scholarly journals Causal inference explains the stimulus-level relationship between the McGurk Effect and auditory speech perception

2020 ◽  
Author(s):  
John F. Magnotti ◽  
Kristen B. Dzeda ◽  
Kira Wegner-Clemens ◽  
Michael S. Beauchamp

AbstractThe McGurk effect is widely used as a measure of multisensory integration during speech perception. Two observations have raised questions about the relationship between the effect and everyday speech perception. First, there is high variability in the strength of the McGurk effect across different stimuli and observers. Second, there is low correlation across observers between perception of the McGurk effect and measures of everyday speech perception, such as the ability to understand noisy audiovisual speech. Using the framework of the causal inference of multisensory speech (CIMS) model, we explored the relationship between the McGurk effect, syllable perception, and sentence perception in seven experiments with a total of 296 different participants. Perceptual reports revealed a relationship between the efficacy of different McGurk stimuli created from the same talker and perception of the auditory component of the McGurk stimuli presented in isolation, either with or without added noise. The CIMS model explained this high stimulus-level correlation using the principles of noisy sensory encoding followed by optimal cue combination within a representational space that was identical for McGurk and everyday speech. In other experiments, CIMS successfully modeled low observer-level correlation between McGurk and everyday speech. Variability in noisy speech perception was modeled using individual differences in noisy sensory encoding, while variability in McGurk perception involved additional differences in causal inference. Participants with all combinations of high and low sensory encoding noise and high and low causal inference disparity thresholds were identified. Perception of the McGurk effect and everyday speech can be explained by a common theoretical framework that includes causal inference.

Cortex ◽  
2020 ◽  
Vol 133 ◽  
pp. 371-383
Author(s):  
John F. Magnotti ◽  
Kristen B. Dzeda ◽  
Kira Wegner-Clemens ◽  
Johannes Rennig ◽  
Michael S. Beauchamp

2013 ◽  
Author(s):  
John F. Magnotti ◽  
Wei Ji Ma ◽  
Michael S. Beauchamp

2021 ◽  
Vol 11 (2) ◽  
pp. 220-226
Author(s):  
Yew-Song Cheng ◽  
Mario A. Svirsky

The presence of spiral ganglion cells (SGCs) is widely accepted to be a prerequisite for successful speech perception with a cochlear implant (CI), because SGCs provide the only known conduit between the implant electrode and the central auditory system. By extension, it has been hypothesized that the number of SGCs might be an important factor in CI outcomes. An impressive body of work has been published on findings from the laborious process of collecting temporal bones from CI users and counting the number of SGCs to correlate those numbers with speech perception scores, but the findings thus far have been conflicting. We performed a meta-analysis of all published studies with the hope that combining existing data may help us reach a more definitive conclusion about the relationship between SGC count and speech perception scores in adults.


2016 ◽  
Vol 21 (03) ◽  
pp. 206-212 ◽  
Author(s):  
Grace Ciscare ◽  
Erika Mantello ◽  
Carla Fortunato-Queiroz ◽  
Miguel Hyppolito ◽  
Ana Reis

Introduction A cochlear implant in adolescent patients with pre-lingual deafness is still a debatable issue. Objective The objective of this study is to analyze and compare the development of auditory speech perception in children with pre-lingual auditory impairment submitted to cochlear implant, in different age groups in the first year after implantation. Method This is a retrospective study, documentary research, in which we analyzed 78 reports of children with severe bilateral sensorineural hearing loss, unilateral cochlear implant users of both sexes. They were divided into three groups: G1, 22 infants aged less than 42 months; G2, 28 infants aged between 43 to 83 months; and G3, 28 older than 84 months. We collected medical record data to characterize the patients, auditory thresholds with cochlear implants, assessment of speech perception, and auditory skills. Results There was no statistical difference in the association of the results among groups G1, G2, and G3 with sex, caregiver education level, city of residence, and speech perception level. There was a moderate correlation between age and hearing aid use time, age and cochlear implants use time. There was a strong correlation between age and the age cochlear implants was performed, hearing aid use time and age CI was performed. Conclusion There was no statistical difference in the speech perception in relation to the patient's age when cochlear implant was performed. There were statistically significant differences for the variables of auditory deprivation time between G3 - G1 and G2 - G1 and hearing aid use time between G3 - G2 and G3 - G1.


Open Mind ◽  
2019 ◽  
Vol 3 ◽  
pp. 1-12 ◽  
Author(s):  
Sarah L. Dziura ◽  
James C. Thompson

Social functioning involves learning about the social networks in which we live and interact; knowing not just our friends, but also who is friends with our friends. This study utilized an incidental learning paradigm and representational similarity analysis (RSA), a functional MRI multivariate pattern analysis technique, to examine the relationship between learning social networks and the brain’s response to the faces within the networks. We found that accuracy of learning face pair relationships through observation is correlated with neural similarity patterns to those pairs in the left temporoparietal junction (TPJ), the left fusiform gyrus, and the subcallosal ventromedial prefrontal cortex (vmPFC), all areas previously implicated in social cognition. This model was also significant in portions of the cerebellum and thalamus. These results show that the similarity of neural patterns represent how accurately we understand the closeness of any two faces within a network. Our findings indicate that these areas of the brain not only process knowledge and understanding of others, but also support learning relations between individuals in groups.


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