Audiovisual Integration in Children Listening to Spectrally Degraded Speech

Maidment, David W.; Kang, HiJee; Stewart, Harry E.; Amitay, Sygal

doi:10.1044/2014_jslhr-s-14-0044

Cited by 26 publications

(26 citation statements)

References 57 publications

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“…In the first year of life, they are sensitive to the natural correspondence between auditory and visual speech signals Meltzoff, 1982, 1984;Werker, 1999, 2003), are sensitive to McGurk illusions (Burnham and Dodd, 2004;Desjardins and Werker, 2004;Rosenblum et al, 1997), and use visual speech cues to help parse competing auditory speech signals (Hollich et al, 2005). And yet, measures of AV processing in children emphasize adult-child differences and protracted development well into adolescence (Maidment et al, 2015;Ross et al, 2011;Sekiyama and Burnham, 2008;Tremblay et al, 2007;Wightman et al, 2006). Children sometimes fail to show the same visual influence demonstrated by infants (McGurk and MacDonald, 1976;Rosenblum et al, 1997) or younger children (Jerger et al, 2009).…”

Section: Introductionmentioning

confidence: 99%

“…For instance, some measures of AV processing suggest that children integrate auditory and visual signals more than adults: children and adolescents judge auditory and visual stimuli as simultaneous across a larger range of asynchronies than adults (Lewkowicz and Flom, 2014;Pons et al, 2014;van Wassenhove et al, 2007) and are more susceptible to AV flash-beep illusions than adults (Innes-Brown et al, 2011;Tremblay et al, 2007). Other measures indicate that children integrate auditory and visual signals less than adults: children under 12 years of age are less susceptible to McGurk effects (Hockley and Polka, 1994;Sekiyama and Burnham, 2008) and demonstrate less AV benefit to speech identification/recognition than adults (e.g., Maidment et al, 2015;Ross et al, 2011;Wightman et al, 2006).…”

Section: Introductionmentioning

confidence: 99%

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Audiovisual speech perception development at varying levels of perceptual processing

Lalonde

Holt

2016

The Journal of the Acoustical Society of America

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This study used the auditory evaluation framework [Erber (1982). Auditory Training (Alexander Graham Bell Association, Washington, DC)] to characterize the influence of visual speech on audiovisual (AV) speech perception in adults and children at multiple levels of perceptual processing. Six- to eight-year-old children and adults completed auditory and AV speech perception tasks at three levels of perceptual processing (detection, discrimination, and recognition). The tasks differed in the level of perceptual processing required to complete them. Adults and children demonstrated visual speech influence at all levels of perceptual processing. Whereas children demonstrated the same visual speech influence at each level of perceptual processing, adults demonstrated greater visual speech influence on tasks requiring higher levels of perceptual processing. These results support previous research demonstrating multiple mechanisms of AV speech processing (general perceptual and speech-specific mechanisms) with independent maturational time courses. The results suggest that adults rely on both general perceptual mechanisms that apply to all levels of perceptual processing and speech-specific mechanisms that apply when making phonetic decisions and/or accessing the lexicon. Six- to eight-year-old children seem to rely only on general perceptual mechanisms across levels. As expected, developmental differences in AV benefit on this and other recognition tasks likely reflect immature speech-specific mechanisms and phonetic processing in children.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Audiovisual speech perception development at varying levels of perceptual processing

Lalonde

Holt

2016

The Journal of the Acoustical Society of America

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“…Visual information (e.g., visual speech cues) provides one of the main ways in which children with CIs or hearing aids (HAs) can access a spoken signal [20].…”

Section: Hearing Assistive Devices and Communication Technology For Cmentioning

confidence: 99%

Attitudes of Children with Hearing Loss towards Public Inclusive Education

Rosa

Angulo

2019

Education Sciences

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Background: This study raised the following problem: How reliable is the Inclusion for Children and Adolescents Questionnaire (ICAQ) when measuring the attitudes of students with hearing loss towards inclusive education (IE) in public schools in the Canary Islands? Methods: The sample consisted of 297 students from the province of Gran Canaria, and 137 students from the province of Tenerife, with an average age of 11 years old. An exploratory factor analysis determined the reliability and relevance of ICAQ. Results: The authors found four factors of students’ attitudes towards IE: Family involvement and use of technology, inclusion in the centre, communication with medical specialists, and assessment of the support technology. Conclusion: There were significant differences between the students with hearing loss in terms of the following factors: Inclusion in the centre and assessment of the support technology. The total score of students’ attitudes towards IE was high. This piece of research is very important for the governing body of any school administration, especially in relation to schools’ educational planning and IE.

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“…Research also shows that younger children do not benefit as much as adults from the addition of visual cues in noisy environments. Studies using noise-vocoded sentences [39] and low auditory signal-to-noise (SNR) ratios [31,40,41] have found that children do not fully utilize visual speech cues to enhance speech perception when the auditory signal is degraded.…”

Section: Introductionmentioning

confidence: 99%

Modeling the Development of Audiovisual Cue Integration in Speech Perception

et al. 2017

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Adult speech perception is generally enhanced when information is provided from multiple modalities. In contrast, infants do not appear to benefit from combining auditory and visual speech information early in development. This is true despite the fact that both modalities are important to speech comprehension even at early stages of language acquisition. How then do listeners learn how to process auditory and visual information as part of a unified signal? In the auditory domain, statistical learning processes provide an excellent mechanism for acquiring phonological categories. Is this also true for the more complex problem of acquiring audiovisual correspondences, which require the learner to integrate information from multiple modalities? In this paper, we present simulations using Gaussian mixture models (GMMs) that learn cue weights and combine cues on the basis of their distributional statistics. First, we simulate the developmental process of acquiring phonological categories from auditory and visual cues, asking whether simple statistical learning approaches are sufficient for learning multi-modal representations. Second, we use this time course information to explain audiovisual speech perception in adult perceivers, including cases where auditory and visual input are mismatched. Overall, we find that domain-general statistical learning techniques allow us to model the developmental trajectory of audiovisual cue integration in speech, and in turn, allow us to better understand the mechanisms that give rise to unified percepts based on multiple cues.

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Audiovisual Integration in Children Listening to Spectrally Degraded Speech

Cited by 26 publications

References 57 publications

Audiovisual speech perception development at varying levels of perceptual processing

Audiovisual speech perception development at varying levels of perceptual processing

Attitudes of Children with Hearing Loss towards Public Inclusive Education

Modeling the Development of Audiovisual Cue Integration in Speech Perception

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