Handbook of Clinical Audiology 7th-Jack Katz

[jupiter1943]

Dedication
The Seventh Edition of the Handbook of Clinical Audiology is Dedicated to Raymond Carhart (192?–1975), who is recognized as the “Father of Audiology.” He talked about the shared responsibility of the clinician and the hearing scientists (both of whom he considered as audiologists) to learn about the hearing process and develop ways to help persons living with hearing loss.

题词
第七版临床听力学献给听力学之父雷蒙德·卡哈特（192?–1975），他提到临床医生和听力科学家（他都认为是听力学家）的共同责任是了解听觉的过程并帮助听力损失者。

 
Foreword
前言

It is fitting that this book is dedicated to Dr. Raymond Carhart. He stated in a 1976 interview that he conceived of an audiologist “as someone who has a prime commitment to learning about hearing and its processes as well as a commitment to understanding and coping with its problems.” He talked about the shared responsibility of the clinician and the hearing scientists (both of whom he considered as audiologists) to learn about the hearing process and ways to help the persons with hearing impairment. The seventh edition of Handbook of Clinical Audiology book strives to do that, as have the previous editions.
这本书献给雷蒙德·卡哈特博士是合适的。在1976年的一次采访中，他认为听力学家是“作为一个致力于学习听觉及其过程以及致力于理解和解决其问题的人。” 他谈到了临床医生和听力科学家（他认为他们都是听力学家）的共同责任，即了解听觉过程和如何帮助听障人士。第七版《临床听力学》力图做到这一点，前几版也是如此。

Carhart has been referred to as the “Father of Audiology”—or sometimes the “Grandfather of Audiology.” Perhaps it would be most appropriate to call him the “Grand Father of Audiology.”
卡哈特被称作“听力学之父”，有时也被称为“听力学祖师爷”。或许最合适的称呼为“伟大的听力学之父”。

Although he came to the field somewhat indirectly, his contributions were enormous.
虽然他是间接来到这个领域的，但他的贡献是巨大的。

Dr. Carhart was born in Mexico City. He received his Bachelor’s degree from Dakota Wesleyan University in 1932 in speech pathology and psychology; his Master’s and Ph.D. degrees from Northwestern in 1934 and 1936, respectively, in Speech Pathology, Experimental Phonetics, and Psychology. He was an instructor in speech reeducation at Northwestern from 1936 to 1940 and then an assistant, and associate professor in 1943 in speech science.
卡哈特博士出生于墨西哥城。 他于1932年在达科他卫斯里昂大学获得言语病理学和心理学学士学位；1934年和1936年在西北大学分别获得言语病理学、实验语音学和心理学硕士和博士学位。1936年至1940年，他在西北大学担任言语再教育讲师，之后担任助理，1943年担任言语科学副教授。

Although Carhart initially worked in speech science, he was asked to replace C.C. Bunch following Bunch’s untimely death in June, 1942. Carhart then began to teach Bunch’s courses in hearing and became so interested in the problems that, as he said, “I’ve been working with them ever since.”
虽然卡哈特最初从事言语科学工作，但在1942年6月班奇早逝后，他被要求接替班奇。后来卡哈特开始教授班奇的听力课程，并对这些问题产生极大兴趣，正如他所说：“从那以后，我一直在研究这些问题。”

In 1943, Carhart joined the Medical Administrative Corps, US Army, as a captain, he was assigned to DeShon Hospital in Butler, Pennsylvania as Director of the Acoustic Clinic and as Acoustic Physicist where he was asked to develop a program for veterans who had lost their hearing during the war. In that capacity he contacted the scientists at the Psycho-Acoustic Laboratory (PAL) at Harvard, who, among other things, had come up with word lists that might be used in evaluating a person’s ability to understand speech. He also developed a fairly comprehensive rehabilitation program that involved selecting and fitting hearing aids (which were not so complex or elaborate as they are today), and teaching the soldiers and veterans how to use them.
1943年，卡哈特加入了美国陆军医疗队，担任上尉，他被分配到宾夕法尼亚州巴特勒的德森医院，担任声学诊所主任和声学物理学家，在那里他被要求为战争中失去听力的退伍军人制定方案。在此期间，他联系了哈佛大学心理-声学实验室（PAL）的科学家们，这些科学家提出了可用于评价一个人言语理解能力的词汇表。他还制定了一个相当全面的康复方案，包括选择和佩戴助听器（这些助听器不像今天这么复杂和精致），并教导士兵和退伍军人如何使用它们。

