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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↗
PubMed1982

The relationship between two visual communication systems: reading and lipreading.

To explore the relationship between reading and lipreading and to determine whether readers and lipreaders use similar strategies to comprehend verbal messages, 60 female junior and sophomore high school students--30 good and 30 poor readers--were given a filmed lipreading test, a test to measure eye-voice span, a test of cloze ability, and a test of their ability to comprehend printed material presented one word at a time in the absence of an opportunity to regress or scan ahead. The results of this study indicated that (a) there is a significant relationship between reading and lipreading ability; (b) although good readers may be either good or poor lipreaders, poor readers are more likely to be poor than good lipreaders; (c) there are similarities in the strategies used by readers and lipreaders in their approach to comprehending spoken and written material; (d) word-by-word reading of continuous prose appears to be a salient characteristic of both poor reading and poor lipreading ability; and (c) good readers and lipreaders do not engage in word-by-word reading but rather use a combination of visual and linguistic cues to interpret written and spoken messages.

Adolescent↗
PubMed1998

Training in the use of a tactile supplement to lipreading: a long-term case study.

OBJECTIVE: The major objective of the study was to evaluate the effectiveness of long-term training for an adult subject fitted with the Tactaid VII vibrotactile aid. A secondary goal of this work was to provide a detailed description of how the KTH Tracking Procedure can be used for training and evaluative purposes. DESIGN: An adult male subject was fitted with a Tactaid VII tactile aid and provided with weekly training sessions in its use over an 18 mo period. The KTH Tracking Procedure was used for training and to record the subject's performance over time. Additional post-training measures included sentence lists and consonants presented in an [aCa] frame. RESULTS: The results obtained showed a 19 to 37% improvement in tracking rate when lipreading was supplemented by the Tactaid VII compared with those obtained via lipreading alone. Attempts to supplement lipreading with auditorily presented voicing cues did not result in improved performance. At the completion of the training program, additional tracking measures were obtained with an unfamiliar female speaker. The results of this testing again showed enhanced performance when the Tactaid VII supplemented lipreading. Post-training testing with sentence materials yielded scores of 29.8% correct for lipreading alone and 39.9% correct for lipreading plus the Tactaid VII. The subject's scores for consonants in [aCa] testing were 47.0% correct for lipreading alone and 60.1% correct for lipreading plus the Tactaid VII. CONCLUSIONS: The study showed that the use of the Tactaid VII resulted in improved lipreading performance for a range of materials and with two different speakers. The results also highlight the value of the KTH Tracking Procedure for testing and training purposes.

Adult↗
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↗
PubMed1981

Voice pitch as an aid to lipreading.

The totally deafened adult, unable to make use of a hearing aid, has no alternative to lipreading for everyday communication. Lipreading, however, is no substitute for hearing speech. Many lipreaders have great difficulty in ideal conditions and even the best lipreaders find the task demanding and tiring. Prosthetic attempts to substitute for lost hearing have centred on three distinct types of intervention, visual, tactile, and electrocochlear. As none of these is likely to yield a good understanding of a speech independent of lipreading in the near future, we have attempted to isolate relatively simple patterns of stimulation that, although not intelligible in themselves, well aid lipreading. From this point of view, the fundamental frequency or 'pitch' of the voice is the most important pattern element because if provides both segmental and suprasegmental information and is practically invisible. It thus complements the visual information already available on the face. As we show here, with the voice pitch presented acoustically, normal listeners can lipread a speaker reading continuous text at up to two and a half times the rate possible on the basis of lipreading alone. The pitch signal by itself, of course, is completely unintelligible. Although our work is primarily concerned with methods of electrical stimulation of the cochlea, it has implications for other sensory substitution techniques, the design of special purpose hearing aids and current theories of speech perception.

Female↗
PubMed2006

Neural responses to silent lipreading in normal hearing male and female subjects.

