scholarly journals The Role of Multiple Articulatory Channels of Sign-Supported Speech Revealed by Visual Processing

2019 ◽  
Vol 62 (6) ◽  
pp. 1625-1656
Author(s):  
Eliana Mastrantuono ◽  
Michele Burigo ◽  
Isabel R. Rodríguez-Ortiz ◽  
David Saldaña
Keyword(s):  
Cochlear Implants ◽  
Visual Processing ◽  
Deaf Children ◽  
Deaf Students ◽  
The Gaze ◽  
Overt Attention ◽  
Face Area ◽  
The Face ◽  
Contingent Condition

Purpose The use of sign-supported speech (SSS) in the education of deaf students has been recently discussed in relation to its usefulness with deaf children using cochlear implants. To clarify the benefits of SSS for comprehension, 2 eye-tracking experiments aimed to detect the extent to which signs are actively processed in this mode of communication. Method Participants were 36 deaf adolescents, including cochlear implant users and native deaf signers. Experiment 1 attempted to shift observers' foveal attention to the linguistic source in SSS from which most information is extracted, lip movements or signs, by magnifying the face area, thus modifying lip movements perceptual accessibility (magnified condition), and by constraining the visual field to either the face or the sign through a moving window paradigm (gaze contingent condition). Experiment 2 aimed to explore the reliance on signs in SSS by occasionally producing a mismatch between sign and speech. Participants were required to concentrate upon the orally transmitted message. Results In Experiment 1, analyses revealed a greater number of fixations toward the signs and a reduction in accuracy in the gaze contingent condition across all participants. Fixations toward signs were also increased in the magnified condition. In Experiment 2, results indicated less accuracy in the mismatching condition across all participants. Participants looked more at the sign when it was inconsistent with speech. Conclusions All participants, even those with residual hearing, rely on signs when attending SSS, either peripherally or through overt attention, depending on the perceptual conditions. Supplemental Material https://doi.org/10.23641/asha.8121191

Repetition Suppression of Induced Gamma Activity Predicts Enhanced Orienting toward a Novel Stimulus in 6-month-old Infants

2008 ◽  
Vol 20 (12) ◽  
pp. 2137-2152 ◽  
Author(s):  
Kelly A. Snyder ◽  
Andreas Keil
Keyword(s):  
Visual Processing ◽  
Novelty Detection ◽  
Neural Mechanisms ◽  
Human Infant ◽  
Gamma Activity ◽  
Repeated Stimulus ◽  
Repetition Suppression ◽  
The Face ◽  
Over 40 Years

Habituation refers to a decline in orienting or responding to a repeated stimulus, and can be inferred to reflect learning about the properties of the repeated stimulus when followed by increased orienting to a novel stimulus (i.e., novelty detection). Habituation and novelty detection paradigms have been used for over 40 years to study perceptual and mnemonic processes in the human infant, yet important questions remain about the nature of these processes in infants. The aim of the present study was to examine the neural mechanisms underlying habituation and novelty detection in infants. Specifically, we investigated changes in induced alpha, beta, and gamma activity in 6-month-old infants during repeated presentations of either a face or an object, and examined whether these changes predicted behavioral responses to novelty at test. We found that induced gamma activity over occipital scalp regions decreased with stimulus repetition in the face condition but not in the toy condition, and that greater decreases in the gamma band were associated with enhanced orienting to a novel face at test. The pattern and topography of these findings are consistent with observations of repetition suppression in the occipital–temporal visual processing pathway, and suggest that encoding in infant habituation paradigms may reflect a form of perceptual learning. Implications for the role of repetition suppression in infant habituation and novelty detection are discussed with respect to a biased competition model of visual attention.

Orientation Encoding and Viewpoint Invariance in Face Recognition: Inferring Neural Properties from Large-Scale Signals

2018 ◽  
Vol 24 (6) ◽  
pp. 582-608 ◽  
Author(s):  
Fernando M. Ramírez
Keyword(s):  
Face Recognition ◽  
Visual Processing ◽  
Large Scale ◽  
Bilateral Symmetry ◽  
Distributed Network ◽  
Face Area ◽  
Orientation Information ◽  
Orientation Perception ◽  
Multivariate Pattern

