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When a speaker talks, the consequences of this can both be heard (audio) and seen (visual). A novel visual phonemic restoration task was used to assess behavioral discrimination and neural signatures (event-related potentials, or ERP) of audiovisual processing in typically developing children with a range of social and communicative skills assessed using the social responsiveness scale, a measure of traits associated with autism. An auditory oddball design presented two types of stimuli to the listener, a clear exemplar of an auditory consonant-vowel syllable /ba/ (the more frequently occurring standard stimulus), and a syllable in which the auditory cues for the consonant were substantially weakened, creating a stimulus which is more like /a/ (the infrequently presented deviant stimulus). All speech tokens were paired with a face producing /ba/ or a face with a pixelated mouth containing motion but no visual speech. In this paradigm, the visual /ba/ should cause the auditory /a/ to be perceived as /ba/, creating an attenuated oddball response; in contrast, a pixelated video (without articulatory information) should not have this effect. Behaviorally, participants showed visual phonemic restoration (reduced accuracy in detecting deviant /a/) in the presence of a speaking face. In addition, ERPs were observed in both an early time window (N100) and a later time window (P300) that were sensitive to speech context (/ba/ or /a/) and modulated by face context (speaking face with visible articulation or with pixelated mouth). Specifically, the oddball responses for the N100 and P300 were attenuated in the presence of a face producing /ba/ relative to a pixelated face, representing a possible neural correlate of the phonemic restoration effect. Notably, those individuals with more traits associated with autism (yet still in the non-clinical range) had smaller P300 responses overall, regardless of face context, suggesting generally reduced phonemic discrimination.

8 citations (Crossref) [2023-10-31] Place: Switzerland Irwin, Julia. Haskins Laboratories, New Haven, CT 06511, USA. julia.irwin@yale.edu. Irwin, Julia. Department of Psychology, Southern Connecticut State University, New Haven, CT 06515, USA. julia.irwin@yale.edu. Avery, Trey. Haskins Laboratories, New Haven, CT 06511, USA. trey.avery@yale.edu. Turcios, Jacqueline. Haskins Laboratories, New Haven, CT 06511, USA. jacqueline.turcios@yale.edu. Turcios, Jacqueline. Department of Communication Disorders, Southern Connecticut State University, New Haven, CT 06515, USA. jacqueline.turcios@yale.edu. Brancazio, Lawrence. Haskins Laboratories, New Haven, CT 06511, USA. brancaziol1@southernct.edu. Brancazio, Lawrence. Department of Psychology, Southern Connecticut State University, New Haven, CT 06515, USA. brancaziol1@southernct.edu. Cook, Barbara. Department of Communication Disorders, Southern Connecticut State University, New Haven, CT 06515, USA. cookb5@southernct.edu. Landi, Nicole. Haskins Laboratories, New Haven, CT 06511, USA. nicole.landi@yale.edu. Landi, Nicole. Psychological Sciences, University of Connecticut, Storrs, CT 06269, USA. nicole.landi@yale.edu.