When Carhart returned to Northwestern in 1946, he convinced the dean to establish an academic program in Audiology, which was the name that Dr. Norton Canfield chose for the department at DeShon. He became the first professor of Audiology at Northwestern.
当卡哈特1946年回到西北大学时，他说服院长建立了一个听力学学院课程，这是诺顿·坎尼尔德博士为德森大学的系选择的名字。卡哈特成为西北大学的首位听力学教授。

Carhart later said (in class if not in print) that sound— and especially speech—was comprised of many dimensions. Four of those dimensions were (1) sensitivity (how faintly can one hear); (2) clarity of sound (speech or otherwise) in quiet; (3) clarity in noise; and (4) tolerance (how loud can sound be without becoming a problem). Two of these dimensions (sensitivity and clarity), which were detailed by Carhart in a 1951 paper, became the basis of Plomp’s (1978) two-component model of hearing loss involving audibility and distortion. Carhart said there were many more dimensions to hearing, but those four should always be measured when fitting hearing aids and working with patients with hearing loss.
卡哈特后来说（在课堂上，如果没有印刷的话）声音—尤其是言语—由许多维度组成。其中四个维度是（1）灵敏度（一个人能听到多微弱的声音）；（2）安静时声音（语音或其他）的清晰度; （3）噪音清晰度; （4）耐受性（能听到多大声而没有引起不适）。其中两个维度（灵敏度和清晰度）是卡哈特在1951年的一篇论文中详述了的，成为包含清晰度和失真的Plomp听力损失模型基础。卡哈特曾经说过，听力还有很多维度，但在配备助听器和治疗听力损失患者时，这四个维度应该一直被测量。

Although Carhart worked as a speech scientist, a clinician (in speech and in hearing), a researcher in speech and especially in hearing, his primary contribution is probably as a teacher and educator. An educator can be described as one who conveys learning in which the knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training, or research, and that certainly describes Dr. Carhart.
虽然卡哈特是一名语言科学家、临床医生（言语和听力方面）、言语特别是听力方面的研究人员，但他的主要贡献大概是作为一名教师和教育工作者。教育工作者可以被描述为通过教学、培训或研究将一群人的知识、技能和习惯从一代传到下一代，这就是卡哈特博士。

In his capacity as an educator, Carhart directed some 35 dissertations, beginning in 1946 with a study by John Keys entitled “Comparative Threshold Acuity of Monaural and Binaural Hearing for Pure Tone and Speech as Exhibited by Normal and Hard of Hearing.” Although his primary interest was in speech and speech understanding, the dissertations he directed covered a range of hearing problems from difference limens, to effects of surgery and specific diseases on hearing, to auditory fatigue, loudness and many more topic areas. In addition, as an educator he taught some of the leaders in the field of audiology like James Jerger, Donald Dirks, Cornelius Goetzinger, Jack Willeford, and many more. Many of those went on to teach, and to educate other students in audiology programs at our most prestigious universities.
作为一名教育工作者，卡哈特指导了大约35篇论文，从1946年约翰·凯斯的一项研究开始，该研究的题目是“正常人和听力障碍患者单耳和双耳听力对纯音和言语的阈值敏感度的比较研究。”虽然他的主要兴趣在于言语和言语理解，但他所指导的论文涵盖了一系列听力问题，从差异阈值，到手术和特殊疾病对听力的影响，到听觉疲乏、响度等更多的领域。此外，作为一名教育家，他还教授出一些听力学领域的领军人物，如詹姆斯·杰格、唐纳德·德克斯、科尼利厄斯·戈特辛格、杰克·威尔福德等。他们中的许多人继续执教，并在我们最负盛名的大学的听力学课程中培育其他学生。