Viewpoint-invariant face recognition is thought to be subserved by a distributed network of occipitotemporal face-selective areas that, except for the human anterior temporal lobe, have been shown to also contain face-orientation information. This review begins by highlighting the importance of bilateral symmetry for viewpoint-invariant recognition and face-orientation perception. Then, monkey electrophysiological evidence is surveyed describing key tuning properties of face-selective neurons—including neurons bimodally tuned to mirror-symmetric face-views—followed by studies combining functional magnetic resonance imaging (fMRI) and multivariate pattern analyses to probe the representation of face-orientation and identity information in humans. Altogether, neuroimaging studies suggest that face-identity is gradually disentangled from face-orientation information along the ventral visual processing stream. The evidence seems to diverge, however, regarding the prevalent form of tuning of neural populations in human face-selective areas. In this context, caveats possibly leading to erroneous inferences regarding mirror-symmetric coding are exposed, including the need to distinguish angular from Euclidean distances when interpreting multivariate pattern analyses. On this basis, this review argues that evidence from the fusiform face area is best explained by a view-sensitive code reflecting head angular disparity, consistent with a role of this area in face-orientation perception. Finally, the importance is stressed of explicit models relating neural properties to large-scale signals.

scholarly journals Attentional Weighting in the Face Processing Network: A Magnetic Response Image-guided Magnetoencephalography Study Using Multiple Cyclic Entrainments

2019 ◽  
Vol 31 (10) ◽  
pp. 1573-1588 ◽  
Author(s):  
Eelke de Vries ◽  
Daniel Baldauf
Keyword(s):  
Face Processing ◽  
Visual Processing ◽  
Magnetic Response ◽  
Fusiform Face Area ◽  
Facial Identity ◽  
Image Guided ◽  
Face Area ◽  
The Face ◽  
Occipital Face Area ◽  
Processing Network

We recorded magnetoencephalography using a neural entrainment paradigm with compound face stimuli that allowed for entraining the processing of various parts of a face (eyes, mouth) as well as changes in facial identity. Our magnetic response image-guided magnetoencephalography analyses revealed that different subnodes of the human face processing network were entrained differentially according to their functional specialization. Whereas the occipital face area was most responsive to the rate at which face parts (e.g., the mouth) changed, and face patches in the STS were mostly entrained by rhythmic changes in the eye region, the fusiform face area was the only subregion that was strongly entrained by the rhythmic changes in facial identity. Furthermore, top–down attention to the mouth, eyes, or identity of the face selectively modulated the neural processing in the respective area (i.e., occipital face area, STS, or fusiform face area), resembling behavioral cue validity effects observed in the participants' RT and detection rate data. Our results show the attentional weighting of the visual processing of different aspects and dimensions of a single face object, at various stages of the involved visual processing hierarchy.

The Role of Familiarity in a Face Classification Task Using Thatcherized Faces

2005 ◽  
Vol 58 (6) ◽  
pp. 1103-1118 ◽  
Author(s):  
Sarah V. Stevenage ◽  
Elizabeth A. Lee ◽  
Nick Donnelly
Keyword(s):  
Visual Processing ◽  
Target Face ◽  
Classification Task ◽  
Space Model ◽  
Face Space ◽  
Face Classification ◽  
Early Visual Processing ◽  
The Face ◽  
Theoretical Developments

Two experiments are reported to test the proposition that facial familiarity influences processing on a face classification task. Thatcherization was used to generate distorted versions of familiar and unfamiliar individuals. Using both a 2AFC (which is “odd”?) task to pairs of images (Experiment 1) and an “odd/normal” task to single images (Experiment 2), results were consistent and indicated that familiarity with the target face facilitated the face classification decision. These results accord with the proposal that familiarity influences the early visual processing of faces. Results are evaluated with respect to four theoretical developments of Valentine's (1991) face-space model, and can be accommodated with the two models that assume familiarity to be encoded within a region of face space.

scholarly journals PELATIHAN PENGEMBANGAN DIRI SENI TARI PADA ANAK TUNARUNGU DI SLB WACANA ASIH KOTA PADANG

2019 ◽  
Vol 8 (3) ◽  
pp. 29
Author(s):  
Cici Aulia Sari ◽  
Herlinda Mansyur
Keyword(s):  
Deaf Children ◽  
Deaf Students ◽  
Normal Children ◽  
Self Development ◽  
Manual Methods ◽  
Training Activities ◽  
Descriptive Approach ◽  
Role Of Parents ◽  
Using Data

AbstractThis article aims to describe the implementation of the training activities of self development in Deaf children dance on the SLB Discourse Compassion desert. This research is classified in qualitative research that uses descriptive approach. Instrument in this study is the researchers themselves by using data collection techniques in the form of observation, interview, documentation and study of the literature. The results showed that students can transmit an interest and talent in the art of dance in self development SLB Discourse Compassion desert. In the execution of training activities of self development in SLB Discourse Compassion field, teachers implement the method of demonstration, imitation method, manual methods or gestures. The main obstacle factors for Deaf students i.e. There is on the sense of hearing, but did not close the possibility for deaf children get his rights in education like other normal children. To develop the potential of deaf children much needed role of parents, families, teachers and the school of structural aid in the goal of self development close to the art of dance in the SLB Discourse Compassion desert.Keywords: Self Development; Deaf Children.

