Choosing talkers for the BKB/A Speechreading Test: a procedure with observations on talker age and gender

The development of speechreading skills in Chinese students with hearing impairment

The developmental trajectory of speechreading skills is poorly understood, and existing research has revealed rather inconsistent results. In this study, 209 Chinese students with hearing impairment between 7 and 20 years old were asked to complete the Chinese Speechreading Test targeting three linguistics levels (i.e., words, phrases, and sentences). Both response time and accuracy data were collected and analyzed. Results revealed (i) no developmental change in speechreading accuracy between ages 7 and 14 after which the accuracy rate either stagnates or drops; (ii) no significant developmental pattern in speed of speechreading across all ages. Results also showed that across all age groups, speechreading accuracy was higher for phrases than words and sentences, and overall levels of speechreading speed fell for phrases, words, and sentences. These findings suggest that the development of speechreading in Chinese is not a continuous, linear process.

The Effects of Age, Gender and Test Stimuli on Visual Speech Perception: A Preliminary Study

INTRODUCTION

To the best of our knowledge, there is a lack of reliable, validated, and standardized (Dutch) measuring instruments to document visual speech perception in a structured way. This study aimed to: (1) evaluate the effects of age, gender, and the used word list on visual speech perception examined by a first version of the Dutch Test for (Audio-)Visual Speech Perception on word level (TAUVIS-words) and (2) assess the internal reliability of the TAUVIS-words.

METHODS

Thirty-nine normal-hearing adults divided into the following 3 age categories were included: (1) younger adults, age 18-39 years; (2) middle-aged adults, age 40-59 years; and (3) older adults, age >60 years. The TAUVIS-words consist of 4 word lists, i.e., 2 monosyllabic word lists (MS 1 and MS 2) and 2 polysyllabic word lists (PS 1 and PS 2). A first exploration of the effects of age, gender, and test stimuli (i.e., the used word list) on visual speech perception was conducted using the TAUVIS-words. A mixed-design analysis of variance (ANOVA) was conducted to analyze the results statistically. Lastly, the internal reliability of the TAUVIS-words was assessed by calculating the Chronbach α.

RESULTS

The results revealed a significant effect of the used list. More specifically, the score for MS 1 was significantly better compared to that for PS 2, and the score for PS 1 was significantly better compared to that for PS 2. Furthermore, a significant main effect of gender was found. Women scored significantly better compared to men. The effect of age was not significant. The TAUVIS-word lists were found to have good internal reliability.

CONCLUSION

This study was a first exploration of the effects of age, gender, and test stimuli on visual speech perception using the TAUVIS-words. Further research is necessary to optimize and validate the TAUVIS-words, making use of a larger study sample.

Development and evaluation of video recordings for the OLSA matrix sentence test

OBJECTIVE

The aim was to create and validate an audiovisual version of the German matrix sentence test (MST), which uses the existing audio-only speech material.

DESIGN

Video recordings were recorded and dubbed with the audio of the existing German MST. The current study evaluates the MST in conditions including audio and visual modalities, speech in quiet and noise, and open and closed-set response formats.

SAMPLE

One female talker recorded repetitions of the German MST sentences. Twenty-eight young normal-hearing participants completed the evaluation study.

RESULTS

The audiovisual benefit in quiet was 7.0 dB in sound pressure level (SPL). In noise, the audiovisual benefit was 4.9 dB in signal-to-noise ratio (SNR). Speechreading scores ranged from 0% to 84% speech reception in visual-only sentences (mean = 50%). Audiovisual speech reception thresholds (SRTs) had a larger standard deviation than audio-only SRTs. Audiovisual SRTs improved successively with increasing number of lists performed. The final video recordings are openly available.

CONCLUSIONS

The video material achieved similar results as the literature in terms of gross speech intelligibility, despite the inherent asynchronies of dubbing. Due to ceiling effects, adaptive procedures targeting 80% intelligibility should be used. At least one or two training lists should be performed.

Audiovisual speech integration and lipreading in autism

BACKGROUND

During speech perception, the ability to integrate auditory and visual information causes speech to sound louder and be more intelligible, and leads to quicker processing. This integration is important in early language development, and also continues to affect speech comprehension throughout the lifespan. Previous research shows that individuals with autism have difficulty integrating information, especially across multiple sensory domains.

METHODS

In the present study, audiovisual speech integration was investigated in 18 adolescents with high-functioning autism and 19 well-matched adolescents with typical development using a speech in noise paradigm. Speech reception thresholds were calculated for auditory only and audiovisual matched speech, and lipreading ability was measured.

RESULTS

Compared to individuals with typical development, individuals with autism showed less benefit from the addition of visual information in audiovisual speech perception. We also found that individuals with autism were significantly worse than those in the comparison group at lipreading. Hierarchical regression demonstrated that group differences in the audiovisual condition, while influenced by auditory perception and especially by lipreading, were also attributable to a unique factor, which may reflect a specific deficit in audiovisual integration.

CONCLUSIONS

Combined deficits in audiovisual speech integration and lipreading in individuals with autism are likely to contribute to ongoing difficulties in speech comprehension, and may also be related to delays in early language development.