Literaturnachweis - Detailanzeige
| Autor/inn/en | Zekveld, Adriana A.; Rudner, Mary; Johnsrude, Ingrid S.; Heslenfeld, Dirk J.; Ronnberg, Jerker |
|---|---|
| Titel | Behavioral and fMRI Evidence that Cognitive Ability Modulates the Effect of Semantic Context on Speech Intelligibility |
| Quelle | In: Brain and Language, 122 (2012) 2, S.103-113 (11 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0093-934X |
| DOI | 10.1016/j.bandl.2012.05.006 |
| Schlagwörter | Evidence; Sentences; Cues; Cued Speech; Semantics; Individual Differences; Auditory Perception; Short Term Memory; Cognitive Ability; Brain Hemisphere Functions; Acoustics; Verbal Communication; Correlation; Language Processing |
| Abstract | Text cues facilitate the perception of spoken sentences to which they are semantically related (Zekveld, Rudner, et al., 2011). In this study, semantically related and unrelated cues preceding sentences evoked more activation in middle temporal gyrus (MTG) and inferior frontal gyrus (IFG) than nonword cues, regardless of acoustic quality (speech in noise or speech in quiet). Larger verbal working memory (WM) capacity (reading span) was associated with greater intelligibility benefit obtained from related cues, with less speech-related activation in the left superior temporal gyrus and left anterior IFG, and with more activation in right medial frontal cortex for related versus unrelated cues. Better ability to comprehend masked text was associated with greater ability to disregard unrelated cues, and with more activation in left angular gyrus (AG). We conclude that individual differences in cognitive abilities are related to activation in a speech-sensitive network including left MTG, IFG and AG during cued speech perception. (Contains 5 figures and 4 tables.) (As Provided). |
| Anmerkungen | Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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