Role of monkey precentral cortex in control of voluntary jaw movements

1975 ◽  
Vol 38 (1) ◽  
pp. 146-157 ◽  
Author(s):  
E. S. Luschei ◽  
G. M. Goodwin
Keyword(s):  
Electrical Stimulation ◽  
Visual Stimulus ◽  
Neural Pathways ◽  
Unilateral Lesion ◽  
Jaw Movements ◽  
Face Area ◽  
The Face ◽  
Bilateral Lesions

Monkeys were trained to produce a low, steady biting force for 0.5-2.5 s, and then a rapid forceful bite in response to a visual stimulus. After large bilateral lesions of the precentral face area, monkeys emitted repetitive forceful bites on the apparatus, but could not perform the force-holding task. They eventually relearned the task, but the force exerted was never as steady as it was prelesion, and often oscillated at about 2 and/or 5-6 Hz. After retraining, two animals with large bilateral lesions of the face area produced median RT responses equal to or only slightly longer than their prelesion performance, indicating that neural pathways not involving the precentral cortex can mediate quick visual RT responses. The variability of RTs was permanently increased, probably as a result of the persistent unsteadiness of the force-holding response. Incomplete bilateral lesions of the precentral face area, a complete unilateral lesion of that area, and bilateral lesions adjacent regions of cortex produced either mild, transient difficulties with the biting taks, or no problems at all. The results indicate that the precentral cortex has a role in the control of voluntary jaw movements. Lesions caused difficulty in controlling, but not producing, closing jaw movements, thereby suggesting that this role is predominantly to inhibit jaw-closing motoneurons or the systems that excite them. Electrical stimulation studies of the face area of the precentral cortex of the unanesthetized monkey point to the same conclusion.

scholarly journals Role of early education in reading ability of deaf students

2009 ◽  
Vol 49 (4) ◽  
pp. 189
Author(s):  
Bambang Udji Djoko Rianto
Keyword(s):  
Special Education ◽  
Reading Ability ◽  
Early Education ◽  
School Enrollment ◽  
Deaf Children ◽  
Deaf Students ◽  
Educational Method ◽  
Group I ◽  
Group Ii

Background Reading is a very complex process which includescognitive process. Reading is initialized by visual analysis and lettertransformation into vocabulary form, word identification by lettersound mapping, words correlation, and interpretation. Deafnesscauses difficulties in acquiring language information via hearingprocess thus inhibits a successful conversation process.Objective To determine the role of early education in deaf students to reading ability.Methods A cross sectional design was performed from Septemberuntil December 2007. This study compared deaf students,younger than 6 years old, who received early education in specialeducation schools B (group I), with deaf children aged 6 years old and older who received education in special education schools B/conventional educational method (group II).Results There were 22 deaf children in group I and 24 in group II. The measured variables included age, age of school enrollment, duration of studies, degree of deafness, sex, and parental educational level. Logistic regression analysis showed that the variables which significantly contributed to reading skills were the early education and duration of study. In early education group, the children had significantly better reading ability (P=0.02; OR= 19.95; 95% CI 1.939 to 53.62), besides duration of study (P=O.Ol; OR=70.754; 95% CI 6.267 to 798.75), compared to conventional education.Conclussion Compared to those who receive education in specialeducation school B with a conventional educational method, deafstudents who receive early education in special education schoolsB have better reading ability significantly. Duration of studyalso contribute significantly to reading skill.

Include to Grow: Prospects for Bilingual and Bicultural Education for Both Deaf and Hearing Students

2019 ◽  
pp. 165-182 ◽  
Author(s):  
Lucrezia Di Gregorio ◽  
Vincenzina Campana ◽  
Maria Lavecchia ◽  
Pasquale Rinaldi
Keyword(s):  
Public Schools ◽  
Social Interaction ◽  
Learning Environments ◽  
Learning Processes ◽  
Deaf Children ◽  
Deaf Students ◽  
Innovative Learning ◽  
Innovative Learning Environments ◽  
Methodological Aspects

Deaf children in Italy are provided with different types of schooling. Few public schools offer a bilingual curriculum for deaf and hearing students that involves consistent use of Italian and Italian Sign Language (LIS) within the classroom and in which LIS is taught as a subject. One of these schools, the Tommaso Silvestri Primary School, located in Rome, Italy, is discussed in this chapter. In particular, the way in which the program is organized and how it supports deaf and hearing students in cognition, learning, and social interaction will be described. Methodological aspects and the role of technology in enhancing learning processes will be also discussed. This kind of bimodal bilingual co-enrollment program is very useful for deaf students and constitutes a unique opportunity for hearing classmates, giving them the opportunity to experience innovative learning environments and to consider deafness as a status rather than as a limitation.

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