seeks to add further weight to that of the two
Materials:
• Data Collection sheet: To record the correct or incorrect response for each of familiar and
unfamiliar sounds
• Rattle: Simple rattle shakers were given to each assistant to make the unfamiliar sound.
• Instruction set: Script explaining how the experiment would be carried out.
• Order Sheet: Random assigned order sheet for each assistant to know when they should make a
sound.
• Seats: For the participant to sit on and the correctly arranged chairs for the assistants.
• Laboratory: As sound was being used, a quiet laboratory with no distractions was used.
• Blind-fold
• Chips: For random order assignment of participants and for those who would become assistants.
Participants:
The total sample size of fifteen participants was taken from Psychology Students from Dublin Business
School (n=15). There were a further eight participants who took part as assistants to the experimenter
and carried out the noisemaking duties. These were also randomly chosen from DBS psychology
students.
Design:
consisted of one group of participants who carried out an experiment listening to and detecting position
of a familiar sound, in the form of their name being called out and then a second experiment under the
same circumstances but with an unfamiliar sound used, in the form of a shaker rattle. The dependent
variable was the percentage correct identification of the sound position. The independent variable was
Procedure:
1. A group of 8 assistants, required to make sounds for other participants to detect, were
2. The experiment participants were randomly assigned an order in which to enter the experiment
3. Upon being assigned an order, each participant filled out a name sheet so that their name could
be used as the familiar sound. They were instructed that their name would only be used within
the experiment and would not be quoted during the subsequent publication and reporting of
results.
4. Instructions were read out as follows: “You will be blindfolded and led into the experiment room
and sat on a chair. Around you eight sounds will be made. Please point clearly in the direction
you think the sound is coming from. Then place your arms by your side and await the next
sound. Do not move your head at any time and keep looking forward. Once all eight sounds
have been made, you will be led back out of the experiment room and your blind-fold removed.
Please do not tell any of the other participants any details of your experiment. You will be
carrying out the experiment twice and will be instructed as to when your turn comes about.”
sound.
6. Each participant was blind-folded outside of the experiment room and then led into the
7. A prior agreed random order of position of sound to be made by experimenters was put into
process, with each experimenter in turn calling out the name of the participant.
8. Each experimenter in turn called out the name of the participant and awaited the participant’s
9. Once they had indicated the position and returned their hands to their side the next
experimenter briefly paused and then called out the familiar sound from their respective
position. This was carried out until all eight experimenters had called out the participant name
10. As the participant indicated the position of the sound an experimenter noted their correct or
incorrect response (1 or 0) on the data-collection sheet. There was a separate data sheet used
11. Once all eight positions had been covered the participant was given indication that the
experiment had ended and led back out of the experiment room.
12. This process was carried out twice for each participant having to carry out the experiment for
13. When carrying out the second part of the experiment with an unfamiliar sound the assistants
were given a rattle shaker with which to make the sound. All other parts of the process
experiment and asked to not discuss the experiment, procedures and instructions with any
other participants.
15. Once all participants had carried out the experiment the data collection sheets were tallied and
matched for each participant for their response to a familiar and an unfamiliar sound.
The number of correct detections of sound position were calculated as a percentage of the total number
of participants for each of the eight positions in the experiment. This calculation was carried out for
each position and for each sound, namely familiar and unfamiliar. The percentage results for each are
displayed in Figure 2.
90
80
70
60
50
93.3 100 100 93.3 86.7 93.3 100 93.3 100 100 93.3 86.7
40 80 86.7
73.3 73.3
30
20
10
0
n1 r1 n2 r2 n3 r3 n4 r4 n5 r5 n6 r6 n7 r7 n8 r8
Sound Type
n = Name
r = Rattle
Looking at these results positions 1 and 5 (See Figure 3) should have had a lower percentage correct
identification, however looking across all positions there is a minimal difference in the percentage
correct response. Looking more closely at positions 3 and 4 it should be noted that there was a lower
percentage correct response for these positions for the familiar sound than at position 1 and 5.
minor differences between them, again, only positions 3 and 4 having a large difference in correct
response.
The standard deviation gives some indication that there are differences in the spread of number of
correct answers with a greater variation in correct responses for unfamiliar sounds as indicated by a
A Wilcoxon test was carried out (See Figure 5) in order to make a comparison of the familiar versus
unfamiliar mean correct response and determine if a significant difference could be detected.
