scholarly journals The Effect of Presentation Mode and Production Type on Word Memory for Hearing Impaired Signers

2018 ◽  
Vol 29 (10) ◽  
pp. 875-884 ◽  
Author(s):  
Riki Taitelbaum Swead ◽  
Yaniv Mama ◽  
Michal Icht
Keyword(s):  
Young Adults ◽  
Sign Language ◽  
Verbal Memory ◽  
Presentation Mode ◽  
Hearing Impaired ◽  
No Production ◽  
Learning Condition ◽  
Word Memory ◽  
Presentation Modes ◽  
Production Type

AbstractProduction effect (PE) is a memory phenomenon referring to better memory for produced (vocalized) than for non-produced (silently read) items. Reading aloud was found to improve verbal memory for normal-hearing individuals, as well as for cochlear implant users, studying visually and aurally presented material.The present study tested the effect of presentation mode (written or signed) and production type (vocalization or signing) on word memory in a group of hearing impaired young adults, sign-language users.A PE paradigm was used, in which participants learned lexical items by two presentation modes, written or signed. We evaluated the efficacy of two types of productions: vocalization and signing, using a free recall test.Twenty hearing-impaired young adults, Israeli sign language (ISL) users, participated in the study, ten individuals who mainly use manual communication (MC) (ISL as a first language), and ten who mainly use total communication (TC).For each condition, we calculated the proportion of study words recalled. A mixed-design analysis of variance was conducted, with learning condition (written-vocalize, written-signed, and manual-signed) and production type (production and no-production) as within-subject variables, and group (MC and TC) as a between-subject variable.Production benefit was documented across all learning conditions, with better memory for produced over non-produced words. Recall rates were higher when learning written words relative to signed words. Production by signing yielded better memory relative to vocalizing.The results are explained in light of the encoding distinctiveness account, namely, the larger the number of unique encoding processes involved at study, the better the memory benefit.

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.

Contributions of Voice and Nonverbal Communication to Perceived Masculinity–Femininity for Cisgender and Transgender Communicators

2020 ◽  
Vol 63 (4) ◽  
pp. 931-947
Author(s):  
Teresa L. D. Hardy ◽  
Carol A. Boliek ◽  
Daniel Aalto ◽  
Justin Lewicke ◽  
Kristopher Wells ◽  
...  
Keyword(s):  
Fundamental Frequency ◽  
Sound Pressure Level ◽  
Sound Pressure ◽  
Vocal Tract ◽  
Presentation Mode ◽  
Pressure Level ◽  
Presentation Modes ◽  
Audiovisual Stimuli ◽  
Vocal Tract Resonance ◽  
Point Light

Purpose The purpose of this study was twofold: (a) to identify a set of communication-based predictors (including both acoustic and gestural variables) of masculinity–femininity ratings and (b) to explore differences in ratings between audio and audiovisual presentation modes for transgender and cisgender communicators. Method The voices and gestures of a group of cisgender men and women ( n = 10 of each) and transgender women ( n = 20) communicators were recorded while they recounted the story of a cartoon using acoustic and motion capture recording systems. A total of 17 acoustic and gestural variables were measured from these recordings. A group of observers ( n = 20) rated each communicator's masculinity–femininity based on 30- to 45-s samples of the cartoon description presented in three modes: audio, visual, and audio visual. Visual and audiovisual stimuli contained point light displays standardized for size. Ratings were made using a direct magnitude estimation scale without modulus. Communication-based predictors of masculinity–femininity ratings were identified using multiple regression, and analysis of variance was used to determine the effect of presentation mode on perceptual ratings. Results Fundamental frequency, average vowel formant, and sound pressure level were identified as significant predictors of masculinity–femininity ratings for these communicators. Communicators were rated significantly more feminine in the audio than the audiovisual mode and unreliably in the visual-only mode. Conclusions Both study purposes were met. Results support continued emphasis on fundamental frequency and vocal tract resonance in voice and communication modification training with transgender individuals and provide evidence for the potential benefit of modifying sound pressure level, especially when a masculine presentation is desired.

scholarly journals 3D Avatar Approach for Continuous Sign Movement Using Speech/Text

2021 ◽  
Vol 11 (8) ◽  
pp. 3439
Author(s):  
Debashis Das Chakladar ◽  
Pradeep Kumar ◽  
Shubham Mandal ◽  
Partha Pratim Roy ◽  
Masakazu Iwamura ◽  
...  
Keyword(s):  
Language Learning ◽  
Sign Language ◽  
Language Processing ◽  
Hearing Impaired ◽  
Learning System ◽  
English Sentence ◽  
Impaired People ◽  
Indian Sign Language ◽  
Impaired Person ◽  
3D Avatar

Sign language is a visual language for communication used by hearing-impaired people with the help of hand and finger movements. Indian Sign Language (ISL) is a well-developed and standard way of communication for hearing-impaired people living in India. However, other people who use spoken language always face difficulty while communicating with a hearing-impaired person due to lack of sign language knowledge. In this study, we have developed a 3D avatar-based sign language learning system that converts the input speech/text into corresponding sign movements for ISL. The system consists of three modules. Initially, the input speech is converted into an English sentence. Then, that English sentence is converted into the corresponding ISL sentence using the Natural Language Processing (NLP) technique. Finally, the motion of the 3D avatar is defined based on the ISL sentence. The translation module achieves a 10.50 SER (Sign Error Rate) score.

