A Measure of the Contribution of a Gesture to the Perception of Speech in Listeners With Aphasia

1994 ◽  
Vol 37 (5) ◽  
pp. 1086-1099 ◽  
Author(s):  
Nancy L. Records
Keyword(s):  
Language Comprehension ◽  
Visual Information ◽  
Standardized Test ◽  
Contextual Information ◽  
Standardized Test Scores ◽  
Auditory Information ◽  
Visual Context ◽  
Experimental Conditions ◽  
Clinical Observations ◽  
Speech Information

The contribution of a visual source of contextual information to speech perception was measured in 12 listeners with aphasia. The three experimental conditions were: Visual-Only (referential gesture), Auditory-Only (computer-edited speech), and Audio-Visual. In a two-alternative, forced-choice task, subjects indicated which picture had been requested. The stimuli were first validated with listeners without brain damage. The listeners with aphasia were subgrouped as having high or low language comprehension based on standardized test scores. Results showed a significantly larger contribution of gestural information to the responses of the lower-comprehension subgroup. The contribution of gesture was significantly correlated with the amount of ambiguity experienced with the auditory-only information. These results show that as the auditory information becomes more ambiguous, individuals with impaired language comprehension deficits make greater use of the visual information. The results support clinical observations that speech information received without visual context is perceived differently than when received with visual context.

Cross-modal Interactions during Perception of Audiovisual Speech and Nonspeech Signals: An fMRI Study

2011 ◽  
Vol 23 (1) ◽  
pp. 221-237 ◽  
Author(s):  
Ingo Hertrich ◽  
Susanne Dietrich ◽  
Hermann Ackermann
Keyword(s):  
Auditory System ◽  
Visual Information ◽  
Time Course ◽  
Right Hemisphere ◽  
Mcgurk Effect ◽  
Visual Speech ◽  
Auditory Information ◽  
Speech Communication ◽  
Visual Speech Information ◽  
Speech Information

During speech communication, visual information may interact with the auditory system at various processing stages. Most noteworthy, recent magnetoencephalography (MEG) data provided first evidence for early and preattentive phonetic/phonological encoding of the visual data stream—prior to its fusion with auditory phonological features [Hertrich, I., Mathiak, K., Lutzenberger, W., & Ackermann, H. Time course of early audiovisual interactions during speech and non-speech central-auditory processing: An MEG study. Journal of Cognitive Neuroscience, 21, 259–274, 2009]. Using functional magnetic resonance imaging, the present follow-up study aims to further elucidate the topographic distribution of visual–phonological operations and audiovisual (AV) interactions during speech perception. Ambiguous acoustic syllables—disambiguated to /pa/ or /ta/ by the visual channel (speaking face)—served as test materials, concomitant with various control conditions (nonspeech AV signals, visual-only and acoustic-only speech, and nonspeech stimuli). (i) Visual speech yielded an AV-subadditive activation of primary auditory cortex and the anterior superior temporal gyrus (STG), whereas the posterior STG responded both to speech and nonspeech motion. (ii) The inferior frontal and the fusiform gyrus of the right hemisphere showed a strong phonetic/phonological impact (differential effects of visual /pa/ vs. /ta/) upon hemodynamic activation during presentation of speaking faces. Taken together with the previous MEG data, these results point at a dual-pathway model of visual speech information processing: On the one hand, access to the auditory system via the anterior supratemporal “what” path may give rise to direct activation of “auditory objects.” On the other hand, visual speech information seems to be represented in a right-hemisphere visual working memory, providing a potential basis for later interactions with auditory information such as the McGurk effect.

scholarly journals What you hear is what you see: Sounds alter the contents of visual perception

2021 ◽  
Author(s):  
Jamal Rodgers Williams ◽  
Yuri Markov ◽  
Natalia Tiurina ◽  
Viola Störmer
Keyword(s):  
Visual Perception ◽  
Visual Processing ◽  
Visual Information ◽  
Contextual Information ◽  
Semantic Content ◽  
Visual Object ◽  
Auditory Information ◽  
Visual Object Recognition ◽  
Object Processing ◽  
Visual Objects

Visual object recognition in the real world is not performed in isolation, but is instead dependent on contextual information such as the visual scene an object is found in. And our perceptual experience is not just visual: objects generate specific and unique sounds which can readily predict which objects are outside of our field of view. Here, we test whether and how naturalistic sounds influence visual object processing and demonstrate that auditory information both accelerates visual information processing and modulates the perceptual representation of visual objects. Specifically, using a visual discrimination task and a novel set of ambiguous object stimuli, we find that naturalistic sounds shift visual representations towards the object features that match the sound (Exp. 1a- 1b). In a series of control experiments, we replicate the original effect and show that these effects are not driven by decision- or response biases (Exp. 2a-2b) and are not due to the high-level semantic content of sounds generating explicit expectations (Exp.3). Instead, these sound-induced effects on visual perception appear to be driven by the continuous integration of multisensory inputs during perception itself. Together, our results demonstrate that visual processing is shaped by auditory context which provides independent supplemental information about the entities we encounter in the world.

