Jerger Susan, Damian Markus F, Tye-Murray Nancy, Abdi Hervé
School of Behavioral and Brain Sciences, University of Texas at Dallas, Richardson, TX 75080, USA.
School of Experimental Psychology, University of Bristol, Bristol BS8 1TU, UK.
J Exp Child Psychol. 2014 Oct;126:295-312. doi: 10.1016/j.jecp.2014.05.003. Epub 2014 Jul 4.
We investigated whether visual speech fills in non-intact auditory speech (excised consonant onsets) in typically developing children from 4 to 14 years of age. Stimuli with the excised auditory onsets were presented in the audiovisual (AV) and auditory-only (AO) modes. A visual speech fill-in effect occurs when listeners experience hearing the same non-intact auditory stimulus (e.g., /-b/ag) as different depending on the presence/absence of visual speech such as hearing /bag/ in the AV mode but hearing /ag/ in the AO mode. We quantified the visual speech fill-in effect by the difference in the number of correct consonant onset responses between the modes. We found that easy visual speech cues /b/ provided greater filling in than difficult cues /g/. Only older children benefited from difficult visual speech cues, whereas all children benefited from easy visual speech cues, although 4- and 5-year-olds did not benefit as much as older children. To explore task demands, we compared results on our new task with those on the McGurk task. The influence of visual speech was uniquely associated with age and vocabulary abilities for the visual speech fill--in effect but was uniquely associated with speechreading skills for the McGurk effect. This dissociation implies that visual speech--as processed by children-is a complicated and multifaceted phenomenon underpinned by heterogeneous abilities. These results emphasize that children perceive a speaker's utterance rather than the auditory stimulus per se. In children, as in adults, there is more to speech perception than meets the ear.
我们研究了在4至14岁的发育正常儿童中，视觉言语是否能填补不完整的听觉言语（切除辅音起始部分）。切除听觉起始部分的刺激以视听（AV）和仅听觉（AO）模式呈现。当听众根据视觉言语的有无而将相同的不完整听觉刺激（例如，/-b/ag）感知为不同时，就会出现视觉言语填补效应，比如在AV模式下听到 /bag/，而在AO模式下听到 /ag/。我们通过两种模式下正确辅音起始反应数量的差异来量化视觉言语填补效应。我们发现，简单的视觉言语线索 /b/ 比困难的线索 /g/ 能提供更大程度的填补。只有年龄较大的儿童能从困难的视觉言语线索中受益，而所有儿童都能从简单的视觉言语线索中受益，尽管4岁和5岁的儿童受益程度不如年龄较大的儿童。为了探究任务要求，我们将新任务的结果与麦格克任务的结果进行了比较。视觉言语的影响与视觉言语填补效应中的年龄和词汇能力独特相关，但与麦格克效应中的唇读技能独特相关。这种分离意味着儿童所处理的视觉言语是一种复杂且多方面的现象，由多种不同能力支撑。这些结果强调，儿童感知的是说话者的话语，而不是听觉刺激本身。在儿童中，如同在成人中一样，言语感知所涉及的内容比单纯听到的要多。
