Lipread me now, hear me better later: Crossmodal transfer of talker familiarity effects

2006 ◽  
Vol 120 (5) ◽  
pp. 3248-3248
Author(s):  
Kauyumari Sanchez ◽  
Lawrence D. Rosenblum ◽  
Rachel M. Miller
Keyword(s):  
Crossmodal Transfer ◽  
Talker Familiarity

scholarly journals Crossmodal Transfer of Object Information in Human Echolocation

i-Perception ◽  
10.1068/ic894 ◽  
2011 ◽  
Vol 2 (8) ◽  
pp. 894-894
Author(s):  
Santani Teng ◽  
Amrita Puri ◽  
David Whitney
Keyword(s):  
Crossmodal Transfer

The Effectiveness of Two Strategies for Teaching Students with Blindness and Mental Retardation

1996 ◽  
Vol 90 (2) ◽  
pp. 125-133
Author(s):  
G.M. Lane
Keyword(s):  
Mental Retardation ◽  
Multiple Disabilities ◽  
Severe Mental Retardation ◽  
Verbal Information ◽  
Alternating Treatments Design ◽  
Crossmodal Transfer ◽  
Manual Task ◽  
Total Blindness ◽  
Manual Tasks ◽  
Verbal Prompts

To investigate the crossmodal transfer effects of verbal information to the performance of manual tasks, this study compared the effectiveness of two strategies—manual guidance only and manual guidance plus verbal prompts—with students whose multiple disabilities included total blindness and severe mental retardation. Within the framework of an alternating treatments design, the two strategies were differentially applied to two tasks. The results suggest that prompting methods that require shifting verbal information to the performance of a manual task may interfere with the learning of students with such multiple disabilities.

Crossmodal Transfer of Stimulus Control: Preparing Students with Severe Multiple Disabilities for Audiological Assessment

1983 ◽  
Vol 8 (4) ◽  
pp. 3-13 ◽  
Author(s):  
Lori Goetz ◽  
Kathy Gee ◽  
Wayne Sailor
Keyword(s):  
Stimulus Control ◽  
Multiple Disabilities ◽  
Classroom Setting ◽  
Transfer Of Stimulus Control ◽  
Crossmodal Transfer ◽  
Hearing Status ◽  
Auditory Mode ◽  
Sensory Channel ◽  
Severely Handicapped ◽  
Control Procedures

Crossmodal transfer of stimulus control procedures was used to establish reliable responding to an auditory cue in three severely multiply handicapped students who had previously failed to demonstrate reliable responses to stimuli presented in the auditory mode. As a result, all three students were able to participate in formal audiometric evaluations of their hearing status. Procedures were designed to be replicable in a typical classroom setting serving severely handicapped students. Results are discussed in terms of their utility in facilitating audiological testing for untestable persons and in terms of implications for teaching students functional use of the auditory sensory channel.

The effect of talker familiarity on stream segregation

2007 ◽  
Vol 35 (1) ◽  
pp. 85-103 ◽  
Author(s):  
Rochelle S. Newman ◽  
Shannon Evers
Keyword(s):  
Stream Segregation ◽  
Talker Familiarity

scholarly journals Talker familiarity and spoken word recognition in school-age children

2014 ◽  
Vol 42 (4) ◽  
pp. 843-872 ◽  
Author(s):  
SUSANNAH V. LEVI
Keyword(s):  
Language Processing ◽  
Spoken Word Recognition ◽  
Spoken Language ◽  
Spoken Word ◽  
School Age Children ◽  
School Age ◽  
Spoken Language Processing ◽  
English Bilingual ◽  
Lexical Items ◽  
Talker Familiarity