scholarly journals Combining Outcome-Based and Preference-Based Matching: A Constrained Priority Mechanism

2021 ◽  
pp. 1-24
Author(s):  
Avidit Acharya ◽  
Kirk Bansak ◽  
Jens Hainmueller
Keyword(s):  
Machine Learning ◽  
Host Country ◽  
Real World ◽  
Test Scores ◽  
Standardized Test ◽  
Market Design ◽  
Standardized Test Scores ◽  
Real World Data ◽  
Refugee Families ◽  
Strategy Proof

Abstract We introduce a constrained priority mechanism that combines outcome-based matching from machine learning with preference-based allocation schemes common in market design. Using real-world data, we illustrate how our mechanism could be applied to the assignment of refugee families to host country locations, and kindergarteners to schools. Our mechanism allows a planner to first specify a threshold $\bar g$ for the minimum acceptable average outcome score that should be achieved by the assignment. In the refugee matching context, this score corresponds to the probability of employment, whereas in the student assignment context, it corresponds to standardized test scores. The mechanism is a priority mechanism that considers both outcomes and preferences by assigning agents (refugee families and students) based on their preferences, but subject to meeting the planner’s specified threshold. The mechanism is both strategy-proof and constrained efficient in that it always generates a matching that is not Pareto dominated by any other matching that respects the planner’s threshold.

Predicting academic success for students of color within STEM majors

2016 ◽  
Vol 10 (2) ◽  
pp. 124-134 ◽  
Author(s):  
John Gipson
Keyword(s):  
High School ◽  
Students Of Color ◽  
Test Scores ◽  
College Success ◽  
Standardized Test ◽  
Cumulative Effect ◽  
Standardized Test Scores ◽  
Content Type ◽  
College Gpa ◽  
High School Gpa

Purpose The aim of this study is to determine what pre-college characteristics predict college success for students of color enrolled within science, technology, engineering and mathematics programs, as measured by cumulative grade point average (GPA) after three years of initial enrollment. Design/methodology/approach To increase the generalizability by avoiding a single-year focus, the sample includes 954 first-year students entering one predominantly White research university during Fall 2010, Fall 2011 and Fall 2012 (Allen and Bir, 2011); GPAs were collected following three years of initial enrollment. IBM statistical package for the social sciences (SPSS) Statistics 22 was utilized to conduct correlation and multiple linear regression analyses. Findings Within all conditional models, after controlling for multiple variables, the number of advanced placement (AP) credits, standardized test scores and specific type of high school GPA were significantly related to cumulative college GPA after three years of enrollment. However, when multiple forms of high school GPA were included within a full model, only the number of AP credits and standardized test scores remained statistically related to cumulative college GPA. Further, high school core GPA is more strongly correlated with cumulative college GPA after three years of enrollment than overall high school GPA, high school science GPA and high school mathematics GPA. Originality/value This study adds to prior research by identifying that high school core GPA is an important predictor of college success and that the cumulative effect of enrollment within AP credits may be more beneficial than the cumulative effect of involvement within dual enrollment courses.

Turning Standardized Test Scores into a Tool for Improving Teaching and Learning

2000 ◽  
Vol 35 (3) ◽  
pp. 356-384 ◽  
Author(s):  
Jie-Qi Chen ◽  
Renee Salahuddin ◽  
Patricia Horsch ◽  
Suzanne L. Wagner
Keyword(s):  
Test Scores ◽  
Teaching And Learning ◽  
Standardized Test ◽  
Standardized Test Scores ◽  
Improving Teaching And Learning

Predicting success in teacher education: Revisiting the influence of high school GPA, admission, and standardized test scores on academic and licensure performance

2020 ◽  
Vol 10 (2) ◽  
pp. 1-17
Author(s):  
Apler J. Bansiong ◽  
Janet Lynn M. Balagtey
Keyword(s):  
High School ◽  
Teacher Education ◽  
Grade Point Average ◽  
Test Scores ◽  
Standardized Test ◽  
Standardized Test Scores ◽  
Degree Programs ◽  
Licensure Examination ◽  
Grade Point ◽  
Admission Variables

This predictive study explored the influence of three admission variables on the college grade point average (CGPA), and licensure examination ratings of the 2015 teacher education graduates in a state-run university in Northern Philippines. The admission variables were high school grade point average (HSGPA), admission test (IQ) scores, and standardized test (General Scholastic Aptitude - GSA) scores. The participants were from two degree programs – Bachelor in Elementary Education (BEE) and Bachelor in Secondary education (BSE). The results showed that the graduates’ overall HSGPA were in the proficient level, while their admission and standardized test scores were average. Meanwhile, their mean licensure examination ratings were satisfactory, with high (BEE – 80.29%) and very high (BSE – 93.33%) passing rates. In both degree programs, all entry variables were significantly correlated and linearly associated with the CGPAs and licensure examination ratings of the participants. These entry variables were also linearly associated with the specific area GPAs and licensure ratings, except in the specialization area (for BSE). Finally, in both degrees, CGPA and licensure examination ratings were best predicted by HSGPA and standardized test scores, respectively. The implications of these findings on admission policies are herein discussed.

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