Lyan Porto (ESR 7)
Abstract (pdf)
Poster (pdf)
ESR7_WS2_Poster
Click on the image to join the Live on December 13, from 12:40 to 13:20. You can also leave a comment at the bottom of the page or send an email to Lyan: lyan.porto@kuleuven.be
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- Biological diversity in plasticity and adaptation
- Multimodality and optimisation of cognitive resources
- 5. Temporal course of auditory, labial, and manual signals in Cued Speech perception
- 6. Exploiting the somatosensory function in hearing impaired subjects for understanding and rehabilitating the perceptuo-motor loop in speech communication
- 7. Improving integration of audio-visual speech cues in children with hearing impairment
- 8. Effortful listening and auditory learning in children with hearing impairment
- 9. Theory of mind, language and cognitive skills in deaf and deafblind children (Usher syndrome) fitted with cochlear implants
- 10. Automatic recognition and generation of Cued Speech using deep learning
- Environment and enhancement of language skills
- 11. The acquisition of multiple spoken languages in deaf children with cochlear implants who grow up in plurilingual contexts
- 12. Multimodal communication among deaf and hearing interactants in the presence of sensory and communication asymmetries
- 13. Spelling ability and associated skills
- 14. Sustaining oral communicative skills in children with hearing impairment
- 15. The phonological body – body movements to accompany linguistic development in deaf children
- People
- Publications
- Comm4CHILD
- Conference
- Fact Sheet 2024
- Policy Brief
- Beneficiaries
- Partners
- Research projects
- Biological diversity in plasticity and adaptation
- Multimodality and optimisation of cognitive resources
- 5. Temporal course of auditory, labial, and manual signals in Cued Speech perception
- 6. Exploiting the somatosensory function in hearing impaired subjects for understanding and rehabilitating the perceptuo-motor loop in speech communication
- 7. Improving integration of audio-visual speech cues in children with hearing impairment
- 8. Effortful listening and auditory learning in children with hearing impairment
- 9. Theory of mind, language and cognitive skills in deaf and deafblind children (Usher syndrome) fitted with cochlear implants
- 10. Automatic recognition and generation of Cued Speech using deep learning
- Environment and enhancement of language skills
- 11. The acquisition of multiple spoken languages in deaf children with cochlear implants who grow up in plurilingual contexts
- 12. Multimodal communication among deaf and hearing interactants in the presence of sensory and communication asymmetries
- 13. Spelling ability and associated skills
- 14. Sustaining oral communicative skills in children with hearing impairment
- 15. The phonological body – body movements to accompany linguistic development in deaf children
- People
- Publications
Adapting AVATAR to research audio-visual integration in children
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Colibri
Thank you for this presentation.
You mention two competing speakers, male and female. Are they fixed as to directional hearing?
And how do you see a transfer into eg. classroom environment and to explain this as a method to teachers of HoH pupils? method in observation as well as method in teaching.
Hi. this is the link to the educational material for children on operating your hearing instruments, developing linguistic skills to describe what you hear and need, describe your cognitive function as well as your psycho-social function.
The material is adaptive.
Would only be great if it can be of some use.
http://www.hoeretab-info.dk/hoerebogen/
Thank you so much!
Hi Lyan, I was not able to join you (Sophie explianed that you were at anaother workshop at the same time). I would be curious to exchange with you regarding the CELF (I didn’t know it was adapted to Dutch). We will also use it to examine language skills (in morphosyntax and pragmatics) in deaf teenagers. I was also wondering what corrlations you would expect in your study between results at the CELF (I guess you won’t use the whole battery), working memory, attention and LIST. All the best
Hi! Thanks for your question! Indeed, I was not available for long and could only meet with Aïda. Our study is a bit exploratory so I’m not sure what we expect to find. It’s possible or even likely that better language skills improve speech understanding in noise, so perhaps we will see that correlation. Indeed, we’re not using the whole battery; we have selected 4 or 5 subtests that can require no or minimal hearing. We can certainly discuss this further over email! I’m very interested in your suggestions! Thanks again!
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