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At least 19 recordsLinked to original sources
PubMed1989

[Interactive Microcomputer Method of Lipreading (MIMILLE): an interactive microcomputerized method of lipreading].

A computer-aided speechreading assessment and training system is presented. It is intended to be one component of a comprehensive aural rehabilitation program for preretirement adults with acquired mild-to-moderate hearing loss. Each lesson focuses on a different viseme which is practiced using the 'discourse tracking' method. The system allows the evaluation of the basic skills necessary for lipreading, i.e. good visual speech decoding and effective use of lingustic redundancy and transmitter feedback, by evaluating separately tracking rate, strategy, and types of errors.

Algorithms↗
PubMed1991

Script activation in lipreading.

In three experiments the roles of script, basic and low-level contexts in lipreading (Abbott et al., 1985) were studied. Three scripts were used: a restaurant, a railway station, and a clothing store. Presence or absence of script headers constituted a between-subjects factor. Basic and low-level context, as well as test-sentences (referring to basic and low-level of abstraction), were within-subjects factors. Also, different kinds of working memory tests were employed to assess potentially important information-processing skills for lipreading. The results show that (a) lipreaders benefit from a compatibility between context level and sentence type, (b) the directions of inferences were asymmetric such that the basic context prevented inferences at the low-level of abstraction, but not vice versa, (c) low-level context in general was most useful for skilled lipreaders in the script group, (d) skilled lipreaders in the non-script group took most advantage of basic level sentences, and (e) working memory capacity did not prove to be important for lipreading skill. Guessing and pure lipreading control experiments established that each of these potentially confounding factors only accounted for about 5% of the lipreading performance, and thus, can not explain the obtained interactive effects between visual information conveyed by lip movements and context. Theorizing departing from prototypicality vs. script accounts of inference-making was critically evaluated, and a predictive script activation mechanism, relevant to lipreading skill, was suggested.

Adult↗
PubMed1989

Immediate memory in the orally trained deaf: effects of 'lipreadability' in the recall of written syllables.

Immediate recall of written lists was compared in strictly orally trained born-deaf teenagers and in hearing controls. The lists were of syllables of CV form (e.g. SHA NA ZA DA). The deaf subjects showed a significant effect of consonant 'lipreadability'. Syllable lists containing consonants like D, SH and Z whose place of articulation is not visibly distinctive and which are therefore hard to lipread are less well recalled than (phonetically and orthographically matched) syllable lists containing consonants like F, TH and B which are produced with the tongue, teeth and lips in visible configuration. We conclude that for these deaf youngsters the phonological representation of written consonants is less secure for speech sounds that are hard, rather than easy, to lipread. The oral training of these youngsters has had an effect on their internal representation of written speech. Hearing subjects showed no 'lipreadability' effect in their recall of these lists. Reading-age matched controls (aged 8-10 years) showed significantly shorter span for both list types than the deaf group. Older hearing controls (14-16 years) matched the deaf group in span and tended to recall most accurately written syllables which are not easily lipread. We discuss these comparisons and conclude that while this group of deaf subjects is using a phonological code in the recall of written syllables, it is qualitatively different from that used by hearing subjects in this task. In particular, not only hard-to-lipread consonants but also vowels may be less strongly represented in these deaf readers' 'inner voice'.

Adolescent↗
PubMed1986

The relationship between the visual contribution to speech perception and lipreading ability during focused and divided attention.

The study compared the lipreading ability of normal-hearing subjects during focused and divided attention and related these measures to the visual contribution to audiovisual perception. Measurement of lipreading ability during divided attention was achieved through the use of a dual-task procedure in which subjects were required to visually identify stimulus items simultaneously with the performance of an auditory processing task. The divided attention condition served to decrease lipreading performance and increase recognition variability among subjects. Lipreading ability during divided attention was more highly correlated to visual contribution magnitude, defined as the difference between audiovisual and auditory-only recognition scores, than was lipreading ability measured during focused attention. Results are related to existing models of attention which attribute dual-task decrements to processing capacity limitations.