It was found that there was no support added to the Bellamy (1993) experiment. The first
hypothesis stated that there would be a significant difference in the correct location of sound between
positions one and five as compared to all other positions. This wished to add weight to ITD and ILD as
discussed in the two cue theory. It was expected that sound travelling directly in front or behind a
participant would reach both ears at the same time and in doing so make it difficult to pick up on the
location of the sound. Neither left nor right ear would be able to determine which had received stimulus
input first. The null hypothesis was not rejected and it was shown that there is no significant difference
in the number of correct responses at each of the eight positions as set up in the experiment. With
regard to the second hypothesis it was found that there was no significant difference between the
correct location of sound when comparing familiar versus unfamiliar sounds. This wished to make use
of attentional cues in the form of participant’s names to focus attention and increase the likelihood of
correctly location a sound. It was found that the null hypothesis could not be rejected.
Both hypotheses and the experiment carried out may have fallen foul of situational effects such as
interference from outside noise, sensitivity of the participant’s general hearing ability, the focus and
motivation of the participant and their expectations of carrying out such as experiment. It may have
been the case that the experiment was incorrectly setup with experimenters failing to take heed of
factors such as just-noticeable difference, difference threshold and absolute threshold for hearing.
These varying difference measurements require a base level of volume to be used in order to ensure
that a reasonable difference can be detected. This would be affected by the size of the room, the level
of noise made by the rattlers, the level of voice of each of the eight positions and ambient room noise.
In order to improve upon this experiment these factors need to be addressed. Familiar and unfamiliar
sounds could be pre-recorded and set to a base level as determined by a separate experiment into just-
of the participants may have caused the results to become distorted. As Foot and Sanford (2004)
suggests students and in particular psychology students are not true random participants in any
experiment if they are the only pool chosen from. The participants were aware of the expectations of
the experiment and may have lost or gained focus because of this prior knowledge. Also as participants
were randomly assigned as assistants in the experiment in order to generate familiar and unfamiliar
sounds it can be reasonably suggested that some participants had additional attentional cues in terms of
knowing the voice of assistants. This could increase the attentional focus of a participant’s brain to one
particular position from the eight sound locations chosen. Looking at position three and four there was a
large discrepancy in the number of correct responses as compared across the other six positions. This
could have been due to those assistant’s volume or accents. The choice of sounds made for both familiar
and unfamiliar sounds should also be investigated. Simple mispronunciation of a name would render it
as unfamiliar. Equally a rattle may not be considered as significantly unfamiliar as compared to a name.
Despite failing to reject the null hypotheses the experiment has merit in terms of extension into
further attentional studies. The experiment could be extended out to look at Dual task attention such as
detailed by Norman and Shallice (1986) and how it relates to location of sound. Mixture of sounds both
familiar and unfamiliar could be played for participants to determine the limits of attention under such
circumstances. The current experiment blindfolded the participants in order to avoid distraction and
ease of locating the sound. It may be useful to distract the participants with visual images in order to
determine if sound location is effected by such additional stimuli. The type of voice used in the
generation of the familiar sound could also be considered for investigation. It could be varied in terms of
volume, sex, emotional content to determine if sound location is aided. Driver and Spence (1998) have
already carried out work on determining how different modalities can positively and negatively affect
Bellamy, M.L. (1993), Hearing in the Dark. The Society for Neuroscience and the National Association of
Biology Teachers, The Society for Neuroscience and the National Association of Biology Teachers.
Cherry, E.C. (1953). Some experiments on the recognition of speech with one and two ears. Journal of
Driver, J., & Spence, C. (1998). Attention and the crossmodal construction of space. Trends in Cognitive
Sciences, 2, pp 254-262.
Foot, H., & Sanford, A. (2004). The use and abuse of student participants. The Psychologist, Vol 17, No. 5,
pp 256-259.
Jeffress, L.A. 1948. A Place Theory of Sound Localization. Journal of Comparative and Physiological
Norman, D.A., & Shallice, T. (1986). Attention to action: Willed and automatic control of behaviour. In
R.J. Davidson, G.E. Schwartz, & D. Shapiro (Eds), The design of everyday things. New York:
Doubleday.
8 2
7 A 3
6 4
Total correct
% Correct
Statistics
Names Rattles
N Valid 15 15
Missing 0 0
Mean 7.2000 7.3333
Std. Deviation .86189 1.04654
Figure 4 - Frequencies for Recored Correct Participant Responses
Test Statistics b
Rattles -
Names
Z -.686 a
As ymp. Sig. (2-tailed) .493
a. Based on negative ranks .
b. Wilcoxon Signed Ranks Test