# PWR-073 — Sound localisation: learner worksheet Release: Revision 7T · Full Tutorial Edition Estimated time: Estimated 29 min reading and worksheet pass Difficulty: Intermediate Equipment: Common household or practice equipment — An exact clip recipe for a helper using an audio editor: generate a 500 Hz sine tone lasting 500 ms with 20 ms fade-in and fade-out. Export three otherwise identical stereo files at 100% left L, equal left/right centre C and 100% right R. Duplicate them under neutral filenames to make folded Set A L,C,R,R,L,C,C,R,L,L,R,C,R,C,L,C,L,R and Set B R,L,C,C,R,L,L,C,R,R,C,L,C,L,R,L,R,C. Each set contains six of each direction; the learner never sees filenames or the folded key before answering.; The same correctly oriented headphones and playback device.; A locked comfortable level below the learner’s ordinary maximum.; Trial sheet and answer key. Space: Room-scale practice space Automated structural checklist: 10 of 10 structural checks present Evidence quality/context: G2; Detailed research depth Automated method-quality band: Comprehensive Method-rating basis: Structure coverage, instruction/check specificity, alternative distinctness, source troubleshooting, comparison depth and whether purpose/check fields are authored rather than derived. Editorial review: Pending manual editorial sign off ## Before you begin - [ ] I read the tutorial authority and stop conditions. - [ ] I have the required equipment/space or a declared accessible alternative. ## Canonical source context Spatial hearing can adapt, but it is a calibrated skill—not a universal sonar upgrade. The low-risk fixture uses headphone panning, not free-field sound localisation. The learner fixes device, headphones and level, faces forward, plays each clip once, answers left/centre/right before feedback and retests a novel random order. It must never be used for traffic, alarms or mobility. Channel-check and level-equalisation trials are kept separate from the scored panning set, and centre errors are analysed independently from left–right reversals. Target outcome: The learner completes two randomised stereo-clip sets and reports direction accuracy, confusion, confidence, replay and listening symptoms. ### Authority and setup conditions - Confirm left/right headphone orientation and equal channel function at low level. - Use a quiet seated room; keep the head facing forward. - Set one comfortable level and never raise it to solve an item. - Do not use the task for navigation, alarms, hearing diagnosis or unilateral hearing change. ### Required or supplied materials - An exact clip recipe for a helper using an audio editor: generate a 500 Hz sine tone lasting 500 ms with 20 ms fade-in and fade-out. Export three otherwise identical stereo files at 100% left L, equal left/right centre C and 100% right R. Duplicate them under neutral filenames to make folded Set A L,C,R,R,L,C,C,R,L,L,R,C,R,C,L,C,L,R and Set B R,L,C,C,R,L,L,C,R,R,C,L,C,L,R,L,R,C. Each set contains six of each direction; the learner never sees filenames or the folded key before answering. - The same correctly oriented headphones and playback device. - A locked comfortable level below the learner’s ordinary maximum. - Trial sheet and answer key. ## 1. Lock the audio chain Record device, app/file version, headphones, channel orientation and volume setting. Why: Direction in this task is created by the exact stereo chain. Success check: A repeat uses the same named chain. Accessible alternative: Complete the same research action — “Record device, app/file version, headphones, channel orientation and volume setting.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “A repeat uses the same named chain.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 2. Learn three anchors Play one obvious left, centre and right example at the locked level. Why: Anchor clips verify channels and response labels. Success check: All three anchors are identified comfortably. Accessible alternative: Complete “Play one obvious left, centre and right example at the locked level.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “All three anchors are identified comfortably.” Use captions for instructions but not for the auditory answer. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 3. Face forward and stay still Keep head centred during each clip and do not swap earcups. Why: Head movement is useful in real life but changes this panning fixture. Success check: Head and headphone orientation remain fixed. Accessible alternative: Complete “Keep head centred during each clip and do not swap earcups.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “Head and headphone orientation remain fixed.” Use larger response buttons, speech or switches; response speed is not scored. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 4. Play once Start one random clip and listen once unless the predeclared replay rule permits a second play. Why: Variable replay gives some items more evidence. Success check: Play count is recorded for every trial. Accessible alternative: A visible, captioned or haptic version of “Start one random clip and listen once unless the predeclared replay rule permits a second play.” can rehearse the response sequence, but it removes the declared auditory stimulus and is therefore a related activity, not an equivalent attempt at Sound localisation. To preserve the target, keep the authored sound and adapt only non-target access such as response input, instructions, breaks or support; retain this success check: “Play count is recorded for every trial.” Alternative relationship: Related alternative changes trained or measured target Learner notes: ________________________________________________________________________________ Completed: [ ] ## 5. Commit direction and confidence Answer left, centre or right and confidence before opening the key. Why: A committed choice reveals confusions and calibration. Success check: Answer precedes feedback. Accessible alternative: Complete “Answer left, centre or right and confidence before opening the key.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “Answer precedes feedback.” Use captions for instructions but not for the auditory answer. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 6. Classify the confusion Mark correct or the exact confusion pair, such as centre called left; lower level if discomfort appears rather than changing it mid-set. Why: Error type is more useful than one overall score. Success check: Every miss has a named pair and symptoms are recorded. Accessible alternative: Complete “Mark correct or the exact confusion pair, such as centre called left; lower level if discomfort appears rather than changing it mid-set.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “Every miss has a named pair and symptoms are recorded.” Use larger response buttons, speech or switches; response speed is not scored. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 7. Retest a new order After at least 48 hours, use unfamiliar clips or random order with the same panning values and level. Why: Novel order limits sequence memorisation. Success check: The retest contains no known order cue. Accessible alternative: Complete “After at least 48 hours, use unfamiliar clips or random order with the same panning values and level.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “The retest contains no known order cue.” Allow monaural participation only as a separately labelled research observation, not the same localisation task. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 8. Check for a channel imbalance Before the scored set, play the same centred anchor twice, once normally and once with the earcups reversed. If the perceived centre shifts with the hardware, stop and inspect the playback chain instead of training direction answers. Why: A loose cable, balance control or unequal transducer can create a persistent side bias that is not spatial learning. Success check: Both centred checks remain centred, or the audio chain is removed from use and the scored block does not begin. Accessible alternative: Complete “Before the scored set, play the same centred anchor twice, once normally and once with the earcups reversed. If the perceived centre shifts with the hardware, stop and inspect the playback chain instead of training direction answers.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “Both centred checks remain centred, or the audio chain is removed from use and the scored block does not begin.” Use captions for instructions but not for the auditory answer. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 9. Calculate direction-specific accuracy After the block, count left, centre and right trials separately and list every true-to-chosen confusion. Do not average away a centre bias with easy side trials. Why: A person can identify left and right while systematically assigning centre clips to one side. Success check: Each true direction has its own denominator, and the most frequent confusion is named before the next set. Accessible alternative: Complete “After the block, count left, centre and right trials separately and list every true-to-chosen confusion. Do not average away a centre bias with easy side trials.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “Each true direction has its own denominator, and the most frequent confusion is named before the next set.” Use larger response buttons, speech or switches; response speed is not scored. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## Reflection What changed? ________________________________________________________________________________ What remains difficult? ________________________________________________________________________________ What will I repeat, adapt, ask for help with, or stop? ________________________________________________________________________________ --- Completion of this worksheet demonstrates tutorial participation only. It does not establish capability, qualification, safety clearance, diagnosis, treatment or independent validation.