Download Games Sounds ##TOP##

AudioJungle has one of the world's largest, high-quality collections of sound effects to make any project sound right. You'll find all kinds of button sounds, bells, clicks, dings and more in the interface sounds category. Perhaps it's a boom, whoosh or crash you're after to create instant drama in an action movie? You'll find all these in our transitions and movement category.

Note: You can click on any of the photos and spectrograms on this page to view and/or save the full image. Some sounds (in particular from mysticetes/baleen whales) are very low frequency, and you may need high-quality speakers to hear the recording.

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A spectrogram is a visual way to display sound. The frequency of the sound is labeled on the vertical or y-axis. Frequency is most often measured in hertz (Hz) or kilohertz (kHz). Time is shown along the bottom of the graph (the x-axis). Time here is measured in minutes and seconds, in the format mm:ss. The loudness of a sound can be seen by the color scale of the sound in the spectrogram, with lighter colors implying louder sounds.

Baleen whales generally make low-frequency (0-5kHz) sounds. These sounds are usually made in the context of mating, competition for food or territory, contact calling, or general social communication.

Summary: Toothed whales generally make high-frequency sounds (5-150 kHz). These sounds are usually made in the context of mating, competition for food or territory, contact calling, or general social communication.

Summary: Pinnipeds (seals, sea lions, and walruses) generally make a variety of sounds in the general range of 0-20 kHz. These sounds are usually made in the context of mating, competition for food or territory, contact calling, or general social communication.

If you cannot play these files, and your computer is otherwise set up to play musical sounds, you can use your favorite web search engine to locate a browser plug-in that works with these files. Search for the terms: "mp3 player browser" or "wav player browser"

During the baseline period, the participants were asked to relax in silence. At the end of the period a prerecorded female voice reminded them that the first stress test was about to begin. After the stress test, the female voice instructed the participants to relax and one of the four experimental sounds was presented. This switch between stress test and recovery was repeated three more times (see Figure 1).

where y is baseline corrected SCL, x is time (in seconds) and b1, b2 and b3 are constants. Figure 4 shows the fitted functions for the four experimental sounds. The fit, R2, for the nature sound, low noise and ambient noise was > 0.99, it was slightly lower for the high noise, R2 = 0.96. RMS-error for the nature, high noise, ambient and low noise sound was 0.0088, 0.017, 0.0090 and 0.0097 S, respectively. The half life recovery was calculated using Equation 1, by solving for x at the point where SCL had been reduced by half, compared with its value at x = 0 (see dotted line in Figure 4). The high noise had the longest half life of 159.8 s, the half life of the other three were 121.3 s for ambient noise, low noise 111.4 s and nature sound 101.3 s. Reliable statistical testing of individual half life values was not possible, since the estimated constants in several cases generated complex numbers, that resulted in missing data when half life values were calculated.

Skin conductance level (SCL) as a function of time, shown separately for the four sounds. Curves were fitted to the group data. Constants of Equation 1 and half life value (x) are indicated in each diagram.

The present results suggest that recovery from sympathetic arousal is affected by type of sound (nature sound versus noise). Recovery was faster during the nature sound (50 dBA) compared with the noises, including the low noise (50 dBA) and the ambient noise (40 dBA). The mechanisms behind the faster recovery could be related to positive emotions (pleasantness), evoked by the nature sound as suggested by previous research using non audio film stimuli [9]. Other perceptual attributes may also influence recovery. The Ambient noise was perceived as less familiar than the other sounds (Figure 2), presumably because it contained no identifiable sources. One may speculate that this lack of information might have caused an increased mental activity and thereby an increased SCL, compared with the nature sound (cf. [28]). An effect of sound pressure level can be seen in the difference between high and low noise, this difference is in line with previous psychoacoustic research [12] and is not a surprising considering the large difference (30 dBA) in sound pressure level.

Use this free program on your computer, tablet, or phone. This app features clear pronunciation of the sounds of the phonograms (letters and letter combinations). Hear all 72 of the basic phonograms as taught in All About Reading and All About Spelling.

Your student can learn directly from the program. Give him several phonograms to learn at a time. After he has clicked on each phonogram several times, he will have a good idea of the sounds. Then he can test himself by hovering the mouse over the phonogram, saying the sound(s) aloud, and clicking to hear the audio. He will have instant feedback, and instant feedback means faster learning.