Adult↗
PubMed1988

Spatial, tactile presentation of voice fundamental frequency as a supplement to lipreading: results of extended training with a single subject.

An adult with a severe, postlingually-acquired, sensorineural, hearing loss was given 2 hours a week of training in the perception of connected discourse by lipreading, supplemented by voice fundamental frequency (Fo), encoded as locus of vibratory stimulation of the forearm. Three, 3-week blocks of training in the supplemented condition were interspersed with 1-week periods of training by lipreading alone. Training was conducted via a computer-controlled, interactive video system, using a semi-automated connected discourse tracking procedure. Performance was measured as the percentage of words correctly recognized on the first presentation of new sentence material. Scores by lipreading alone averaged approximately 65 percent and remained essentially constant over the 13 weeks of training. Scores under the supplemented condition rose from 65 percent at the beginning of the study to 85 percent at the end. The final supplemented score represented roughly a 50 percent reduction of error rate, when compared with lipreading alone. Performance with the tactile supplement was not as good as with auditorily presented Fo, but was better than has previously been reported in the literature. These data provide evidence to support the notion that subjects can learn to integrate novel tactile codes with the visual stimulus during the lipreading of connected speech.

Adult↗
PubMed1989

Psychological differentiation, arousal, and lipreading efficiency in hearing-impaired and normal children.

Psychological differentiation, psychophysiological arousal, hearing capacity, and ability to lipread unrelated sentences presented in a silent technicolor film were investigated in 62 children (mean age 10 years, 4 months), classified into three hearing categories (normal, mild to moderate hearing loss, severe hearing loss) based on their average hearing threshold in the range of speech frequencies for their best ear. All subjects were administered the Rod and Frame Test, Craig Lipreading Inventory, and skin conductance measures under two conditions (pre-task and task). The results showed that the ability to lipread sentences from a film was related significantly to psychological differentiation (cognitive style) and pre-task conductance level, but was not related to hearing capacity or task conductance level. The best predictors of lipreading ability were successful performance on the Rod and Frame Test and high increases in skin conductance from pre-task to task situation.

Arousal↗
PubMed1992

The neuropsychology of lipreading.

Lipreading presents a unique glimpse of the intersection of sensory processes with modular, cognitive ones. It presents speech to the eye in an automatic and natural way, whether performed silently or in conjunction with heard speech. It therefore allows us to examine closely claims concerning the relation between input modality and cognitive function. In this paper I consider some of the ways in which the investigation of single neuropsychological cases casts light on this; such cases show us that lipreading can dissociate from other aspects of face perception and recognition, and from auditory speech perception and reading, too. Furthermore, different cognitive components of lipreading itself can be inferred from dissociations on different lipreading tasks. This leads to closer consideration of the boundaries of the necessary cognitive (and possibly anatomical) structures that subserve these functions.

Brain↗
PubMed1991

Peripheral vision lipreading aid.

Lipreading provides a limited amount of information about speech signals to profoundly deaf people. Visual displays using peripheral vision as an alternative sensory modality can provide supplementary speech information. The utility of a cosmetically acceptable peripheral vision display was explored. A pair of eyeglasses with a commercially available two-dimensional red LED array (5 x 7), and its associated electronics was developed. The display is visible only to the wearer, and is located in the temporal field and the horizontal meridian of the right eye. Selected speech features were encoded as visual patterns for presentation to the lipreader. These features of the speech signal (the fundamental frequency of the speech, high-frequency energy, and low-passed speech signal or total energy envelope) were presented with the objective of providing information about voicing and plosion/frication. Experiments demonstrate the capability of the peripheral display in conveying speech information. Presenting vowel-consonant-vowel syllables, the performance was in excess of 76% with aided lipreading as compared to 41% by lipreading only.

Communication Devices for People with Disabilities↗
PubMed1991

Measurement of performance of a peripheral vision lipreading aid.

