Hand Gestures Facilitate the Acquisition of Novel Phonemic Contrasts When They Appropriately Mimic Target Phonetic Features

Purpose Research has shown that observing hand gestures mimicking pitch movements or rhythmic patterns can improve the learning of second language (L2) suprasegmental features. However, less is known about the effects of hand gestures on the learning of novel phonemic contrasts. This study examines (a) whether hand gestures mimicking phonetic features can boost L2 segment learning by naive learners and (b) whether a mismatch between the hand gesture form and the target phonetic feature influences the learning effect. Method Fifty Catalan native speakers undertook a short multimodal training session on two types of Mandarin Chinese consonants (plosives and affricates) in either of two conditions: Gesture and No Gesture. In the Gesture condition, a fist-to-open-hand gesture was used to mimic air burst, while the No Gesture condition included no such use of gestures. Crucially, while the hand gesture appropriately mimicked the air burst produced in plosives, this was not the case for affricates. Before and after training, participants were tested on two tasks, namely, the identification task and the imitation task. Participants' speech output was rated by five Chinese native speakers. Results The perception results showed that training with or without gestures yielded similar degrees of improvement for the identification of aspiration contrasts. By contrast, the production results showed that, while training without gestures did not help improve L2 pronunciation, training with gestures improved pronunciation, but only when the given gestures appropriately mimicked the phonetic properties they represented. Conclusions Results revealed that the efficacy of observing hand gestures on the learning of nonnative phonemes depends on the appropriateness of the form of those gestures relative to the target phonetic features. That is, hand gestures seem to be more useful when they appropriately mimic phonetic features. Supplemental Material https://doi.org/10.23641/asha.13105442

Multimodal Balance Training Supported by Rhythmic Auditory Stimuli in Parkinson Disease: Effects in Freezers and Nonfreezers

Objective To fulfill the potential of nonpharmacological interventions for people with Parkinson disease (PD), individually tailored treatment is needed. Multimodal balance training supported by rhythmic auditory stimuli (RAS) can improve balance and gait in people with PD. The purpose of this study was to determine whether both freezers and nonfreezers benefit. Methods A secondary analysis was conducted on a large randomized controlled trial that included 154 patients with PD (Hoehn & Yahr Stages 1–3 while ON-medication) who were assigned randomly to 3 groups: (1) multimodal balance training with RAS delivered by a metronome (RAS-supported multimodal balance training); (2) regular multimodal balance training without rhythmic auditory cues; and (3) a control intervention (involving an educational program). Training was performed for 5 weeks, twice per week. The primary outcome was the Mini-BESTest score directly after the training period. Assessments were performed by a single, masked assessor at baseline, directly postintervention, and after 1-month and 6-month follow-up. Outcomes were analyzed in 1 analysis, and the results were presented separately for freezers and nonfreezers with a linear mixed model, adjusted for baseline Mini-BESTest scores, Unified Parkinson’s Disease Rating Scale scores, and levodopa equivalent dose. Results In both freezers and nonfreezers, both RAS-supported multimodal training and regular training significantly improved the Mini-BESTest scores compared with baseline scores and with the control group scores. The improvement was larger for RAS-supported training compared with regular training, for both freezers and nonfreezers. Only the RAS-supported training group retained the improvements compared with baseline measurements at 6-month follow-up, and this was true for both freezers and nonfreezers. Conclusions RAS-supported multimodal training is effective in improving balance performance in both freezers and nonfreezers. Impact Until this study, it was unknown whether both freezers and nonfreezers could benefit from multimodal balance training. With this information, clinicians who work with people with PD will be better able to apply personalized gait rehabilitation. Lay Summary Adding rhythmic auditory stimuli (RAS) to balance training is beneficial for both freezers and nonfreezers, at least in persons with mild to moderate disease stages. This RAS-supported multimodal training has good potential for a wider clinical implementation with good long-term effects.

Deep Multimodal Learning for the Diagnosis of Autism Spectrum Disorder

Recent medical imaging technologies, specifically functional magnetic resonance imaging (fMRI), have advanced the diagnosis of neurological and neurodevelopmental disorders by allowing scientists and physicians to observe the activity within and between different regions of the brain. Deep learning methods have frequently been implemented to analyze images produced by such technologies and perform disease classification tasks; however, current state-of-the-art approaches do not take advantage of all the information offered by fMRI scans. In this paper, we propose a deep multimodal model that learns a joint representation from two types of connectomic data offered by fMRI scans. Incorporating two functional imaging modalities in an automated end-to-end autism diagnosis system will offer a more comprehensive picture of the neural activity, and thus allow for more accurate diagnoses. Our multimodal training strategy achieves a classification accuracy of 74% and a recall of 95%, as well as an F1 score of 0.805, and its overall performance is superior to using only one type of functional data.

The effectiveness of two different multimodal training modes on physical performance in elderly

The study compared the effect of 12-week multimodal training programme performed twice a week at the regular exercise facility (REF) with the 12-week multimodal training programme performed three times per week as a part of the research programme (EX). Additionally, the study analysed how the experimental training programme affect the physical performance of cognitive healthy and mild cognitive impaired elderly (MCI). The REF training group included 19 elderly (65.00±3.62 years). The experimental training programme combined cognitively healthy (EXH: n=16; 66.3±6.42 years) and age-matched individuals with MCI (EXMCI: n=14; 66.00±4.79 years). 10m maximal walking speed (10mMWS), Five Times Sit-to-Stand Test (FTSS), maximal and relative voluntary contraction (MVC and rel. MVC) were analysed. The REF group improved in 10mMWS (t=2.431, p=.026), the MVC (t=-3.528, p=.002) and relative MVC (t=3.553, p=.002). The EXH group improved in FTSS (t=5.210, P=.000), MVC (t=2.771, p=.018) and relative MVC (t=-3.793, p=.004). EXMCI improved in FTSS (t=2.936, p=.012) and MVC (t=-2.276, p=.040). According to results, both training programmes sufficiently improved walking speed and muscle strength in cognitively healthy elderly. Moreover, the experimental training programme improved muscle strength in MCI elderly.