ABSTRACTResearch with adults has shown that spoken language processing is improved when listeners are familiar with talkers' voices, known as the familiar talker advantage. The current study explored whether this ability extends to school-age children, who are still acquiring language. Children were familiarized with the voices of three German–English bilingual talkers and were tested on the speech of six bilinguals, three of whom were familiar. Results revealed that children do show improved spoken language processing when they are familiar with the talkers, but this improvement was limited to highly familiar lexical items. This restriction of the familiar talker advantage is attributed to differences in the representation of highly familiar and less familiar lexical items. In addition, children did not exhibit accent-general learning; despite having been exposed to German-accented talkers during training, there was no improvement for novel German-accented talkers.

scholarly journals Working-memory disruption by task-irrelevant talkers depends on degree of talker familiarity

2018 ◽  
Author(s):  
Jens Kreitewolf ◽  
Malte Wöstmann ◽  
Sarah Tune ◽  
Michael Plöchl ◽  
Jonas Obleser
Keyword(s):  
Working Memory ◽  
Family Members ◽  
Serial Order ◽  
Irrelevant Speech ◽  
Speech Comprehension ◽  
Memory Retention ◽  
Statistics Course ◽  
Memory Disruption ◽  
Task Irrelevant ◽  
Talker Familiarity

AbstractWhen listening, familiarity with an attended talker’s voice improves speech comprehension. Here, we instead investigated the effect of familiarity with a distracting talker. In an irrelevant-speech task, we assessed listeners’ working memory for the serial order of spoken digits when a task-irrelevant, distracting sentence was produced by either a familiar or an unfamiliar talker (with rare omissions of the task-irrelevant sentence). We tested two groups of listeners using the same experimental procedure. The first group were undergraduate psychology students (N=66) who had attended an introductory statistics course. Critically, each student had been taught by one of two course instructors, whose voices served as familiar and unfamiliar task-irrelevant talkers. The second group of listeners were family members and friends (N=20) who had known either one of the two talkers for more than ten years. Students, but not family members and friends, made more errors when the task-irrelevant talker was familiar versus unfamiliar. Interestingly, the effect of talker familiarity was not modulated by the presence of task-irrelevant speech: students experienced stronger working-memory disruption by a familiar talker irrespective of whether they heard a task-irrelevant sentence during memory retention or merely expected it. While previous work has shown that familiarity with an attended talker benefits speech comprehension, our findings indicate that familiarity with an ignored talker deteriorates working memory for target speech. The absence of this effect in family members and friends suggests that the degree of familiarity modulates memory disruption.

scholarly journals The Effect of Talker Familiarity on Sentence Recognition Accuracy in Complex Noise

2021 ◽  
Vol 68 (1) ◽  
pp. 49-55
Author(s):  
Madison S. Buntrock ◽  
Brittan A. Barker ◽  
Madison M. Gurries ◽  
Tyson S. Barrett
Keyword(s):  
Time Course ◽  
Recognition Accuracy ◽  
Spoken Language ◽  
Independent Variables ◽  
Sentence Recognition ◽  
Mixed Effects Modeling ◽  
Familial Relationship ◽  
University Professor ◽  
Talker Familiarity

Abstract. The familiar talker advantage is the finding that a listener’s ability to perceive and understand a talker is facilitated when the listener is familiar with the talker. However, it is unclear when the benefits of familiarity emerge and whether they strengthen over time. To better understand the time course of the familiar talker advantage, we assessed the effects of long-term, implicit voice learning on 89 young adults’ sentence recognition accuracy in the presence of four-talker babble. A university professor served as the target talker in the experiment. Half the participants were students of the professor and familiar with her voice. The professor was a stranger to the remaining participants. We manipulated the listeners’ degree of familiarity with the professor over the course of a semester. We used mixed effects modeling to test for the effects of the two independent variables: talker and hours of exposure. Analyses revealed a familiar talker advantage in the listeners after 16 weeks (∼32 h) of exposure to the target voice. These results imply that talker familiarity (outside of the confines of a long-term, familial relationship) seems to be a much quicker-to-emerge, reliable cue for bootstrapping spoken language perception than previous literature suggested.

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