Lipreading, as the most important tool of speech understanding for profoundly deaf people, carries only a limited amount of information about speech. We explored the usefulness of a peripheral vision display in providing profoundly deaf people with supplementary information to lipreading. A pair of eye-glasses with a commercially available two-dimensional red LED array, and associated electronics was developed. The display is located on the rim of the eyeglasses in the temporal field and the horizontal meridian of the right eye. Selected speech features were encoded as visual patterns for presentation to the lipreader. These features (the fundamental frequency of the speech, high-frequency energy, and low-passed speech signal or total energy envelope) provide information about voicing and plosion/friction in order to supplement lipreading. Experiments with 3 normal and 5 deaf subjects demonstrated the capability of the aid to convey speech information for video taped vowel-consonant-vowel (VCV) nonsense syllables. Average identification of 12 VCV syllables using the aid was about 76%, as compared with 40% without the aid.

Adolescent↗
PubMed1986

Disruptive effects of auditory signal delay on speech perception with lipreading.

The effect of auditory signal delay on audio-visual perception of videotaped sentence lists by Ss with normal hearing was measured. The test material consisted of sentences read by a man, with or without a picture representing as context one of the key words in each sentence. In Exper. I, 12 Ss (6M, 6F), inexperienced with lipreading, were presented test material in the audio-only (A), visual-only (V) and audio-visual (AV) modes. Speech signals were presented at 0 or -10 db S/N re a multitalker babble fixed at 60 dbA. The audio signal was delayed (re visual signal) in 6 steps from 0-300 msec. Exper. II repeated Exper. I with 6 Ss (2M, 4F) familiar with lipreading; the speech signal was presented at -5 db S/N and 4 audio delays from 0-240 msec. While these Ss performed better in the V mode than those in Exper. I, the main effects of context and delays were similar. The disruptive effect of the audio delay on speech perception with lipreading (AV mode) was a function of S/N, being relatively more disruptive at the worse S/N, but it was not significant for delays up to a range of 80-120 msec. The results are in agreement with the theory (McGrath and Summerfield, J. Acoust. Soc. Am., 1985, 77, 678-685) that sensitivity to audio-visual desynchrony is significant only at a syllabic level in connected speech. The results further imply that moderate delays of up to 80 msec introduced by speech-processing aids for lipreading, as for cochlear-implanted patients, will not interfere with the advantages of providing the auditory information.

Acoustic Stimulation↗
PubMed1986

Lipreading with tactile supplements.

Lipreading performance, after brief training, was measured in two normal subjects, as the percentage of words recognized in sets of unrelated sentences. Three receptive conditions were used: lipreading alone, lipreading plus a single-channel tactile display of fundamental frequency (temporal only), and lipreading plus a multichannel, tactile, spatial display of fundamental frequency (temporal-spatial). After training, performance with tactile supplements was better than without, but it was not possible to conclude that either of the tactile displays was better than the other. During training, a significant correlation between performance and session number was found for the temporal-spatial display only.

Female↗
PubMed1976

Effects of sentence context on recognition of words through lipreading by deaf children.

Twenty monosyllabic nouns (10 animate, 10 inanimate) were presented in isolation and in three different positions in sentences to 15 profoundly deaf children to determine the effect of context on word intelligibility through lipreading. Isolated words were more intelligible (80%) than were words in sentences (46%). Animate nouns were more intelligible (70%) than inanimate nouns (33%) when used in initial position (as subjects) in sentences. Teacher ratings of children's "general lipreading ability" were correlated more highly with their recognition of words in the test sentences (r = 0.93) than with their recognition of words presented in isolation (r = 0.53). The results indicate that teachers of deaf children could enhance the intelligibility of important words by isolating them from sentences. The results also suggest that some speech-perception difficulties of deaf children could be diagnosed through lipreading tests which are scored on the basis of correctness of "key words" in sentences.

Adolescent↗
PubMed1986

Face recognition and lipreading. A neurological dissociation.