In the past, researchers investigated silent lipreading in normal hearing subjects with functional neuroimaging tools and showed how the brain processes visual stimuli that are normally accompanied by an auditory counterpart. Previously, we showed activation differences between males and females in primary auditory cortex during silent lipreading, i.e. only the female group significantly activated the primary auditory region during lipreading. Here we report and discuss the overall activation pattern in males and females. We used positron emission tomography to study silent lipreading in 19 normal hearing subjects (nine females). Prior to scanning, subjects were tested on their lipreading ability and only good lipreaders were included in the study. Silent lipreading was compared with a static image. In the whole group, activations were found mainly in the left hemisphere with major clusters in superior temporal, inferior parietal, inferior frontal and precentral regions. The female group showed more clusters and these clusters were larger than in the male group. Sex differences were found mainly in right inferior frontal and left inferior parietal regions and to a lesser extent in bilateral angular and precentral gyri. The sex differences in the parietal multimodal region support our previous hypothesis that the male and female brain process visual speech stimuli differently without differences in overt lipreading ability. Specifically, females associate the visual speech image with the corresponding auditory speech sound whereas males focus more on the visual image itself.

Adult↗
PubMed1982

Coarticulation effects in lipreading.

Normal-hearing and hearing-impaired subjects with good lipreading skills lipread videotaped material under visual-only conditions. V1CV2 utterances were used where V could be /i/, /ae/ or /u/ and C could be /p/, /t/, /k/, /ch/, /f/, /theta/, /sh/, /sh/ or /w/. Coarticulatory effects were present in these stimuli. The influence of phonetic context on lipreading scores for each V and C was analyzed in an effort to explain some of the variability in the visual perception of phonemes which was suggested by existing literature. Transmission of information for four phonetic features was also analyzed. Lipreading performance was nearly perfect for /p/, /f/, /w/, /theta/ and /u/. Lipreading performance on /t/, /k/, /ch/, /s/, /i/ and /ae/ depended on context. The features labial, rounded, and alveolar or palatal place of articulation were found to transmit more information to lipreaders than did the feature continuant. Variability in articulatory parameters resulting from coarticulatory effects appears to increase overall lipreading difficulty.

Correction of Hearing Impairment↗
PubMedDate not supplied

Laboratory projects in tactile aids to lipreading.

Four studies are reported on the design of tactile aids to lipreading conducted at Central Institute for the Deaf, St. Louis. A speech feature aid represented resonance, envelope, and source characteristics of speech on three vibrators at the fingertips. Artificially-deafened and congenitally deaf adults lipreading with the aid obtained an average of 40% gain over lipreading alone on syllable identification tests, but minimal gain for untrained words. In a series of three other studies, the quality of tactile sensation was developed as a cue to spectral information, presented in a temporal code based on the overall time-intensity waveform of speech. Electrical and vibratory stimulation on the hand and torso were evaluated by artificially-deafened adults using the tracking technique with connected speech. Short-term training yielded variable increments over unaided lipreading scores and lipreading with a simple vibrator aid. Neither the feature nor the spectral code was superior in aiding lipreading. The displays that produced quality changes seemed more efficient for training than the spatial display. Results were affected also by content and method of training and initial lipreading proficiency.

Adolescent↗
PubMed2003

A functional-anatomical model for lipreading.

Regional cerebral blood flow (rCBF) PET scans were used to study the physiological bases of lipreading, a natural skill of extracting language from mouth movements, which contributes to speech perception in everyday life. Viewing connected mouth movements that could not be lexically identified and that evoke perception of isolated speech sounds (nonlexical lipreading) was associated with bilateral activation of the auditory association cortex around Wernicke's area, of left dorsal premotor cortex, and left opercular-premotor division of the left inferior frontal gyrus (Broca's area). The supplementary motor area was active as well. These areas have all been implicated in phonological processing, speech and mouth motor planning, and execution. In addition, nonlexical lipreading also differentially activated visual motion areas. Lexical access through lipreading was associated with a similar pattern of activation and with additional foci in ventral- and dorsolateral prefrontal cortex bilaterally and in left inferior parietal cortex. Linear regression analysis of cerebral blood flow and proficiency for lexical lipreading further clarified the role of these areas in gaining access to language through lipreading. The results suggest cortical activation circuits for lipreading from action representations that may differentiate lexical access from nonlexical processes.