Make sure your speakers are on and that the volume is turned up. Test your system sound by playing a YouTube video or something else you know has sound. If your system sound is working, but you can't hear the app sounds, please contact us at support@allaboutlearningpress.com for assistance.

Great observation! The Phonogram Sounds app covers the "basic phonograms" that are used in the majority of English words. There are additional sounds and advanced phonograms that are taught in the final levels of All About Reading and All About Spelling. These are used in only a small percentage of words, and we don't want to confuse students who are in the earlier stages of learning to read. For example, we don't have younger students learn phonogram GU because beginning readers would be confused by more common words like gum and gulf. Students in the upper levels of All About Reading and All About Spelling are ready for these more advanced sounds and phonograms.

Some sounds, like /r/, are difficult to capture on audio. Without a vowel sound before or after, they are unintelligible. We recommend that parents work with their children to ensure that the child is saying the sounds correctly. If the child is having any difficulty, you may want to demonstrate the sound in person.

The sounds form an open source library, to be used by anyone to listen to and create from. Selected artists will be responding to the sounds that are gathered, creating music, audio, artwork or something else incredible, to be presented at Timber Festival 2021.

Attention restoration theory (ART) posits that stimuli found in nature may restore directed attention functioning by reducing demands on the endogenous attention system. In the present experiment, we assessed whether nature-related cognitive benefits extended to auditory presentations of nature, a topic that has been understudied. To assess directed attention, we created a composite measure consisting of a backward digit span task and a dual n-back task. Participants completed these cognitive measures and an affective questionnaire before and after listening to and aesthetically judging either natural or urban soundscapes (between-participants). Relative to participants who were exposed to urban soundscapes, we observed significant improvements in cognitive performance for individuals exposed to nature. Urban soundscapes did not systematically affect performance either adversely or beneficially. Natural sounds did not differentially change positive or negative affect, despite these sounds being aesthetically preferred to urban sounds. These results provide initial evidence that brief experiences with natural sounds can improve directed attention functioning in a single experimental session.

Beyond ART, two broad research findings support potential cognitive benefits from experiencing nature sounds. First, prior studies have demonstrated widespread associations between noise levels and health. Noise pollution (e.g., urban environmental noises with sustained, high-amplitudes) has been associated with greater amounts of reported stress and distraction (e.g., de Paiva Vianna, Cardoso, & Rodrigues, 2015), which can lead to chronic learning and attention problems (see Hammer, Swinburn, & Neitzel, 2014). Thus, natural sounds may improve aspects of cognition relative to urban sounds because these two classes of sounds generally differ with respect to their amplitude in the real world (see McDonald et al., 1995), with nature sounds being thought to provide a quiet respite from urban environments (Mace, Bell, & Loomis, 2004). In this kind of framework, however, nature sounds may not confer any cognitive benefits relative to urban sounds when presented at the same amplitude.

A second reason why natural sounds may improve cognitive functioning is captured by stress reduction theory (SRT; Ulrich, 1983). SRT asserts that the aesthetic and affective value of experiences with nature can lower stress levels, which may in turn benefit cognitive performance. In support of SRT, natural sounds have been shown to reduce physiological symptoms of stress and improve affect (e.g., Alvarsson, Wiens, & Nilsson, 2010; Benfield, Taff, Newman, & Smyth, 2014; Ulrich et al., 1991), and, moreover, certain classes of natural sounds (birdsong) are perceived to both lower stress and restore attention (e.g., Ratcliffe, Gatersleben, & Sowden, 2013). Thus, nature-related benefits to cognitive functioning are compatible with both ART and SRT, though under SRT one would expect cognitive benefits to be a consequence of affective changes.

The present experiment provides a more direct test of whether randomly assigning participants to hear nature versus urban soundscapes improves the functioning of directed attention. In line with previous work from the visual domain (e.g., Berman et al., 2008; Berto, 2005; Bourrier, Berman, & Enns, 2018), the primary hypothesis was that brief experiences with nature sounds, relative to urban sounds, will result in performance improvements on cognitive tasks requiring directed attention. 17dc91bb1f