Two cases with medial occipitotemporal ischaemic infarction in the territory of the posterior cerebral artery are discussed; neither was aphasic. The patient with the right-sided lesion is prosopagnosic and topographagnosic and is impaired at recognizing or classifying facial expressive gestures but can lipread speech efficiently. The other patient, with only a left-sided lesion, shows no deficits in face recognition nor in the classification of faces in terms of nonverbal messages, but is alexic and impaired at lipreading. It is argued that processing faces for verbal information (lipreading) and processing faces for nonverbal information (face recognition and interpretation of emotive and gestural messages) are functionally dissociated in the human brain. Theoretical interpretations of prosopagnosia that stress a perceptual component to all types of face recognition failure may therefore be misleading, for similar stimulus processing mechanisms are likely to be required to identify a speech sound from a face as to identify a nonverbal gesture of the mouth. Only the associative properties of the task differ.

Aged↗
PubMed1991

Lipreading sentences with vibrotactile vocoders: performance of normal-hearing and hearing-impaired subjects.

Three vibrotactile vocoders were compared in a training study involving several different speech perception tasks. Vocoders were: (1) the Central Institute for the Deaf version of the Queen's University vocoder, with 1/3-oct filter spacing and logarithmic output scaling (CIDLog) [Engebretson and O'Connell, IEEE Trans. Biomed. Eng. BME-33, 712-716 (1986)]; (2) the same vocoder with linear output scaling (CIDLin); and (3) the Gallaudet University vocoder designed with greater resolution in the second formant region, relative to the CID vocoders, and linear output scaling (GULin). Four normal-hearing subjects were assigned to either of two control groups, visual-only control and vocoder control, for which they received the CIDLog vocoder. Five normal-hearing and four hearing-impaired subjects were assigned to the linear vocoders. Results showed that the three vocoders provided equivalent information in word-initial and word-final tactile-only consonant identification. However, GULin was the only vocoder significantly effective in enhancing lipreading of isolated prerecorded sentences. Individual subject analyses showed significantly enhanced lipreading by the three normal-hearing and two hearing-impaired subjects who received the GULin vocoder. Over the entire training period of the experiment, the mean difference between aided and unaided lipreading of sentences by the GULin aided hearing-impaired subjects was approximately 6% words correct. Possible explanations for failure to confirm previous success with the CIDLog vocoder [Weisenberger et al., J. Acoust. Soc. Am. 86, 1764-1775 (1989)] are discussed.

Adult↗
PubMedDate not supplied

Perception of connected speech without lipreading, using a multi-channel hearing prosthesis.

Four of 13 totally deaf patients implanted with the Nucleus multi-channel hearing prosthesis at the University of Melbourne have demonstrated the ability to understand connected speech without lipreading or other visual cues. These patients were able to repeat verbatim unknown material read by a tester at rates of up to 35 words per minute. They were also able to understand an average of 78% of key words in everyday sentences in ideal acoustic conditions and 51% of equivalent material over the telephone. These results show that with a good proportion of postlingually deaf patients, the multi-channel hearing prosthesis can not only act as an aid to lipreading, but also restore effective speech understanding without lipreading.

Adult↗
PubMed1976

Acquisition of lipreading in a deaf multihandicapped child.

Operant techniques were used to develop lipreading in a nine-year-old deaf boy who had failed to respond appropriately to previous speechreading training. Remediation was initiated with two experiments: the first entailed a reversal and the second a multiple baseline. A component analysis revealed that both tokens and social reinforcers presented simultaneously or separately were effective in shaping lipreading. In addition, the child learned to lip-read either voiced or nonvoiced names of objects.

Affective Symptoms↗
PubMed1976

Visual intelligibility of consonants: a lipreading screening test with implications for aural rehabilitation.

A lipreading screening test consisting of 100 consonant-vowel (CV) syllables was prepared on videotape and presented to subjected with normal hearing and vision. The results of visual consonant confusions revealed nine homophenous categories with high test-retest reliability. Based upon these categories, obtained under ideal viewing conditions, criterion levels of performance were specified in an attempt to determine the need for place of articulation instruction during lipreading training. Examples of confusion patterns from hearing-impaired observers are shown and implications for visual training are presented.

Deafness↗