In 1949, he directed the dissertation of Miriam Pauls Hardy, who may have been the first female to graduate with a Ph.D. in audiology. Unlike some of the professors of the time, Dr. Carhart did not discriminate on the basis of gender. He believed that it was the mind—not the gender—that was important. He did, however, believe that one should do the work, not just talk the talk. He set an example in that one often found him in his office or laboratory in the evening and on weekends.
1949年，他指导了米里亚姆·保尔斯·哈代的论文，她可能是第一位获得听力学博士学位的女性。与当时的一些教授不同，卡哈特博士没有性别歧视。他认为重要的是思想，而不是性别。然而，他相信一个人应该做这项工作，而不是光说不练。他树立了一个榜样，人们经常晚上和周末在他的办公室或实验室里发现他。

His early research interests at Northwestern were in conductive hearing loss (the “Carhart notch,” which can be an indicator of possible otosclerosis was named for him), including a method of checking the accuracy of bone conduction measurements before there was an artificial mastoid, let alone an ANSI standard. He was interested in masking (forward, backward, and perceptual, which we now call informational masking), and did much to enhance our understanding of the way speech is processed by the damaged ear.
他在西北大学的早期研究兴趣是传导性听力损失（“卡哈切迹”，耳硬化症的一个指征，就是以他名字命名的），包括在人工乳突出现之前，检查骨传导测量准确性的方法，更不用说ANSI标准了。他对掩蔽感兴趣（向前、向后和知觉，我们现在称之为信息掩蔽），并做了很多工作来增加我们对受损耳处理语音方式的理解。

Before there were computers in our clinics and most academic research laboratories, he developed a key-sort system as a way of classifying audiograms so that one could better interpret the puretone audiogram.
在我们的诊所和大多数学术研究实验室有电脑之前，他开发了一种关键词分类系统，作为对听力图进行分类的一种方法，以便更好地解释纯音听力图。

Finally, Carhart believed that audiology was more than a clinical field and that the clinicians who practiced it should continue to explore and research the ways in which we hear and how to improve the lives of those who do not hear normally.
最后，卡哈特认为听力学不仅仅是一门临床学科，从事听力学的临床医生应该继续探索和研究我们的听觉通路，以及如何改善那些听障人士的生活。

Raymond Carhart died at his desk in October 1975, leaving behind a legacy to the academic discipline of audiology, the numerous leaders in the field of audiology whom he had educated, and the greater understanding of audiologic assessment and hearing aid rehabilitation for which he is known as the father—or Grand Father of Audiology.
雷蒙德·卡哈特于1975年10月在他的办公桌前去世，为听力学学科留下了宝贵的遗产，他培养了众多听力学领域的领军人物，并使人们对听力学评估和助听器康复有了更深入的了解，他因此被称为听力学之父。

We dedicate this seventh edition to Dr. Carhart, because like him the Handbook of Clinical Audiology has educated so many leaders of our field and has inspired countless audiologists throughout the world. This edition of the Handbook will provide a broad perspective of the field of audiology by nearly 100 contributing experts in the field. They offer their knowledge, wisdom, and enthusiasm to help another generation of audiologists to fulfill their mission.
我们将第七版献给卡哈特博士，因为像他一样，《临床听力学》也培养了我们这个领域的许多领军人物，并激励了全世界无数的听力学家。该手册的这一版本提供了一个广阔的视角，由听力学领域内近100位专家所撰稿。他们奉献了自己的知识、智慧和热情，以帮助新一代听力学家完成他们的使命。

 
Preface
序言

For more than 40 years, the Handbook of Clinical Audiology（HOCA）has maintained an important role in the education of graduate students in audiology, both in North America and throughout the world. It also serves as a useful reference for audiologists, otologists, and speech–language pathologists who wish to have a comprehensive and practical guide to the current practices in audiology.
40多年来，《临床听力学》（HOCA）一直在北美和世界各地的听力学研究生教育中发挥着重要作用。对于那些希望在当前听力学实践中有一个全面和实用指导的听力师、耳科医生和言语病理学家来说，它也是一个有用的参考。

