Literaturnachweis - Detailanzeige
| Autor/inn/en | Megnin-Viggars, Odette; Goswami, Usha |
|---|---|
| Titel | Audiovisual Perception of Noise Vocoded Speech in Dyslexic and Non-Dyslexic Adults: The Role of Low-Frequency Visual Modulations |
| Quelle | In: Brain and Language, 124 (2013) 2, S.165-173 (9 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0093-934X |
| DOI | 10.1016/j.bandl.2012.12.002 |
| Schlagwörter | Phonology; Cues; Visual Perception; Speech; Adults; Dyslexia; Visual Stimuli; Statistical Analysis; Intonation; Spatial Ability; Acoustics; Task Analysis; Brain Hemisphere Functions |
| Abstract | Visual speech inputs can enhance auditory speech information, particularly in noisy or degraded conditions. The natural statistics of audiovisual speech highlight the temporal correspondence between visual and auditory prosody, with lip, jaw, cheek and head movements conveying information about the speech envelope. Low-frequency spatial and temporal modulations in the 2-7 Hz range are of particular importance. Dyslexic individuals have specific problems in perceiving speech envelope cues. In the current study, we used an audiovisual noise-vocoded speech task to investigate the contribution of low-frequency visual information to intelligibility of 4-channel and 16-channel noise vocoded speech in participants with and without dyslexia. For the 4-channel speech, noise vocoding preserves amplitude information that is entirely congruent with dynamic visual information. All participants were significantly more accurate with 4-channel speech when visual information was present, even when this information was purely spatio-temporal (pixelated stimuli changing in luminance). Possible underlying mechanisms are discussed. (Contains 2 tables and 4 figures.) (As Provided). |
| Anmerkungen | Elsevier. 3251 Riverport Lane, Maryland Heights, MO 63043. Tel: 800-325-4177; Tel: 314-447-8000; Fax: 314-447-8033; e-mail: JournalCustomerService-usa@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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