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The role of lip-reading and cued speech in the processing of phonological information in French-educated deaf children

par Alegria Iscoa, Jesus ;Charlier, Bernard;Mattys, Sven
Référence European Journal of cognitive psychology, 11, 4, page (451-472)
Publication Publié, 1999

Article révisé par les pairs

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Résumé :

Deaf children exposed to Cued Speech (CS: system designed to reduce lip-reading ambiguity) either before age 2 ("early") or later at school ("late") were presented with words and pseudowords with or without CS. The first goal was to examine the effects of adding CS to lip-reading on phonological perception. Results showed that CS substantially improved performance suggesting that CS corrects for lip-reading ambiguities. CS effects were significantly larger in the "early" than the "late" group, particularly with pseudowords. The second goal was to establish the way in which lip-reading and CS combine to produce unitary percepts. To address this issue, two types of phonological misperception resulting from CS's structural characteristics were analysed; substitutions based on the similarity between CS units, and intrusions of a third syllable for bisyllabic pseudowords requiring three CS units. The results showed that the frequency of such misperceptions increased with CS. The integration of CS and lip-read information is discussed as a function of CS's structural characteristics and the amount of exposure to CS. © 1999 Psychology Press Ltd.