Each edition of the HOCA has been an update of the previous one, but we have also striven to make the newest edition better than the one that came before. For this edition, there are four highly skilled and knowledgeable editors plus one senior editor. We have worked together to select highly qualified contributors on topics that are both core and current for students and professionals in audiology. Online case studies and references have been added to this edition to enable the reader to go beyond the basic scope of this book.
HOCA的每个版本都是上一个版本的更新，但是我们也努力使最新的版本比之前的版本更好。本版本有四位技术精湛、知识渊博的编辑和一名资深编辑。我们合作选择了高质量的撰稿人，他们的主题对于听力学的学生和专业人士来说既是核心又是通用的。本版本增加了在线案例研究和参考资料，使读者能够学到本书内容以外的知识。

THE FOREWORDS
前言

In the previous edition of the Handbook the foreword was written by Moe Bergman, a distinguished gentleman with many years of audiology behind him. Moe Bergman, Ed.D., was in the very first group of audiologists who began this discipline more than 70 years ago. Starting prior to World War II and for decades following, Dr. Bergman was a clinician, administrator, professor, researcher, and writer, and after he retired from Hunter College in New York City, he went to Israel to establish audiology as a profession there. He is considered as the Father of Audiology in Israel. For many years, Dr. Bergman has continued to be active as an advisor and an officer in international professional organizations. His clarity about the events and developments so many years ago (see Bergman, 2002) makes him a treasured link to our roots.
在上一版的“手册”中，前言是由莫·伯格曼撰写的，他是一位有着多年听力学经验的杰出绅士。莫·伯格曼博士是70多年前最早从事这门学科的听力学家之一。从第二次世界大战开始，此后的几十年，伯格曼博士是一名临床医生，行政人员，教授，研究员和作家，从纽约亨特学院退休后，他来到以色列，在那里建立了一个听力学专业。他被认为是以色列的听力学之父。多年来，伯格曼博士一直积极担任国际专业组织的顾问和官员。他对多年前的事件及其发展的清晰理解（参见Bergman，2002），使他成为我们互相了解的基础。

This edition is dedicated to Raymond Carhart, “The Father of Audiology.” We are delighted to have the book’s dedication and foreword discussing Dr. Carhart; written by Laura Ann Wilber a former student of his and a distinguished audiologist in her own right. Dr. Carhart was her dissertation advisor and she worked with him and Tom Tillman to develop what later became the NU-6 word recognition test. When Laura Wilber earned her Ph.D. there were few women who were educated at that level in audiology and many people felt that it was a male profession. So Dr. Carhart’s acceptance of her and clearing a path for her was especially important.
这个版本是献给“听力学之父”雷蒙德·卡哈特的。 我们很高兴这本书的题词和前言讨论了卡哈特博士，由他以前的学生劳拉·安·威尔伯执笔，也是一位杰出的听力学家。卡哈特博士是她的论文导师，她与他和汤姆·蒂尔曼合作开发了后来成为NU-6单词识别测试的程序。当劳拉·威尔伯获得博士学位时，那时候还很少有女性接受这种程度的听力学教育，很多人认为这是一个男性从事的职业。所以卡哈特博士对她的接纳并为她扫清道路就显得尤为珍贵。

It is worth noting that Laura Wilber has contributed to each edition of the Handbook since the first edition in 1972. She herself was honored by the editors of the HOCA in the previous edition by dedicating the book to her and to three other audiologists.
值得注意的是，自1972年第一版以来，劳拉·威尔伯对每一版都有贡献。在前一版中，HOCA的编辑们把这本书献给了她和其他三位听力学家，以此向她表示敬意。
SECTIONS, CHAPTERS, AND CONTRIBUTORS
部分、章节和撰稿人

