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: 10663947
• 负责人: TINA M GRIECO-CALUB
• 金额: $ 21.54万
• 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 2023-12-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10663947
• 关键词: Address; Adult; Age; Auditory; Behavior; Bilateral; Child; Childhood; Cochlear Implants; Cognitive; Communication; Compensation; 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：语音本质上是多模式的：交流合作伙伴可以访问这两个 面对面交流期间的听觉和视觉言语提示。在成年人中，获得视觉语音提示 对于保持准确的语音识别尤其至关重要。 听力损失，背景噪声或声音失真会损害语音。在没有视觉的情况下 语音提示，仅听觉的语音识别不佳对级联的影响对能力产生负面影响 理解并从语音输入中学习。尽管有这些证据，但仍未解决 视觉语音提示是有助于语音识别还是破坏听觉技能的发展 听力损失的孩子。这场辩论反映在各种语言干预方法中 他们对视觉言语提示的依赖不同。视觉语音提示对口语至关重要的程度 但是，尚未直接测试有听力损失的儿童的语言处理和发展。 作为解决知识差距的第一步，拟议的研究的目的是检查 添加视觉语音提示的范围促进了学龄儿童的词汇处理 或没有听力损失。期望从视听演讲中受益最大的孩子是孩子 与人工耳蜗（CIS）一起，具有永久性双侧严重至关的感觉性听力损失。 由于独联体的局限性完全，独联体的儿童对仅听觉的语音的认识往往很差 弥补语音高忠诚听觉表示的损失。拟议的研究将测试 有视听语音促进相对于儿童仅听觉语音的词汇处理的假设 使用CI，并且这种改进的处理能够为语言理解带来积极的下游益处。 年龄在4至10岁之间使用顺式或正常听力（NH）的儿童将被招募。这 之所以选择年龄段，是因为视听言语感知在生命的前十年中成熟。这 研究将利用现有的验证词汇处理和语言理解的措施 检验假设。仅听觉语音的实时词汇处理（AIM 1）和视听 语音（AIM 2）将以独联体和NH儿童的儿童为特征。视听的影响 关于语言理解技能的演讲也将在同一孩子中得到特征（AIM 3）。我们将 将词汇处理和语言理解任务的绩效联系起来。从理论上讲，结果将 支持在有或没有视觉言语提示的情况下创建词汇处理的综合模型 带有独联体和NH儿童的学龄儿童。这项工作对口语具有实际影响 对独联体儿童以及听力损失较差的儿童的语言干预措施，可能 差异地利用视觉语音提示。此外，结果将为未来的口语研究提供信息 干预措施在包括视觉语音提示的情况下不同。