Changing state disruption of lip-reading by irrelevant sound in perceptual and memory tasks

Three experiments investigated irrelevant sound interference of lip-read lists. In Experiment 1, an acoustically changing sequence of nine irrelevant utterances was more disruptive to spoken immediate identification of lists of nine lip-read digits than nine repetitions of the same utterances (the changing-state effect; Jones, Madden, & Miles, 1992). Experiment 2 replicated this finding when lip-read items were sampled with replacement from the nine digits to form the lip-read lists. In Experiment 3, when the irrelevant sound was confined to the retention interval of a delayed recall task, a changing-state pattern of disruption also occurred. Results confirm a changing-state effect in memory for lip-read items but also point to the possibility that, for lip-reading, changing-state effects may occur at an earlier, perceptual stage.

Elementary lessons in lip reading, the Müller-Walle method (Bruhn lip reading system)

Mode of access: Internet.

Perceptual Evaluation of Video-Realistic Speech

abstract With many visual speech animation techniques now available, there is a clear need for systematic perceptual evaluation schemes. We describe here our scheme and its application to a new video-realistic (potentially indistinguishable from real recorded video) visual-speech animation system, called Mary 101. Two types of experiments were performed: a) distinguishing visually between real and synthetic image- sequences of the same utterances, ("Turing tests") and b) gauging visual speech recognition by comparing lip-reading performance of the real and synthetic image-sequences of the same utterances ("Intelligibility tests"). Subjects that were presented randomly with either real or synthetic image-sequences could not tell the synthetic from the real sequences above chance level. The same subjects when asked to lip-read the utterances from the same image-sequences recognized speech from real image-sequences significantly better than from synthetic ones. However, performance for both, real and synthetic, were at levels suggested in the literature on lip-reading. We conclude from the two experiments that the animation of Mary 101 is adequate for providing a percept of a talking head. However, additional effort is required to improve the animation for lip-reading purposes like rehabilitation and language learning. In addition, these two tasks could be considered as explicit and implicit perceptual discrimination tasks. In the explicit task (a), each stimulus is classified directly as a synthetic or real image-sequence by detecting a possible difference between the synthetic and the real image-sequences. The implicit perceptual discrimination task (b) consists of a comparison between visual recognition of speech of real and synthetic image-sequences. Our results suggest that implicit perceptual discrimination is a more sensitive method for discrimination between synthetic and real image-sequences than explicit perceptual discrimination.

Visual intelligibility of words in isolation and in sentence context

This paper reviews a study to examine the effects on lip reading performance of word position within a sentence.

Ensino de Física para pessoas surdas: o processo educacional do surdo no ensino médio e suas relações no ambiente escolar

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Retrolabyrinthine approach for surgical placement of auditory brainstem implants in children

Conclusion: The extended retrolabyrinthine approach (RLA) is a safe and reliable approach for auditory brainstem placement in children. The surgical landmarks to reach cochlear nucleus are adequately exposed by this approach. Objective: To describe a new approach option for auditory brainstem implants (ABIs) in children, highlighting the anatomical landmarks to appropriately expose the foramen of Luschka. Methods: Three prelingually deafened children consecutively operated for ABIs via the RLA. Results: ABI placement via the RLA was successfully performed in all children without any further complications except multidirectional nystagmus in one child. The RLA we employed differed from that used for vestibular schwannoma only in the removal of the posterior semicircular canal. The lateral and superior semicircular canals and the vestibule remained intact, and there was no need to expose the dura of the internal auditory meatus. The jugular bulb was completely exposed to allow adequate visualization of the ninth cranial nerve and cerebellar flocculus.

Cochlear implantation in children and adults in Switzerland

The cochlear implant (CI) is one of the most successful neural prostheses developed to date. It offers artificial hearing to individuals with profound sensorineural hearing loss and with insufficient benefit from conventional hearing aids. The first implants available some 30 years ago provided a limited sensation of sound. The benefit for users of these early systems was mostly a facilitation of lip-reading based communication rather than an understanding of speech. Considerable progress has been made since then. Modern, multichannel implant systems feature complex speech processing strategies, high stimulation rates and multiple sites of stimulation in the cochlea. Equipped with such a state-of-the-art system, the majority of recipients today can communicate orally without visual cues and can even use the telephone. The impact of CIs on deaf individuals and on the deaf community has thus been exceptional. To date, more than 300,000 patients worldwide have received CIs. In Switzerland, the first implantation was performed in 1977 and, as of 2012, over 2,000 systems have been implanted with a current rate of around 150 CIs per year. The primary purpose of this article is to provide a contemporary overview of cochlear implantation, emphasising the situation in Switzerland.

