Alina Schulte (ESR 4)
Abstract (pdf)
Poster (pdf)
ESR4_WS2_Poster-2
Click on the image to join the Live on December 13, from 12:30 to 14:30. You can also leave a comment at the bottom of the page or send an email to Alina: AICU@eriksholm.com
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- Biological diversity in plasticity and adaptation
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- 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
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Neural correlates of audio-tactile speech perception
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Colibri
Hello Alina
I’m soryy I didn’t get the time to visit your poster this afternnon. I enjoyed your poster and presentation. I have a small question. I’m not sure I got it : is the tactile stimulation presented according to 2 different rhyhms ? and why ? Good luck for the next steps
Hi Cécile, thanks for your comment and your question. I have indeed 2 different tactile stimuli. One corresponds to the summed envelopes of low-frequency bands of the speech signal, while the other is the summed envelope of just white noise. The second one is not related to the speech and should serve as a control allowing me to compare speech processing of speech combined with an informative tactile vs. an uninformative tactile stimuli.