Adult↗
PubMed2000

The use of tactile supplements in lipreading Swedish and English: a single-subject study.

The speech perception skills of GS, a Swedish adult deaf man who has used a "natural" tactile supplement to lipreading for over 45 years, were tested in two languages: Swedish and English. Two different tactile supplements to lipreading were investigated. In the first,"Tactiling," GS detected the vibrations accompanying speech by placing his thumb directly on the speaker's throat. In the second, a simple tactile aid consisting of a throat microphone, amplifier, and a hand-held bone vibrator was used. Both supplements led to improved lipreading of materials ranging in complexity from consonants in [aCa] nonsense syllables to Speech Tracking. Analysis of GS's results indicated that the tactile signal assisted him in identifying vowel duration, consonant voicing, and some manner of articulation categories. GS's tracking rate in Swedish was around 40 words per minute when the materials were presented via lipreading alone. When the lipreading signal was supplemented by tactile cues, his tracking rates were in the range of 60-65 words per minute. Although GS's tracking rates for English materials were around half those achieved in Swedish, his performance showed a similar pattern in that the use of tactile cues led to improvements of around 40% over lipreading alone.

Humans↗
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↗
PubMed1993

Long-term training, transfer, and retention in learning to lipread.

A long-term training paradigm in lipreading was used to test the fuzzy logical model of perception (FLMP). This model has been used successfully to describe the joint contribution of audible and visible speech in bimodal speech perception. Tests of the model were extended in the present experiment to include the prediction of confusion matrices, as well as performance at several different levels of skill. The predictions of the FLMP were contrasted with the predictions of a prelabeling integration model (PRLM). Subjects were taught to lipread 22 initial consonants in three different vowel contexts. Training involved a variety of discrimination and identification lessons with the consonant-vowel syllables. Repeated testing was given on syllables, words, and sentences. The test items were presented visually, auditorily, and bimodally, at normal rate or three times normal rate. The subjects improved in their lipreading ability across all three types of test items. Replicating previous results, the present study illustrates that substantial gains in lipreading performance are possible. Relative to the PRLM, the FLMP gave a better description of the confusion matrices at both the beginning and the end of practice. One new finding from the present study is that the FLMP can account for the gains in bimodal speech perception as subjects improve their lipreading and listening abilities.

Adolescent↗
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↗
PubMed1982

An investigation of spontaneous eye blinks during lipreading.

The role of spontaneous eye blinks was investigated for a lipreading task involving a videotaped recording of 20 sentences and a 948-word passage. Blinks were recorded electro-oculographically on one channel of a chart recorder while the audio correlate of the visual message was recorded simultaneously on the second channel. A comparison of the two records indicated that blink suppression occurred while the subjects lipread compared to times when no visual information was presented. The data also show that (a) subjects tended to blink during the visual pauses that occurred while the passage was being presented and (b) better lipreaders blinked less frequently than did poorer lipreaders. These results are examined in relation to the hypothesis that attention and blink rate are inversely related.

Adult↗
PubMed2005

Phonological processing in deaf children: when lipreading and cues are incongruent.

Deaf children exposed to Cued Speech (CS), either before age two (early) or later at school (late), were presented with pseudowords with and without CS. The main goal was to establish the way in which lipreading and CS combine to produce unitary percepts, similar to audiovisual integration in speech perception, when participants are presented with synchronized but different lipreading and auditory information (the McGurk paradigm). In the present experiment, lips and cues were sometimes congruent and sometimes incongruent. It was expected that incongruent cues would force the perceptual system to adopt solutions according to the weight attributed to different sources of phonological information. With congruent cues, performance improved, with improvements greater in the early than the late group. With incongruent cues, performance decreased relative to lipreading only, indicating that cues were not ignored, and it was observed that the effect of incongruent cues increased when the visibility of the target phoneme decreased. The results are compatible with the notion that the perceptual system integrates cues and lipreading according to principles similar to those evoked to explain audiovisual integration.

Adolescent↗