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At least 19 recordsLinked to original sources
PubMed1991

Speech discrimination and lip reading in patients with word deafness or auditory agnosia.

The purpose of this study was to assess the ability of four patients with word deafness or auditory agnosia to discriminate speech by reading lips. The patients were studied using nonsense monosyllables to test for speech discrimination, a lip reading test, the Token Test for auditory comprehension, and the Aphasia test. Our results show that patients with word deafness or auditory agnosia without aphasia can improve speech comprehension by reading lips in combination with listening, as compared with lip reading or listening alone. In conclusion, lip reading was shown to be useful for speech comprehension among these patients.

Adult↗
PubMed2000

Lip-reading ability and patterns of cortical activation studied using fMRI.

Lip-reading is a complex cognitive skill with large individual differences in performance. The basis of these individual differences remains poorly understood. Functional magnetic resonance imaging (fMRI) techniques allows brain activation accompanying complex cognitive activities to be studied noninvasively. In the present paper, fMRI was used to study the patterns of cortical activation that occur during the silent lip-reading of connected speech and to investigate whether there are detectable differences in activation between subjects with widely differing lip-reading abilities. From a cohort of 26 volunteers, nine subjects who fell into three distinct lip-reading ability groups were selected. Brain activation was measured in two conditions: an experimental condition where subjects attempted to lip-read sentences; and a baseline condition where subjects passively viewed a static image of a talker's face. Relative to the baseline condition, lip-reading induced activation in several cortical areas, including the auditory cortices, despite the lack of an auditory component to the task. In comparison to the better two groups of lip-readers, subjects in the poorest group displayed significantly less activation in superior and middle temporal gyrus, but not inferior temporal gyrus. These preliminary results justify more extensive investigations of the cortical basis of individual differences in lip-reading.

Adult↗
PubMed1989

Teaching lip-reading: the efficacy of lessons on video.

Studies of the efficacy of filmed and videotaped materials for lip-reading self instruction have provided encouraging results. The recent increase in private ownership of VCRs allows widespread home use of video lessons for improving lip-reading skills. Such an approach is particularly, useful for hearing-impaired adults who have no access to lip-reading classes. To fill this need in Australia a 3-hour video cassette of nine lip-reading lessons was produced. The video lessons were tested over a period of 5 weeks. The study showed a significant improvement in the lip-reading skill of students who studied the video cassette compared to a control group who did not. The extent of improvement did not differ for students who studied the video in a class, at home, or as supplementary teaching material. While the age and sex of the subjects did not influence improvement of lip-reading skills, the study showed greater improvement for the relatively poorer lip-readers. More detailed testing of one group of students showed generalization of lip-reading skills to unfamiliar speakers and materials.

Adult↗
PubMedDate not supplied

[Pilot training experience in lip-reading skills for nurses in intensive care units].

UNLABELLED: In the intensive care unit (ICU) of Mestre hospital (Italy) a research was carried out to analyse the possibility to improve nurses' lip-reading skills. METHODS: A specialized speech therapist organized a 20 hour training course for 34 health workers in ICU. RESULTS: The participants had a lip-reading test at the beginning and at the end of the course and six months later. The final test revealed that participants could recognize a greater number of typical words in ICU in comparison to the initial test. Yet, after 6 months the skill decreased to the level shown at the beginning of the course. On the other hand, the trend shows that some participants' skill did not decrease. Neither the starting level nor intermediate stage are conditioned by sex, age, profession, and experience. In order to measure clinic efficacy, the participants had another test to understand if improved lip-reading skill could influence the following variables: word comprehension, nurse attitude to communication toward non-speaking people, patient emotional status and nurse emotional status. The training course seems to have had good effects on nurses' attitudes towards their patients and on their communication. Yet, study results do not show if increased lip-reading skills have real positive effects on ICU communication and whether this method is better than usual communication methods (e.g. mimic or alphabetic board).

Critical Care↗
PubMed1986

The lateralization of lip-read sounds: a first look.

Two tachistoscopic studies on the lateralization of lip-read still photographs in normal right handers are reported. In the first, subjects matched a still lip photograph with a heard speech sound. A clear right hemisphere (LVF) advantage emerged, despite the phonological requirements of this task. This pattern of laterality failed to interact with the type of response (same/different) or with the status of the heard phoneme; both consonant and vowel matching showed the same pattern of LVF advantage, despite the significantly greater difficulty of consonant than vowel matching in this particular task. In the second study subjects were required to speak the sound they saw being spoken by a centrally displayed face photograph. The displayed face was chimeric; that is, one side of the face was seen saying one sound, one side another. Here, a rather complex pattern of results ensued. For the speakers seen a clear expressor asymmetry emerged; speech sounds were judged more accurately when they issued from the right side of the speaker's face. However, in the LVF, and only the LFV, accuracy in reporting chimeric face sounds correlated with speed in learning to lip-read, suggesting that the LVF is systematically involved even when task demands (speaking the response, phonological analysis, small, more central displays) do not, at first sight, suggest that they should. Taken together, these studies suggest that the right hemisphere could support some aspects of the processing of seen speech in normally hearing, normally lateralized individuals.

