Integration of information from face and voice plays a central role in our social interactions. It has been mostly studied in the context of audiovisual speech perception: integration of affective or identity information has received comparatively little scientific attention. Here, we review behavioural and neuroimaging studies of face-voice integration in the context of person perception. Clear evidence for interference between facial and vocal information has been observed during affect recognition or identity processing. Integration effects on cerebral activity are apparent both at the level of heteromodal cortical regions of convergence, particularly bilateral posterior superior temporal sulcus (pSTS), and at 'unimodal' levels of sensory processing. Whether the latter reflects feedback mechanisms or direct crosstalk between auditory and visual cortices is as yet unclear.

Integrating Face and Voice in Person Perception

Purpose Using a dual-task paradigm, 2 experiments (Experiments 1 and 2) were conducted to assess differences in the amount of listening effort expended to understand speech in noise in audiovisual ...

Evaluating the effort expended to understand speech in noise using a dual-task paradigm: the effects of providing visual speech cues.

Objective:The present study investigated the development of audiovisual comprehension skills in prelingually deaf children who received cochlear implants.Design:We analyzed results obtained with the Common Phrases (Robbins et al., 1995) test of sentence comprehension from 80 prelingually deaf childr

/pdf/development-of-audiovisual-comprehension-skills-in-3qrvnt4gsv.pdf

Development of audiovisual comprehension skills in prelingually deaf children with cochlear implants.

Comparison of prosodic properties between read and spontaneous speech material

The purpose of this study was to investigate teacher speech and educational philosophies in inclusive classrooms with deaf and hearing students. Data were collected from language transcripts, classroom observations, and teacher interviews. Total speech output, Mean Length Utterance, proportion of questions to statements, and proportion of open to closed questions were calculated for each teacher. Teachers directed fewer utterances, on average, to deaf than to hearing students but showed different language patterns on the remaining measures. Inclusive philosophies focused on an individualized approach to teaching, attention to deaf culture, advocacy, smaller class sizes, and an openness to diversity in the classroom. The interpreters' role in the classroom included translating teacher speech, voicing student sign language, mediating communication between deaf students and their peers, and monitoring overall classroom behavior.

Teaching Strategies in Inclusive Classrooms With Deaf Students

The relationships between each of seven predictor variables and the relative degree to which 84 normal and hearing-impaired children used audition or vision in their perception of word stimuli were investigated. The children's relative use of audition or vision was assessed by the auditory-visual presentation of monosyllabic word stimuli in which the visual word stimuli were in conflict with those presented acoustically. Six of the seven predictor variables were significantly correlated with the performance scores obtained within the auditory-visual conflict condition. Only pure-tone average hearing level and auditory word identification performance, however, made unique contributions toward predicting the degree to which audition or vision was used in the perception of the word stimuli. We concluded that the relative use of audition or vision was almost completely related to their auditory capabilities as represented by the children's unaided threshold sensitivity and aided speech reception performance.

Primary modality for speech perception in children with normal and impaired hearing.

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Primary modality for speech perception in children with normal and impaired hearing.