Neurotologic and functional MRI findings in a patient with bilateral profound deafness having Brown-Vialetto-Van Leare syndrome

INTRODUCTION We report the first findings of functional magnetic resonance imaging of the auditory cortex in a young woman with a bilateral cochleovestibular deficit as first manifestation of Brown-Vialetto-Van Leare syndrome. The patient had no open speech discrimination, even with hearing aids, and is depending on lip reading for communication. METHODS To evaluate the possible efficiency of a cochlear implantation, we investigated hemodynamic responses within the central auditory pathways using an auditory functional magnetic resonance imaging paradigm. RESULTS Blood oxygen level-dependent correlates were detected bilaterally along the auditory pathways after exposure to intermittent clicking tone stimulation at 2 kHz. CONCLUSION These results suggest integrity of the central auditory pathways and represent a positive argument to propose a cochlear implantation with the aim to restore hearing.

Modello neurocomputazionale per lo studio del benefit dell’integrazione multisensoriale nel processo mnemonico-associativo fra nomi propri e volti

Associare nomi propri a volti di persona è un compito importante, fondamentale nella quotidianità di tutti i giorni. Nonostante questa operazione avvenga quasi sempre in maniera automatica, essa coinvolge una rete neurale complessa ed articolata. Diversi studi offrono strategie che possono aiutare in questo compito; in particolare, è stato riportato che rafforzare i nomi con stimoli cross-modali, ossia presentando più input sensoriali esterni contemporaneamente, può costituire un vantaggio per il recupero in memoria dei nomi stessi. Lo scopo di questa tesi è stato quello di svolgere un’analisi di sensibilità tramite un modello neuro-computazionale su MatLab di ispirazione biologica. Nello specifico sono stati considerati due macro-network: uno per i volti, l’altro per i nomi propri; quest’ultimo in particolare a sua volta si compone di tre aree uni-sensoriali, ciascuna delle quali corrisponde ad un modo specifico con cui codificare un nome (traccia audio, lip reading, name tag). Questi network sono stati dunque implementati attraverso una configurazione articolata su due strati: si potrebbe infatti pensare alla fase di addestramento, basata su un algoritmo hebbiano, come un primo layer del processo, seguito così da un secondo layer, dato invece dalla fase di utilizzo. Dalle simulazioni svolte sembra emergere che addestrare in maniera efficiente le connessioni fra le aree uni-sensoriali dei nomi, ricreando così un'integrazione multi-sensoriale, sia un fattore fondamentale per favorire non solo il ricordo di un nome in sé, ma anche processi mnemonici-associativi che coinvolgono anche lo stimolo visivo di un volto. Le evidenze prodotte risultano inoltre qualitativamente coerenti con analoghi esperimenti in vivo.

The effect of cleft lip and palate, and the timing of lip repair on mother-infant interactions and infant development

Background: Children with cleft lip and palate are at risk for psychological problems. Difficulties in mother-child interactions may be relevant, and could be affected by the timing of lip repair. Method: We assessed cognitive development, behaviour problems, and attachment in 94 infants with cleft lip (with and without cleft palate) and 96 non-affected control infants at 18 months; mother-infant interactions were assessed at two, six and 12 months. Index infants received either 'early', neonatal, lip repair, or 'late' repair (3-4 months). Results: Index infants did not differ from controls on measures of behaviour problems or attachment, regardless of timing of lip repair; however, infants having late lip repair performed worse on the Bayley Scales of Mental Development; the cognitive development of early repair infants was not impaired. Difficulties in early mother-infant interactions mediated the effects of late lip repair on infant cognitive outcome. Conclusions: Early interaction difficulties between mothers and infants having late repair of cleft lip are associated with poor cognitive functioning at 18 months. Interventions to facilitate mother-infant interactions prior to surgical lip repair should be explored.

