Visual Analysis of the Use of Mixture Covariance Matrices in Face Recognition

Purpose Augmentative and alternative communication (AAC) is an intervention approach that can promote communication and language in children with multiple disabilities who are beginning communicators. While a wide range of AAC technologies are available, little is known about the comparative effects of specific technology options. Given that engagement can be low for beginning communicators with multiple disabilities, the current study provides initial information about the comparative effects of 2 AAC technology options—high-tech visual scene displays (VSDs) and low-tech isolated picture symbols—on engagement. Method Three elementary-age beginning communicators with multiple disabilities participated. The study used a single-subject, alternating treatment design with each technology serving as a condition. Participants interacted with their school speech-language pathologists using each of the 2 technologies across 5 sessions in a block randomized order. Results According to visual analysis and nonoverlap of all pairs calculations, all 3 participants demonstrated more engagement with the high-tech VSDs than the low-tech isolated picture symbols as measured by their seconds of gaze toward each technology option. Despite the difference in engagement observed, there was no clear difference across the 2 conditions in engagement toward the communication partner or use of the AAC. Conclusions Clinicians can consider measuring engagement when evaluating AAC technology options for children with multiple disabilities and should consider evaluating high-tech VSDs as 1 technology option for them. Future research must explore the extent to which differences in engagement to particular AAC technologies result in differences in communication and language learning over time as might be expected.

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A Pilot Study of Early Storybook Reading With Babies With Hearing Loss

Journal of Speech Language and Hearing Research ◽

10.1044/2019_jslhr-l-17-0305 ◽

2019 ◽

Vol 62 (9) ◽

pp. 3397-3412

Author(s):

Michelle I. Brown ◽

David Trembath ◽

Marleen F. Westerveld ◽

Gail T. Gillon

Keyword(s):

Hearing Loss ◽

Pilot Study ◽

Visual Analysis ◽

Single Case ◽

Eye Contact ◽

Preliminary Evidence ◽

Storybook Reading ◽

Book Selection ◽

Turn Taking ◽

Parent Child

Purpose This pilot study explored the effectiveness of an early storybook reading (ESR) intervention for parents with babies with hearing loss (HL) for improving (a) parents' book selection skills, (b) parent–child eye contact, and (c) parent–child turn-taking. Advancing research into ESR, this study examined whether the benefits from an ESR intervention reported for babies without HL were also observed in babies with HL. Method Four mother–baby dyads participated in a multiple baseline single-case experimental design across behaviors. Treatment effects for parents' book selection skills, parent–child eye contact, and parent–child turn-taking were examined using visual analysis and Tau-U analysis. Results Statistically significant increases, with large to very large effect sizes, were observed for all 4 participants for parent–child eye contact and parent–child turn-taking. Limited improvements with ceiling effects were observed for parents' book selection skills. Conclusion The findings provide preliminary evidence for the effectiveness of an ESR intervention for babies with HL for promoting parent–child interactions through eye contact and turn-taking.

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Large Sample Covariance Matrices and High-Dimensional Data Analysis

10.1017/cbo9781107588080 ◽

2015 ◽

Cited By ~ 26

Author(s):

Jianfeng Yao ◽

Shurong Zheng ◽

Zhidong Bai

Keyword(s):

Data Analysis ◽

High Dimensional Data ◽

Covariance Matrices ◽

High Dimensional ◽

Large Sample ◽

Sample Covariance Matrices ◽

Sample Covariance ◽

High Dimensional Data Analysis

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Face Inversion Effect Emerges Under Critical Configural Discrepancy

Swiss Journal of Psychology ◽

10.1024/1421-0185/a000018 ◽

2010 ◽

Vol 69 (3) ◽

pp. 161-167 ◽

Cited By ~ 3

Author(s):

Jisien Yang ◽

Adrian Schwaninger

Keyword(s):

Face Recognition ◽

Face Processing ◽

Underlying Mechanism ◽

Inversion Effect ◽

Configural Processing ◽

Major Contributor ◽

Face Inversion Effect ◽

Configural Information ◽

Face Inversion ◽

The Face

Configural processing has been considered the major contributor to the face inversion effect (FIE) in face recognition. However, most researchers have only obtained the FIE with one specific ratio of configural alteration. It remains unclear whether the ratio of configural alteration itself can mediate the occurrence of the FIE. We aimed to clarify this issue by manipulating the configural information parametrically using six different ratios, ranging from 4% to 24%. Participants were asked to judge whether a pair of faces were entirely identical or different. The paired faces that were to be compared were presented either simultaneously (Experiment 1) or sequentially (Experiment 2). Both experiments revealed that the FIE was observed only when the ratio of configural alteration was in the intermediate range. These results indicate that even though the FIE has been frequently adopted as an index to examine the underlying mechanism of face processing, the emergence of the FIE is not robust with any configural alteration but dependent on the ratio of configural alteration.

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Perceptual Effects and Recollective Experience in Face Recognition

Experimental Psychology (formerly Zeitschrift für Experimentelle Psychologie) ◽

10.1027/1618-3169.52.3.224 ◽

2005 ◽

Vol 52 (3) ◽

pp. 224-231 ◽

Cited By ~ 7

Author(s):

Chrisanthi Nega

Keyword(s):

Face Recognition ◽

Recognition Memory ◽

Congruency Effect ◽

Facial Recognition ◽

Memory Systems ◽

Study Time ◽

Perceptual Fluency ◽

Recollective Experience ◽

Trace Strength ◽

Size Congruency

Abstract. Four experiments were conducted investigating the effect of size congruency on facial recognition memory, measured by remember, know and guess responses. Different study times were employed, that is extremely short (300 and 700 ms), short (1,000 ms), and long times (5,000 ms). With the short study time (1,000 ms) size congruency occurred in knowing. With the long study time the effect of size congruency occurred in remembering. These results support the distinctiveness/fluency account of remembering and knowing as well as the memory systems account, since the size congruency effect that occurred in knowing under conditions that facilitated perceptual fluency also occurred independently in remembering under conditions that facilitated elaborative encoding. They do not support the idea that remember and know responses reflect differences in trace strength.

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