A radiographic investigation of velar positioning in hearing-impaired young adults

1980 ◽  
Vol 13 (3) ◽  
pp. 239-247 ◽  
Author(s):  
Earl J. Seaver ◽  
James R. Andrews ◽  
Joseph J. Granata
Keyword(s):  
Young Adults ◽  
Hearing Impaired ◽  
Radiographic Investigation

Learning Visual Correlates of Fricative Production by Normal-Hearing Subjects: A Preliminary Evaluation of the Video Articulator

1978 ◽  
Vol 43 (2) ◽  
pp. 200-207 ◽  
Author(s):  
Grace Haugland Bargstadt ◽  
John M. Hutchinson ◽  
Michael A. Nerbonne
Keyword(s):  
Young Adults ◽  
Normal Hearing ◽  
Hearing Impaired ◽  
Training Period ◽  
Clinical Implications ◽  
Preliminary Evaluation ◽  
Auditory Cues ◽  
Low Transmission

This investigation provides a preliminary evaluation of the use of the video articulator, a phonemic recognition device for the hearing impaired. The subjects were five young adults with normal hearing and vision (corrected) who were matched with respect to age, sex, dialect, education, and phonological sophistication. Each subject received 150 min of programmed training to learn the video configurations of the eight English fricatives both in isolation and consonant-vowel contexts. Following the training period, the subjects were given a test to determine adequacy of learning and retention of the video configurations for the training stimuli, in the absence of auditory cues. The subjects' responses were analyzed using a common covariance measure. The results demonstrated generally low transmission values for consonants in isolation. Moreover, identification of consonants in context was less accurate. The subjects, as a group, had greater difficulty in recognizing the productions of other subjects when compared with recognition of their own utterances. The clinical implications of these findings are discussed.

scholarly journals Development of Prayer Mobile Application Software for The Hearing Impaired (Deaf) Based on Malaysian Sign Language

2021 ◽  
Vol 11 (6) ◽  
Author(s):  
Abdul Rahim Razalli ◽  
Nordin Mamat ◽  
Normah Razali ◽  
Mohd Hanafi Mohd Yasin ◽  
Modi Lakulu ◽  
...  
Keyword(s):  
Sign Language ◽  
Mobile Application ◽  
Hearing Impaired ◽  
Application Software

An investigation into the relationship of foreign language learning motivation and sign language use among Deaf and hard of hearing Hungarians

2013 ◽  
Vol 51 (1) ◽  
pp. 1-22 ◽  
Author(s):  
Edit H. Kontra ◽  
Kata Csizér
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Sign Language ◽  
Hard Of Hearing ◽  
Language Use ◽  
Foreign Language Learning ◽  
Hearing Impaired ◽  
Learning Motivation ◽  
Language Learning Motivation ◽  
The Relationship

Abstract The aim of this study is to point out the relationship between foreign language learning motivation and sign language use among hearing impaired Hungarians. In the article we concentrate on two main issues: first, to what extent hearing impaired people are motivated to learn foreign languages in a European context; second, to what extent sign language use in the classroom as well as outside school shapes their level of motivation. The participants in our research were 331 Deaf and hard of hearing people from all over Hungary. The instrument of data collection was a standardized questionnaire. Our results support the notion that sign language use helps foreign language learning. Based on the findings, we can conclude that there is indeed no justification for further neglecting the needs of Deaf and hard of hearing people as foreign language learners and that their claim for equal opportunities in language learning is substantiated.

Sign languages to unfold the Universe

2021 ◽  
Author(s):  
Stefania Varano
Keyword(s):  
Sign Language ◽  
Hearing Impaired ◽  
Point Of View ◽  
Deaf People ◽  
Single Word ◽  
Natural Languages ◽  
Sign Languages ◽  
Italian Language ◽  
Main Medium ◽  
The Universe

<p>Sign languages ​​arise from the need of communities of deaf people to communicate with each other and with others. Like all natural languages, they are tied to the traditions and cultures of the communities that invented and developed them. The sign language used in Italy is the Italian Sign Language, LIS.</p> <p>The strong iconicity of LIS is very interesting from the point of view of communication and didactics of astronomy, also for the hearing impaired. The signs used for astronomical concepts and objects often express the meaning and nature of what is represented, much more than a single word in the Italian language does.</p> <p>LIS is therefore effective not only for inclusive communication aimed at deaf people, but it can be effective for everyone, both in terms of equity and awareness of diversity and in terms of knowledge of astronomy and its link with culture and tradition.</p> <p>We will present a set of videos published on EduINAF, the outreach and education online magazine of the Italian National Isntitute for Astrophysics, in which the LIS is the main medium of the storytelling. Each video has subtitles, in order to make the LIS understandable for all.</p>

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