Adolescent↗
PubMed1996

Dissociating face processing skills: decision about lip-read speech, expression, and identity.

The separability of different subcomponents of face processing has been regularly affirmed, but not always so clearly demonstrated. In particular, the ability to extract speech from faces (lip-reading) has been shown to dissociate doubly from face identification in neurological but not in other populations. In this series of experiments with undergraduates, the classification of speech sound (lip-reading) from personally familiar and unfamiliar face photographs was explored using speeded manual responses. The independence of lip-reading from identity-based processing was confirmed. Furthermore, the established pattern of independence of expression-matching from, and dependence of identity-matching on, face familiarity was extended to personally familiar faces and "difficult"-emotion decisions. The implications of these findings are discussed.

Adolescent↗
PubMed1989

Background noise and lip-reading ability.

The main aim of this pilot experiment was to determine whether background noise affects the lip-reading ability of normally hearing people. Ten university students took part in a lip-reading test presented both in the quiet and with two types of competing noise. The first type of noise used was speech-shaped, continuous and with a steady intensity level. The second type was again continuous but with frequent and intermittent peaks of energy (classroom noise). It was found that the second type of noise had a significantly adverse effect on lipreading ability. Further experimentation with hearing-impaired subjects was suggested.

Adult↗
PubMed1994

Disruption of memory for lip-read lists by irrelevant speech: further support for the changing state hypothesis.

Two experiments critically re-examine the finding of Campbell and Dodd (1984, Experiment 2), which suggests that irrelevant speech disrupts the encoding of visual material for serial recall. Support is sought for the competing view that the effect of irrelevant speech is on storage by comparing the effect of a range of acoustic conditions on memory for graphic and lip-read lists. Initially, serial short-term recall of visually presented lists was examined with irrelevant speech that was both asynchronous with the visually presented items and of varied speech content (Experiment 1a). In this experiment substantial impairments in recall of both graphic and lip-read lists were found. However, with unvarying asynchronous speech (Experiment 1b) the effect of speech was small and non-significant. Experiment 2 examined the effect of changing state and of synchrony of speech with lip movements. When conditions of synchronous and asynchronous unvarying speech were contrasted, no significant effect of synchrony or irrelevant speech was found (Experiment 2a and 2c). In contrast, when the speech was varying in content, a strong effect of irrelevant speech was found; moreover, the effect was roughly the same for synchronous and asynchronous materials (Experiment 2b). The contrast in outcome with varying and unvarying speech provides strong support for the "changing state" model of the irrelevant speech effect. Coupled with the absence of an effect of synchrony in Experiment 2, these experiments reinforce the view that disruption by irrelevant speech occurs in memory, not at encoding.

Adolescent↗
PubMed1996

Enhancement of selective listening by illusory mislocation of speech sounds due to lip-reading.

Mechanisms of human attention allow selective processing of just the relevant events among the many stimuli bombarding our senses. Most laboratory studies examine attention within just a single sense, but in the real world many important events are specified multimodally, as in verbal communication. Speech comprises visual lip movements as well as sounds, and lip-reading contributes to speech perception, even for listeners with good hearing, by a process of audiovisual integration. Such examples raise the problem of how we coordinate our spatial attention across the sensory modalities, to select sights and sounds from a common source for further processing. Here we show that this problem is alleviated by allowing some cross-modal matching before attentional selection is completed. Cross-modal matching can lead to an illusion, whereby sounds are mislocated at their apparent visual source; this crossmodal illusion can enhance selective spatial attention to speech sounds.

Attention↗
PubMed1993

Lip-reading the BKB sentence lists: corrections for list and practice effects.

Two groups of 21 adult subjects with normal hearing viewed the video recordings of the Bamford-Kowal-Bench standard sentence lists issued by the EPI Group in 1986. Each subject viewed all of the 21 lists and attempted to write down the words contained in each sentence. One group lip-read the lists with no sound (the LR:alone condition). The other group also heard a sequence of acoustic pulses which were synchronized to the moments when the talker's vocal folds closed (the LR&Lx condition). Performance was assessed both by loose (KW(L)) and by tight (KW(T)) keyword scoring methods. Both scoring methods produced the same pattern of results: performance was better in the LR&Lx condition; performance in both conditions improved linearly with the logarithm of the list presentation order number; subjects who produced higher overall scores also improved more with experience of the lists. The data were described well by a logistic regression model which provided a formula which can be used to compensate for practice effects and for differences in difficulty between lists. Two simpler, but less accurate, methods for compensating for variation in inter-list difficulty are also described. A figure is provided which can be used to assess the significance of the difference between a pair of scores obtained from a single subject in any pair of presentation conditions.

Adolescent↗