ERIC Number: EJ1011708
Record Type: Journal
Publication Date: 2013-Jun
Abstractor: As Provided
Reference Count: N/A
Perception of Audio-Visual Speech Synchrony in Spanish-Speaking Children with and without Specific Language Impairment
Pons, Ferran; Andreu, Llorenc; Sanz-Torrent, Monica; Buil-Legaz, Lucia; Lewkowicz, David J.
Journal of Child Language, v40 n3 p687-700 Jun 2013
Speech perception involves the integration of auditory and visual articulatory information, and thus requires the perception of temporal synchrony between this information. There is evidence that children with specific language impairment (SLI) have difficulty with auditory speech perception but it is not known if this is also true for the integration of auditory and visual speech. Twenty Spanish-speaking children with SLI, twenty typically developing age-matched Spanish-speaking children, and twenty Spanish-speaking children matched for MLU-w participated in an eye-tracking study to investigate the perception of audiovisual speech synchrony. Results revealed that children with typical language development perceived an audiovisual asynchrony of 666 ms regardless of whether the auditory or visual speech attribute led the other one. Children with SLI only detected the 666 ms asynchrony when the auditory component followed the visual component. None of the groups perceived an audiovisual asynchrony of 366 ms. These results suggest that the difficulty of speech processing by children with SLI would also involve difficulties in integrating auditory and visual aspects of speech perception.
Descriptors: Spanish Speaking, Child Language, Language Acquisition, Auditory Perception, Speech, Language Impairments, Visual Perception, Children, Eye Movements, Language Processing, Difficulty Level, Sensory Integration
Cambridge University Press. The Edinburgh Building, Shaftesbury Road, Cambridge, CB2 8RU, UK. Tel: 800-872-7423; Tel: 845-353-7500; Tel: +44-1223-326070; Fax: 845-353-4141; Fax: +44-1223-325150; e-mail: email@example.com; Web site: http://www.cambridge.org
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A