Pillai Roshni, Yathiraj Asha
Department of Audiology, All India Institute of Speech and Hearing, Manasagangothri, Mysore 570006, India.
J Acoust Soc Am. 2015 Feb;137(2):923-34. doi: 10.1121/1.4906832.
The study was carried out to determine whether cross-modal interactions occur during processing of auditory and/or visual signals that require separation/closure, integration, and duration pattern perception in typically developing children. Thirty typically developing children were evaluated on three auditory processing tests (speech-in-noise test in Indian-English, dichotic-consonant vowel test, and duration pattern test) that tapped separation/closure, integration and duration pattern perception. The children were also evaluated on the visual and auditory-visual analogues of the auditory tests. Differences in modality were found in each of the processes that were tested. The performance when the auditory and visual modalities were tested simultaneously was significantly higher than the auditory or visual modality for tests that involved separation/closure and integration. In contrast, scores on the analogous auditory-visual duration pattern test were significantly higher than the auditory test but not the visual analogous test. Further, the scores of the auditory modality were significantly poorer than the visual modality for separation/closure and duration patterning but not for integration. Findings of the study indicate that performance on higher level processing varies depending on the modality that is assessed and supports the presence of cross-modality interactions.
本研究旨在确定在典型发育儿童处理需要分离/闭合、整合和持续时间模式感知的听觉和/或视觉信号过程中，是否会发生跨模态交互作用。对30名典型发育儿童进行了三项听觉处理测试（印度英语噪声中的言语测试、双耳辅音元音测试和持续时间模式测试），这些测试涉及分离/闭合、整合和持续时间模式感知。还对这些儿童进行了听觉测试的视觉和视听模拟测试。在每个测试过程中都发现了模态差异。对于涉及分离/闭合和整合的测试，同时测试听觉和视觉模态时的表现显著高于单独的听觉或视觉模态。相比之下，视听持续时间模式测试的类似测试得分显著高于听觉测试，但不高于视觉类似测试。此外，在分离/闭合和持续时间模式方面，听觉模态的得分显著低于视觉模态，但在整合方面并非如此。该研究结果表明，高级处理的表现因评估的模态而异，并支持跨模态交互作用的存在。
