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：演讲本质上是多模式的：通信合作伙伴可以访问两者 面对面交流中的听觉和视觉语音提示。在成年人中，获得视觉语音线索 对于保持准确的语音识别尤为关键，因为当 语音会受到听力损失、背景噪声或声音失真的影响。在缺乏视觉的情况下 语音提示，糟糕的纯听觉语音识别对能力有负面的级联效应 理解并从语音输入中学习。尽管有这些证据，但关于 无论视觉语音提示是促进语音识别还是干扰听觉技能的发展 听力受损的儿童。这场争论反映在各种语言干预方法上， 他们对视觉语音提示的依赖程度各不相同。视觉语音提示对口语的关键程度 然而，听力损失儿童的语言处理和发展还没有得到直接测试。 作为解决这一知识差距的第一步，拟议研究的目标是审查 视觉言语线索的增加在多大程度上促进了学龄儿童的词汇加工 或者没有听力损失。预计从视听演讲中受益最大的是儿童 患有永久性双侧重度至重度感音神经性听力损失的人工耳蜗者。 由于认知障碍的局限性，智力障碍儿童通常对纯听觉语言的识别能力较差。 弥补语音的高保真听觉表示的损失。拟议的研究将测试 儿童视听言语相对听觉言语促进词汇加工的假说 这种改进的处理对语言理解有积极的下游好处。 4至10岁使用CI或听力正常(NH)的儿童将被招募。这个 之所以选择年龄范围，是因为视听语言感知在生命的头十年里成熟。这个 研究将利用现有有效的增量词汇处理和语言理解方法 来检验这一假设。只听语音(目标1)和视听的实时词汇处理 言语(目标2)将以顺位儿童和非自闭症儿童为特征。视听的效果 关于语言理解技能的演讲也将在相同的儿童身上表现出来(目标3)。我们会 将词汇加工和语言理解任务的表现联系起来。从理论上讲，结果将是 支持在具有和不具有视觉语音提示的情况下创建全面的词汇处理模型 患有顺应性疾病的学龄儿童和患有非传染性疾病的儿童。这项工作对口语有实际意义。 对患有顺应性听力障碍的儿童以及听力损失较轻的儿童进行语言干预，他们可以 不同地利用视觉语音提示。此外，研究结果还将为未来的口语研究提供参考 干预措施在包含视觉语音提示方面有所不同。