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First published in 1987. This book is about the processing of information. The central domain of interest is face-to-face communication in which the speaker makes available both audible and visible characteristics to the perceiver. Articulation by the speaker creates changes in atmospheric pressure for hearing and provides tongue, lip, jaw, and facial movements for seeing. These characteristics must be processed by the perceiver to recover the message conveyed by the speaker. The speaker and perceiver must share a language to make communication possible; some internal representation is necessarily functional for the perceiver to recover the message of the speak.
A collection of papers exploring why children acquire speech easily yet bog down when it comes to learning to read. Why do most children acquire speech easily yet bog down when it comes to learning to read? This important question is the starting point for the twenty-two contribution to Language by Ear and by Eye. Based on a research conference on "The Relationships between Speech and Learning to Read," which was sponsored by the Growth and Development Branch of the National Institute of Child Health and Human Development, National Institutes of Health, the book brings together contributions by distinguished specialists in linguistics, speech perception, psycholinguistics, information processing, and reading research.
This dissertation addressed important questions regarding audiovisual (AV) perception. Study 1 revealed that AV speech perception modulated auditory processes, whereas AV non-speech perception affected visual processes. Interestingly, stimulus identification improved, yet fewer neural resources, as reflected in smaller event-related potentials, were recruited, indicating that AV perception led to multisensory efficiency. Also, AV interaction effects were observed of early and late stages, demonstrating that multisensory integration involved a neural network. Study 1 showed that multisensory efficiency is a common principle in AV speech and non-speech stimulus recognition, yet it is reflected in different modalities, possibly due to sensory dominance of a given task. Study 2 extended our understanding of multisensory interaction by investigating electrophysiological processes of AV speech perception in noise and whether those differ between younger and older adults. Both groups revealed multisensory efficiency. Behavioural performance improved while the auditory N1 amplitude was reduced during AV relative to unisensory speech perception. This amplitude reduction could be due to visual speech cues providing complementary information, therefore reducing processing demands for the auditory system. AV speech stimuli also led to an N1 latency shift, suggesting that auditory processing was faster during AV than during unisensory trials. This shift was more pronounced in older than in younger adults, indicating that older adults made more effective use of visual speech. Finally, auditory functioning predicted the degree of the N1 latency shift, which is consistent with the inverse effectiveness hypothesis which argues that the less effective the unisensory perception was, the larger was the benefit derived from AV speech cues. These results suggest that older adults were better "lip/speech" integrators than younger adults, possibly to compensate for age-related sensory deficiencies. Multisensory efficiency was evident in younger and older adults but it might be particularly relevant for older adults. If visual speech cues could alleviate sensory perceptual loads, the remaining neural resources could be allocated to higher level cognitive functions. This dissertation adds further support to the notion of multisensory interaction modulating sensory-specific processes and it introduces the concept of multisensory efficiency as potential principle underlying AV speech and non-speech perception.
Findings related to language learning that are of interest to researchers The topic of audiovisual speech perception is addressed in Audiovisual Language Learning: How to Crack the Speech Code by Ear and by Eye. The publication presents nine contributions on the perceptual system's reliance on visual speech to process and learn language. This learning is addressed in its various stages of development and in reference to typical and atypical language development. Insights are discussed in the areas of multimodelity, environmental constraints, brain maturation and visuo-attentional components.
This volume outlines developments in practical and theoretical research into speechreading lipreading.
This book presents a complete overview of all aspects of audiovisual speech including perception, production, brain processing and technology.
By upending traditional perspectives, this book gives a biologically-grounded understanding of how spoken language conveys meaning.
Our ability to speak, write, understand speech and read is critical to our ability to function in today's society. As such, psycholinguistics, or the study of how humans learn and use language, is a central topic in cognitive science. This comprehensive handbook is a collection of chapters written not by practitioners in the field, who can summarize the work going on around them, but by trailblazers from a wide array of subfields, who have been shaping the field of psycholinguistics over the last decade. Some topics discussed include how children learn language, how average adults understand and produce language, how language is represented in the brain, how brain-damaged individuals perform in terms of their language abilities and computer-based models of language and meaning. This is required reading for advanced researchers, graduate students and upper-level undergraduates who are interested in the recent developments and the future of psycholinguistics.