The strength of HOCA has always been the knowledge and expertise of the contributors in the many aspects of audiology. They have both clinical and research credentials in the topics they write about and most are also professors who are proficient in communicating with students. Audiologists looking down the list of contributors will recognize familiar and highly respected colleagues. They have contributed much to the field in the past and now contribute again by providing important and readable materials for both colleagues and students. We have made every effort to provide up-to-date, accurate, and clinically applicable information.
HOCA的优势是有一批在听力学的许多领域有一定知识和专业技能的撰稿人。他们在所参写的主题中都有临床和研究方面的经历，而且大多数人还是擅长与学生交流的教授。从听力学家撰稿者名单上往下看，会认出熟悉的、受人尊敬的同僚。他们过去为这个领域做出了很多贡献，现在通过为同僚和学生提供重要且可读性强的材料再次做出贡献。我们已尽一切努力提供最新，准确和临床适用的信息。

Each of the four main editors of this book has a distinguished record of teaching, research, writing, and clinical work. Each one took responsibility for significant portions of the book. Linda Hood helped to edit the Sixth Edition and decided to go “another round.” Her chapters deal primarily with physiological methods for audiologic diagnosis. Marshall Chasin, our first Canadian editor, edited the chapters dealing with amplification and other technical aspects. Kim Tillery edited the chapters dealing with central auditory processing disorders and shared in the final editing of all chapters. Kristina English edited the basic chapters and those dealing with rehabilitation. Jack Katz reviewed all of the chapters and saw to the overall manuscript issues.
本书的四位主编都有着突出的教学，研究，写作和临床工作经历。每个人都对本书的重要部分负责。琳达·胡德曾帮助编辑了第六版并决定“再来一轮”。她的章节主要讨论听力诊断的生理学方法。我们的第一位加拿大编辑马歇尔·查辛，负责编辑有关扩音器和其他技术方面的章节。金·蒂勒里编辑了有关中枢听觉处理障碍的章节，并参与了所有章节的最终编辑。克里斯汀娜·英格利斯编辑了基本章节和有关康复的章节。杰克·凯茨审阅了所有的章节，并查看了手稿的所有问题。

The Handbook is divided into four sections. There are eight chapters dealing with Introduction, Basic Tests, and Principles. A chapter that summarizes diagnostic audiology and brings together the various contributions has been added in this edition. Other top-notch audiologists wrote on Puretone Air Conduction, Bone Conduction, and Speech Audiometry, as well as Masking and Case History.
手册分为四个部分。涉及引言、基本测试和原则的内容有八章。本版增加了一章，总结了诊断听力学，并汇集了各种成果。其他顶尖的听力学家写了关于纯音空气传导，骨传导，言语测听法，以及掩蔽和病史。

The second section is made up of 14 chapters dealing with Physiologic Principles and Measures. This section of the book includes auditory measures starting with the conductive mechanism up to the brain and vestibular measures that assess from the inner ear to the brain. Some chapters include specialty areas such as intraoperative monitoring and therapy for vestibular disorders. Some of the most pronounced advances in recent years have been made in these areas.
第二部分由14章组成，涉及生理学原理和方法。本书的这一部分包括从传导机制开始到大脑和前庭测量来达到对内耳到大脑的评估。一些章节包括特殊领域，如术中监测和前庭疾病的治疗。近年来在这些领域取得了一些特别显著的进展。

The third section is devoted to a wide variety of Special Populations. It contains 14 chapters beginning with Newborn Hearing Screening, Assessment of Hearing Loss in Children and Educational Audiology and ends with Hearing Loss in the Elderly, Tinnitus/Hyperacusis, and Tele-Audiology. Four chapters deal with Central Auditory Processing Disorders and Central Auditory Functions.
第三部分专门讨论各种特殊人群的研究。包含14章，从新生儿听力筛查、儿童听力损失评估和教育听力学开始，以老年人听力损失、耳鸣/听觉过敏和远程听力学结束。有四个章节涉及中枢听觉处理障碍和中枢听觉功能。

The final section, Management of Hearing Disorders, is made up of 10 chapters. Five of the chapters deal with hearing aids and cochlear implants, two focus on management, and two more are on Room Acoustics and Assistive Technologies as well as Building a Successful Audiologic Practice. In addition, for the first time we will have a chapter dealing with infection control in audiology practice that was written by A.U. Bankaitis. This important topic relates to all aspects of audiology that deal with clinical patients and/or research subjects.
最后一部分，听力障碍管理，由10章组成。其中五章涉及助听器和人工耳蜗植入，两个专注于管理，另外两个专注于室内声学和辅助技术以及建立成功的听力实践。此外，我们首次将有一章涉及讨论听力学实践中的感染控制，该章由班凯提斯撰写。这个重要话题涉及与听力学有关的临床患者和/或研究对象的所有方面。

