TY - JOUR
T1 - Developmental shifts in children's sensitivity to visual speech
T2 - A new multimodal picture-word task
AU - Jerger, Susan
AU - Damian, Markus F.
AU - Spence, Melanie J.
AU - Tye-Murray, Nancy
AU - Abdi, Herve
N1 - Funding Information:
This work was supported by the National Institute on Deafness and Other Communication Disorders (Grant DC-00421 to the University of Texas at Dallas). We thank Alice O’Toole for her generous advice and assistance in recording our audiovisual stimuli and interpreting data. We appreciate the thoughtful comments of Virgina Marchman on an earlier version of the manuscript. We thank the children and parents who participated, and we thank the students who assisted, namely Shaumika Ball, Karen Banzon, Katie Battenfield, Sarah Joyce Bessonette, K. Meaghan Dougherty, Irma Garza, Stephanie Hirsch, Kelley Leach, Anne Pham, Lori Pressley, Anastasia Villescas (all with data collection, analysis, and/or presentation), and Derek Hammons (with computer programming).
PY - 2009/1
Y1 - 2009/1
N2 - This research developed a multimodal picture-word task for assessing the influence of visual speech on phonological processing by 100 children between 4 and 14 years of age. We assessed how manipulation of seemingly to-be-ignored auditory (A) and audiovisual (AV) phonological distractors affected picture naming without participants consciously trying to respond to the manipulation. Results varied in complex ways as a function of age and type and modality of distractors. Results for congruent AV distractors yielded an inverted U-shaped function with a significant influence of visual speech in 4-year-olds and 10- to 14-year-olds but not in 5- to 9-year-olds. In concert with dynamic systems theory, we proposed that the temporary loss of sensitivity to visual speech was reflecting reorganization of relevant knowledge and processing subsystems, particularly phonology. We speculated that reorganization may be associated with (a) formal literacy instruction and (b) developmental changes in multimodal processing and auditory perceptual, linguistic, and cognitive skills.
AB - This research developed a multimodal picture-word task for assessing the influence of visual speech on phonological processing by 100 children between 4 and 14 years of age. We assessed how manipulation of seemingly to-be-ignored auditory (A) and audiovisual (AV) phonological distractors affected picture naming without participants consciously trying to respond to the manipulation. Results varied in complex ways as a function of age and type and modality of distractors. Results for congruent AV distractors yielded an inverted U-shaped function with a significant influence of visual speech in 4-year-olds and 10- to 14-year-olds but not in 5- to 9-year-olds. In concert with dynamic systems theory, we proposed that the temporary loss of sensitivity to visual speech was reflecting reorganization of relevant knowledge and processing subsystems, particularly phonology. We speculated that reorganization may be associated with (a) formal literacy instruction and (b) developmental changes in multimodal processing and auditory perceptual, linguistic, and cognitive skills.
KW - Audiovisual speech perception
KW - Dynamic systems theory
KW - Multimodal speech processing
KW - Phonological processing
KW - Picture naming
KW - Picture word interference
KW - Picture-word task
KW - U-shaped developmental function
UR - http://www.scopus.com/inward/record.url?scp=55649086851&partnerID=8YFLogxK
U2 - 10.1016/j.jecp.2008.08.002
DO - 10.1016/j.jecp.2008.08.002
M3 - Article
C2 - 18829049
AN - SCOPUS:55649086851
VL - 102
SP - 40
EP - 59
JO - Journal of Experimental Child Psychology
JF - Journal of Experimental Child Psychology
SN - 0022-0965
IS - 1
ER -