Recalled relationships with parents and perceptions of professional support in mothers of infants treated for cleft lip

This study examined whether individual differences in perception of the quality of professional support available at a time of stress may be associated with security of attachment. We developed a new measure of parents' perceptions of emotional and practical support provided by a wide range of professionals involved in the treatment of infants with cleft lip. it showed good internal reliability and stability over 4 months. Mothers of 102 infants with cleft lip, with or without cleft palate, completed the measure at 2 and 6 months, together with the Parental Bonding Instrument and the General Health Questionnaire. Mean scores reflecting how much they could trust or talk frankly, or share their worst fears, with professionals, and the extent to which they saw them as a source of useful information or practical help, were lower among mothers with recollections of low maternal care in childhood, or high control. This was the case at 2 and 6 months, and there were some indications of an increasing contribution of low maternal care from 2 to 6 months. The associations were not explained by current depression. Further research is needed to clarify the role of attachment processes in parents' responses to serious medical conditions in their children, and into the implications for the way professionals in paediatric services provide support.

Does repairing a cleft lip neonatally have any effect on the longer-term attractiveness of the repair?

Objective: To determine whether attractiveness and success of surgical outcome differ according to the timing of cleft lip repair. Design: Three experiments were conducted: (1) surgeons rated postoperative medical photographs of infants having either neonatal or 3-month lip repair; (2) lay panelists rated the same photographs; (3) lay panelists rated dynamic video displays of the infants made at 12 months. Normal comparison infants were also rated. The order of stimuli was randomized, and panelists were blind to timing of lip repair and the purposes of the study. Setting: Four U.K. regional centers for cleft lip and palate. Participants: Infants with isolated clefts of the lip, with and without palate. Intervention: Early lip repair was conducted at median age 4 days (inter-quartile range [IQR] = 4), and late repair at 104 days (IQR = 57). Main Outcome Measures: Ratings of surgical outcome (Experiment 1 only) and attractiveness (all experiments) on 5-point Likert scales. Results: In Experiment 1 success of surgical outcome was comparable for early and late repair groups (difference = -0.08; 95% confidence interval [CI] = -0.43 to 0.28; p = .66). In all three experiments, attractiveness ratings were comparable for the two groups. Differences were, respectively, 0.10 (95% CI = -2.3 to 0.44, p = .54); -0.11 (95% CI = -0.42 to -0.19, p = .54); and 0.08 (95% CI = -0.11 to 0.28, p =.41). Normal infants were rated more attractive than index infants (difference = 0.38; 95% CI = 0.24 to 0.52; p < .001). Conclusion: Neonatal repair for cleft of the lip confers no advantage over repair at 3 months in terms of perceived infant attractiveness or success of surgical outcome.

The effect of cleft lip on socio-emotional functioning in school-aged children

Background: Children with cleft lip are known to be at raised risk for socio-emotional difficulties, but the nature of these problems and their causes are incompletely understood; longitudinal studies are required that include comprehensive assessment of child functioning, and consideration of developmental mechanisms. Method: Children with cleft lip (with and without cleft palate) (N = 93) and controls (N = 77), previously studied through infancy, were followed up at 7 years, and their socio-emotional functioning assessed using teacher and maternal reports, observations of social interactions, and child social representations (doll play). Direct and moderating effects of infant attachment and current parenting were investigated, as was the role of child communication difficulties and attractiveness. Results: Children with clefts had raised rates of teacher-reported social problems, and anxious and withdrawn-depressed behaviour; direct observations and child representations also revealed difficulties in social relationships. Child communication problems largely accounted for these effects, especially in children with cleft palate as well as cleft lip. Insecure attachment contributed to risk in both index and control groups, and a poorer current parenting environment exacerbated the difficulties of those with clefts. Conclusions: Children with clefts are at raised risk for socio-emotional difficulties in the school years; clinical interventions should focus on communication problems and supporting parenting; specific interventions around the transition to school may be required. More generally, the findings reflect the importance of communication skills for children’s peer relations.

The effect of cleft lip on cognitive development in school-aged children: a paradigm for examining sensitive period effects

Background:  Our previous investigation showed that infants with cleft lip who had undergone late (three-month) surgical repair (but not those with early, neonatal, repair) had significantly poorer cognitive development at 18 months than a group of unaffected control children. These differences were mediated by the quality of early mother–infant interactions. The present study examined whether this pattern persisted into later childhood. Method:  At 7 years, 93 index (44 early, and 49 late repair) and 77 control children were followed up and their cognitive development assessed (IQ, language and school achievements). Results:  Index children (particularly those with late lip repair) scored significantly lower than controls on tests of cognitive development. Group differences in Verbal IQ were mediated by 2 months’ maternal sensitivity; this was associated with 7-year Verbal IQ, even after controlling for later mother–child interactions. Conclusions:  Social interactions in the first few months may be of especial importance for child cognitive development. Interventions for infants with cleft lip should be directed at fostering the best possible parental care in infancy.