The influence of visual speech on lexical access in children

视觉言语对儿童词汇获取的影响

• 批准号: 10452727
• 负责人: TINA M GRIECO-CALUB
• 金额: $ 32.75万
• 依托单位: RUSH UNIVERSITY MEDICAL CENTER
• 依托单位国家: 美国
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-08-04 至 2025-07-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10452727
• 关键词: Address; Adult; Age; Auditory; Behavior; Bilateral; Child; Childhood; Cochlear Implants; Cognitive; Communication; Cueing for speech; Cues; Data; Development; Exposure to; Face; Future; Goals; Growth; Hearing; Intervention; Knowledge; Language; Language Delays; Language Development; Learning; Life; Lipreading; Measures; Modeling; Nature; Noise; Nursery Schools; Outcome; Partner Communications; Performance; Population; Process; Research; Risk; School-Age Population; Sensorineural Hearing Loss; Speech; Speech Delay; Speech Perception; Speed; Testing; Time; Training; Visual; Vocabulary; Work; audiovisual speech; auditory processing; comprehension skill; experience; experimental study; hearing impairment; holistic approach; improved; language comprehension; language outcome; language processing; lexical; lexical processing; multimodality; normal hearing; peer; preservation; public health relevance; real time model; recruit; response; skills; sound; speech accuracy; speech recognition; visual speech

Project Summary/Abstract: Speech is multimodal in nature: communication partners have access to both auditory and visual speech cues during face-to-face communication. In adults, access to visual speech cues are particularly critical for maintaining accurate speech recognition when the auditory components of speech are compromised by hearing loss, background noise, or sound distortion. In the absence of visual speech cues, poor auditory-only speech recognition has negative cascading effects on the ability to comprehend and learn from the speech input. Despite this evidence, there is an unresolved debate about whether visual speech cues facilitate speech recognition or disrupt the development of auditory skills in children with hearing loss. This debate is reflected in the variety of language intervention approaches that vary in their reliance on visual speech cues. The extent to which visual speech cues are critical to spoken language processing and development in children with hearing loss, however, has not been directly tested. As a first step at addressing this gap in knowledge, the objective of the proposed study is to examine the extent to which the addition of visual speech cues facilitates lexical processing in school-age children with or without hearing loss. Children who are expected to benefit the most from audiovisual speech are children with cochlear implants (CIs), who have permanent bilateral severe-to-profound sensorineural hearing loss. Children with CIs often have poor recognition of auditory-only speech due to limitations of the CIs to fully compensate for the loss of high fidelity auditory representations of speech. The proposed study will test the hypothesis that audiovisual speech facilitates lexical processing relative to auditory-only speech in children with CIs and that this improved processing has positive downstream benefits for language comprehension. Children who are ages 4 to 10 years who use CIs or who have normal hearing (NH) will be recruited. The age range was chosen because audiovisual speech perception matures over the first decade of life. The study will utilize existing validated measures of incremental lexical processing and language comprehension to test the hypothesis. Real-time lexical processing of auditory-only speech (Aim 1) and of audiovisual speech (Aim 2) will be characterized in children with CIs and children with NH. The effects of audiovisual speech on language comprehension skills will also be characterized in the same children (Aim 3). We will relate performance on lexical processing and language comprehension tasks. Theoretically, the results will support the creation of a comprehensive model of lexical processing with and without visual speech cues in school-age children with CIs and children with NH. This work has practical implications for spoken language interventions for children with CIs as well as children with less severe hearing loss, who may differentially utilize visual speech cues. In addition, the results will inform future studies of spoken language interventions that vary in their inclusion of visual speech cues.

项目摘要/摘要：语音本质上是多模态的：通信伙伴可以访问两种模式 面对面交流期间的听觉和视觉言语提示。在成年人中，获得视觉言语线索 当听觉成分 言语会因听力损失、背景噪音或声音失真而受到影响。在没有视觉效果的情况下 语音提示、糟糕的纯听觉语音识别会对以下能力产生负面连锁影响： 理解并从语音输入中学习。尽管有这些证据，但关于这一问题仍存在尚未解决的争论 视觉语音提示是否促进语音识别或破坏听觉技能的发展 有听力损失的儿童。这种争论反映在各种语言干预方法上 他们对视觉言语线索的依赖程度各不相同。视觉言语线索对口语的重要性程度 然而，听力损失儿童的语言处理和发育尚未得到直接测试。 作为解决这一知识差距的第一步，拟议研究的目的是检查 添加视觉言语线索在多大程度上促进学龄儿童的词汇处理 或没有听力损失。预计从视听演讲中受益最多的儿童是儿童 植入人工耳蜗 (CI) 且患有永久性双侧重度至极重度感音神经性听力损失的患者。 由于 CI 的局限性，患有 CI 的儿童通常对纯听觉言语的识别能力很差。 补偿语音高保真听觉表征的损失。拟议的研究将测试 假设视听语音相对于仅听觉语音有利于儿童的词汇处理 与 CI 的结合，这种改进的处理对语言理解具有积极的下游好处。 将招募使用 CI 或听力正常 (NH) 的 4 至 10 岁儿童。这 选择年龄范围是因为视听言语感知在生命的头十年内成熟。这 研究将利用现有的经过验证的增量词汇处理和语言理解措施 来检验假设。仅听觉语音（目标 1）和视听的实时词汇处理 言语（目标 2）将针对 CI 儿童和 NH 儿童进行表征。视听效果 语言理解能力的言语也将在同一儿童中进行表征（目标 3）。我们将 将词汇处理和语言理解任务的表现联系起来。理论上，结果会 支持创建具有或不具有视觉语音提示的词汇处理综合模型 患有 CI 的学龄儿童和患有 NH 的儿童。这项工作对口语具有实际意义 对患有 CI 的儿童以及听力损失较轻的儿童进行语言干预，他们可能 有区别地利用视觉言语线索。此外，研究结果将为未来的口语研究提供信息 不同的干预措施包含视觉言语线索。