Dancer J, Ventry I M, Hill W
J Speech Hear Disord. 1976 Aug;41(3):315-24. doi: 10.1044/jshd.4103.315.
The effects of three instructional sets (conventional Carhart-Jerger, strict, and lax) and of two stimulus presentation methods (continuous tones, pulsed tones) on pure-tone thresholds and false-alarm responses were determined for 20 male subjects. False alarms were tallied during hearing measurement periods and during 30-second time-out periods totaling nine minutes of time-out per subject. Results showed that 50% of the subjects made false-alarm responses to some extent at 250, 1000, and 4000 Hz. Instructions and stimulus mode, along with frequency, affected the number of false alarms, but thresholds under the experimental conditions were unchanged. It is suggested that a method for assessing and controlling false alarms is an important clinical consideration.
针对20名男性受试者，确定了三种教学集（传统的卡哈特 - 杰格尔法、严格法和宽松法）以及两种刺激呈现方法（连续音、脉冲音）对纯音阈值和误报反应的影响。在听力测量期间以及每个受试者总计9分钟的30秒超时期间统计误报情况。结果显示，50%的受试者在250、1000和4000赫兹时在某种程度上做出了误报反应。指令、刺激模式以及频率会影响误报的数量，但实验条件下的阈值没有变化。建议评估和控制误报的方法是一项重要的临床考量。