Sadly, during the writing of the chapter on electrocochleography with Rosamaria Santarelli, contributor Edoardo Arslan passed away. He was both her co-author and mentor.
遗憾的是，在与罗莎玛丽亚·桑塔雷利合著有关耳蜗电图的章节时，撰稿者埃多·阿尔斯兰去世了。他既是她的合著者，也是她的导师。

NEW FEATURES
新特性

Six new chapters have been introduced in the seventh edition. They are Diagnostic Audiology, The Dizzy Patient and Vestibular Rehabilitation, Newborn Hearing Screening, Genetic Hearing Loss, Tele-Audiology, and Infection Control. At the close of every chapter is a new section called Food for Thought, which encourages readers to interact more deeply with the text.
第七版引入了六个新章节。它们是诊断听力学、眩晕患者和前庭康复、新生儿听力筛查、遗传性听力损失、远程听力学和感染控制。每一章的末尾都有一个新的章节叫做“引人深思的事情”，鼓励读者与内容进行更深入的互动。

The Point
Point公司

In this edition of this Handbook we have added supplemental materials (e.g., extended references and case studies) on thePoint companion website at http://thepoint.lww.com/Katz7e.
在本手册的这个版本中，我们在Point伙伴网站http://thepoint.lww.com/Katz7e 上添加了补充材料（例如，扩展参考资料和案例研究）。

TERMINOLOGY
术语

The following is an explanation of some of the spelling conventions used in the HOCA and briefly why we chose them. Further discussion may be found in Chapter 1.
以下是对HOCA中使用的一些拼写习惯的解释，并简要说明了我们选择它们的原因。进一步的讨论可以在第一章找到。

Compound Words
复合词

In clinical audiology, as well as in English generally, compound words (two words written as one) are common. Compound words are simplifications of words that are frequently used together. For example, brain and stem are combined in the term auditory brainstem response. When two words are frequently used together to express a certain meaning, in time, they may be connected by a hyphen and eventually joined together into a single word (base ball, base-ball, baseball).
在临床听力学，以及一般英语中，复合词（两个词合写为一个）是常见的。复合词是经常一起使用的词的简化。例如，大脑和脑干结合在一起称为听觉脑干反应。当两个词经常一起使用来表达某种意思时，经过一段时间后它们可能由连字符连接起来，到最后组合成一个单词（base ball, base-ball, baseball）。

PURETONE
纯音

The terms pure tone and pure-tone are constantly used in audiology with or without a hyphen. This has encouraged us to combine them into a compound word, puretone. By choosing a single word it eliminates the inconstancies that we see when they are used or misused with or without a hyphen.
有或者没有连字符的术语纯音（pure tone and pure-tone）在听力学中经常使用。这鼓励我们把它们组合成一个复合词，puretone。通过选择一个单词，它消除了当使用或误用带连字符或不带连字符时的多变情况。

