This paper introduces a three-dimensional virtual head for use in speech tutoring applications. T... more This paper introduces a three-dimensional virtual head for use in speech tutoring applications. The system achieves audiovisual speech synthesis using viseme-driven animation and a coarticulation model, to automatically generate speech from text. The talking head was evaluated using a modified rhyme test for intelligibility. The audiovisual speech animation was found to give higher intelligibility of isolated words than acoustic speech alone.
A computer-based tutorial for speech and language therapy students is described in which a digiti... more A computer-based tutorial for speech and language therapy students is described in which a digitized video-recording of a diagnostic interview with a voice-disordered client was dynamically linked to an on-screen transcript window. A student-centered tutorial package, which provided guidance through questions, assessment tasks, and commentary from an experienced speech and language pathologist as well as the lecturer in voice disorder, was constructed. Evaluation of the tutorial as an aid to active learning, including feedback from students and supervising clinicians, is reported and the role of this type of program as a preparation for clinical practice is discussed.
... shown persistent problems in tapping rhythm for dyslexic children, specifically when the hand... more ... shown persistent problems in tapping rhythm for dyslexic children, specifically when the hands were required to tap asynchronously. ... modalities of stimulus, and the child had to make a finger press to the tone or a foot press to the flash as appropriate. ...
A comprehensive test battery, including phonological, speed, motor and cerebellar tasks, was admi... more A comprehensive test battery, including phonological, speed, motor and cerebellar tasks, was administered to the entire cohort of two schools for children with learning disabilities. Testing was undertaken blind without accessing the psychometric data on the children. Children were then allocated to a discrepancy group on the basis of their IQ, with the majority (n = 29) classified as nondiscrepant (IQ < 90) and a smaller set (n = 7), with IQ of at least 90, classified as discrepant (with dyslexia). Both groups showed significant deficits relative to age-matched controls on almost all the tests. On phonological, speed, and motor tasks, the nondiscrepant group were at least as severely impaired as the discrepant group. By contrast, on the cerebellar tests of postural stability and muscle tone, the nondiscrepant group performed significantly better than the children with dyslexia and close to the level of the controls. The findings indicate that cerebellar tests may prove a valuable method of differentiating between poor readers with and without IQ discrepancy. The findings are interpreted in terms of the cerebellar deficit hypothesis for dyslexia.
This paper introduces a three-dimensional virtual head for use in speech tutoring applications. T... more This paper introduces a three-dimensional virtual head for use in speech tutoring applications. The system achieves audiovisual speech synthesis using viseme-driven animation and a coarticulation model, to automatically generate speech from text. The talking head was evaluated using a modified rhyme test for intelligibility. The audiovisual speech animation was found to give higher intelligibility of isolated words than acoustic speech alone.
A computer-based tutorial for speech and language therapy students is described in which a digiti... more A computer-based tutorial for speech and language therapy students is described in which a digitized video-recording of a diagnostic interview with a voice-disordered client was dynamically linked to an on-screen transcript window. A student-centered tutorial package, which provided guidance through questions, assessment tasks, and commentary from an experienced speech and language pathologist as well as the lecturer in voice disorder, was constructed. Evaluation of the tutorial as an aid to active learning, including feedback from students and supervising clinicians, is reported and the role of this type of program as a preparation for clinical practice is discussed.
... shown persistent problems in tapping rhythm for dyslexic children, specifically when the hand... more ... shown persistent problems in tapping rhythm for dyslexic children, specifically when the hands were required to tap asynchronously. ... modalities of stimulus, and the child had to make a finger press to the tone or a foot press to the flash as appropriate. ...
A comprehensive test battery, including phonological, speed, motor and cerebellar tasks, was admi... more A comprehensive test battery, including phonological, speed, motor and cerebellar tasks, was administered to the entire cohort of two schools for children with learning disabilities. Testing was undertaken blind without accessing the psychometric data on the children. Children were then allocated to a discrepancy group on the basis of their IQ, with the majority (n = 29) classified as nondiscrepant (IQ < 90) and a smaller set (n = 7), with IQ of at least 90, classified as discrepant (with dyslexia). Both groups showed significant deficits relative to age-matched controls on almost all the tests. On phonological, speed, and motor tasks, the nondiscrepant group were at least as severely impaired as the discrepant group. By contrast, on the cerebellar tests of postural stability and muscle tone, the nondiscrepant group performed significantly better than the children with dyslexia and close to the level of the controls. The findings indicate that cerebellar tests may prove a valuable method of differentiating between poor readers with and without IQ discrepancy. The findings are interpreted in terms of the cerebellar deficit hypothesis for dyslexia.
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Papers by R. Nicolson