scholarly journals External auditory feedback from covert oral behavior during silent reading

1971 ◽  
Vol 25 (4) ◽  
pp. 212-214 ◽  
Author(s):  
F. J. McGuigan
Keyword(s):  
Auditory Feedback ◽  
Silent Reading ◽  
Oral Behavior

Effects of auditory stimulation on covert oral behavior during silent reading.

1968 ◽  
Vol 76 (4, Pt.1) ◽  
pp. 649-655 ◽  
Author(s):  
F. J. McGuigan ◽  
William I. Rodier
Keyword(s):  
Silent Reading ◽  
Auditory Stimulation ◽  
Oral Behavior

The Effect of Learning Modality and Auditory Feedback on Word Memory: Cochlear-Implanted versus Normal-Hearing Adults

2017 ◽  
Vol 28 (03) ◽  
pp. 222-231 ◽  
Author(s):  
Riki Taitelbaum-Swead ◽  
Michal Icht ◽  
Yaniv Mama
Keyword(s):  
Young Adults ◽  
Auditory Feedback ◽  
Silent Reading ◽  
Normal Hearing ◽  
Visual Modality ◽  
Auditory Modality ◽  
No Production ◽  
Vocal Production ◽  
Word Memory ◽  
Open Set

AbstractIn recent years, the effect of cognitive abilities on the achievements of cochlear implant (CI) users has been evaluated. Some studies have suggested that gaps between CI users and normal-hearing (NH) peers in cognitive tasks are modality specific, and occur only in auditory tasks.The present study focused on the effect of learning modality (auditory, visual) and auditory feedback on word memory in young adults who were prelingually deafened and received CIs before the age of 5 yr, and their NH peers.A production effect (PE) paradigm was used, in which participants learned familiar study words by vocal production (saying aloud) or by no-production (silent reading or listening). Words were presented (1) in the visual modality (written) and (2) in the auditory modality (heard). CI users performed the visual condition twice—once with the implant ON and once with it OFF. All conditions were followed by free recall tests.Twelve young adults, long-term CI users, implanted between ages 1.7 and 4.5 yr, and who showed ≥50% in monosyllabic consonant-vowel-consonant open-set test with their implants were enrolled. A group of 14 age-matched NH young adults served as the comparison group.For each condition, we calculated the proportion of study words recalled. Mixed-measures analysis of variances were carried out with group (NH, CI) as a between-subjects variable, and learning condition (aloud or silent reading) as a within-subject variable. Following this, paired sample t tests were used to evaluate the PE size (differences between aloud and silent words) and overall recall ratios (aloud and silent words combined) in each of the learning conditions.With visual word presentation, young adults with CIs (regardless of implant status CI-ON or CI-OFF), showed comparable memory performance (and a similar PE) to NH peers. However, with auditory presentation, young adults with CIs showed poorer memory for nonproduced words (hence a larger PE) relative to their NH peers.The results support the construct that young adults with CIs will benefit more from learning via the visual modality (reading), rather than the auditory modality (listening). Importantly, vocal production can largely improve auditory word memory, especially for the CI group.

Longitudinal Study of Covert Oral Behavior during Silent Reading

1969 ◽  
Vol 28 (1) ◽  
pp. 170-170 ◽  
Author(s):  
F. J. Mc Guigan ◽  
Susan Crandall Bailey
Keyword(s):  
Longitudinal Study ◽  
Silent Reading ◽  
Oral Behavior

Delayed Auditory Feedback with Different Delay Times at Each Ear

1964 ◽  
Vol 7 (4) ◽  
pp. 369-371
Author(s):  
Samuel Fillenbaum
Keyword(s):  
Delay Interval ◽  
Auditory Feedback ◽  
Normal Subjects ◽  
Delayed Auditory Feedback ◽  
Delay Times

Binaurally asynchronous delayed auditory feedback (DAF) was compared with synchronous DAF in 80 normal subjects. Asynchronous DAF (0.10 sec difference) did not yield results different from those obtained under synchronous DAF with a 0.20 sec delay interval, an interval characteristically resulting in maximum disruptions in speech.

Effects of Noise and Increased Vocal Intensity on Stuttering

1977 ◽  
Vol 20 (2) ◽  
pp. 233-240 ◽  
Author(s):  
Sharon F. Garber ◽  
Richard R. Martin
Keyword(s):  
Normal Level ◽  
Auditory Feedback ◽  
Concomitant Increase ◽  
Vocal Intensity ◽  
Presence And Absence

The present study was designed to assess the effects of increased vocal level on stuttering in the presence and absence of noise, and to assess the effects of noise on stuttering with and without a concomitant increase in vocal level. Accordingly, eight adult stutterers spoke in quiet with normal vocal level, in quiet with increased vocal level, in noise with normal level, and in noise with increased level. All subjects reduced stuttering in noise compared with quiet conditions. However, there was no difference in stuttering when subjects spoke with normal compared with increased vocal level. In the present study, reductions in stuttering under noise could not be explained by increases in vocal level. It appears, instead, that reductions in stuttering were related to a decrease in auditory feedback. The condition which resulted in the largest decrease in auditory feedback, speaking in noise with a normal level, also resulted in the largest decrease in stuttering.

The dynamics of disruption from altered auditory feedback

2009 ◽  
Author(s):  
Peter Q. Pfordresher ◽  
John D. Kulpa
Keyword(s):  
Auditory Feedback
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