SENSORY/NEURAL
感音/神经

On the one hand, while there is good reason to use puretone as a compound word, on the other hand, it would be beneficial for the term sensorineural to be separated into sensory or neural using a slash as we often use for “or” (i.e., sensory/ neural). This makes it clear that the test or result it did not distinguish sensory from neural. From the term sensorineural it is often not clear what is intended as many professionals assume that sensorineural means sensory. This problem has led to important confusions and errors that can be easily remedied by the use of sensory/neural if it is unclear which is indicated (e.g., with no air-bone gap for puretone thresholds we do not know if it is sensory, neural, or both). If the specific region is identified (e.g., present Otoacoustic Emissions but absent Middle Latency Response) we indicate that it was specifically neural or retrocochlear. If it is both we state “both sensory and neural” or just “sensory and neural.”
一方面，虽然有充分的理由将puretone用作复合词，但另一方面，将sensorineural（感音神经的）一词用斜杠分隔成sensory（感音的）或neural（神经的）一词将是有益的，因为我们经常用斜杠表示“或”（比如感觉/神经）。这清楚地表明测试或结果并没有区分感音和神经。从术语“感音神经”来看，通常不清楚它的用意，正如许多专业人士认为感音神经是指感音的。这个问题已经导致了严重的混淆和错误，如果不清楚是哪一种表现，可以使用感觉/神经来轻松纠正（例如，没有气骨间隙的气导阈值，我们不知道它是感音、神经还是两者都有）。如果确定了特定情况（例如，存在耳声发射，但没有中间潜伏期响应），我们就认为它具体是神经或耳蜗后区。如果两者兼而有之，我们会说“既感音又神经”，或者只是“感音和神经”。

EPILOGUE
后记

We are pleased that the Handbook of Clinical Audiology (HOCA) is used widely by audiologists around the world. Interestingly when the HOCA first came out in 1972, we were living in the Turkish Republic. There the word hoca means a religious leader or a revered teacher. While HOCA is certainly not a religious leader, we do hope it will be a revered teacher for the many students and colleagues that read this book.
我们很高兴《临床听力学》（HOCA）被世界各地的听力学家所使用。有趣的是，HOCA在1972年首次问世时，我们住在土耳其共和国。在那里，hoca这个词的意思是宗教领袖或受人尊敬的老师。虽然HOCA肯定不是宗教领袖，但我们确实希望它能成为读过这本书的许多学生和同僚尊敬的老师。

ACKNOWLEDGMENTS
致谢

We would like to thank the editors of Wolters Kluwer, especially Linda Francis and Meredith Brittain, not only for their fine editing of this book but also for advising us and keeping us to our deadlines. We would like to mention the following colleagues and other individuals who also helped us in many ways to make the Handbook as high quality a text and reference book that we could. They are Mark Chertoff, Robin Gashler, Jay Hall, Amy Lane, Larry Medwetsky, Marcello Peppi, Lynden Ronsh, and Natalie Turek. In addition, I appreciate the tremendous support from my family and would like to highlight those who made special contributions to the completion of this edition. They are Eric Kaseff, Lainie Kaseff, Mark Katz, and Miriam Kaseff. Another member of my family deserves very special mention. My wife Irma Laufer Katz has been heavily involved as reader, advisor, and organizer of most of my projects over the past 58 years. For the Handbook she was also the secretary who kept track of the 46 chapters as they came and went from authors to editors and back again in the various stages of completion. We must certainly mention the many authors who contributed their knowledge and skills to make this Handbook an important contribution to the education and practice of those in the field of Audiology. To all of them and, of course, to my fellow editors my thanks and gratitude.
我们要感谢威科的编辑们，特别是琳达·弗朗西斯和梅雷迪思·布里廷，不仅因为他们对本书进行了精心编辑，而且还为我们提供建议，使我们按时完成任务。我们想提及以下同事和其他个人，他们在很多方面帮助了我们，使“手册”成为高质量的文本和参考书。他们是马克·切尔托夫、罗宾·加什勒、杰伊·霍尔、艾米·莱恩、拉里·梅德韦茨基、马塞洛·佩皮、林登·隆什、娜塔莉·图雷克。此外，我衷心感谢家人给予我的大力支持，并想重点感谢那些为完成本版本做出特殊贡献的人。他们是埃里克·卡塞夫、莱尼·卡塞夫、马克·凯茨、米里亚姆·卡塞夫。我的另一位家庭成员值得特别提及。在过去的58年里，我的妻子埃尔玛·劳弗·凯茨作为读者、顾问和组织者积极参与了我的大部分项目。在本手册的编辑过程中，她也是秘书，记录了46章的来龙去脉，从作者到编辑，再到完成的各个阶段。我们必须要提到许多贡献了他们的知识和技能的作者，使这本手册在对听力学领域的教育和实践方面作出重要贡献。对他们所有人，当然还有我的编辑同事们，我表示感谢和感激。