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Hits 221 – 233 of 233

221
The Pahlavi Rivãyat Accompanying the Dãdestãn I Denig Part I: Transliteration, Transcription and Glossary; Part II: Translation, Commentary and Pahlavi Text
In: Kratylos. - Wiesbaden : Reichert 38 (1993), 193
OLC Linguistik
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222
Generalization patterns associated with training least phonological knowledge
In: Journal of speech and hearing research. - Rockville, Md. : American Speech-Language-Hearing Association 34 (1991) 4, 722-733
BLLDB
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223
Transliteration, transcription and glossary. - The Pahlavi Rivāyat accompanying the Dādestān ī Dēnīg ; 1 : Transliteration, transcription and glossary. -
Williams, A. V.. - Copenhagen : Munksgaard, 1990
Institut für Empirische Sprachwissenschaft
UB Frankfurt Linguistik
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224
Translation, commentary and Pahlavi text. - The Pahlavi Rivāyat accompanying the Dādestān ī Dēnīg ; 2 : Translation, commentary and Pahlavi text. -
Williams, A. V.. - Copenhagen : Munksgaard, 1990
Institut für Empirische Sprachwissenschaft
UB Frankfurt Linguistik
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225
A problem of allophonic variation in a speech discordered child
In: Innovations in linguistics education. - Bloomington, Ind. : Indiana Univ. 5 (1987) 1, 85-90
BLLDB
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226
The Robin anomalad (Pierre Robin syndrome)--a follow up study.
Williams, A J; Williams, M A; Walker, C A. - : BMJ Publishing Group Ltd, 1981
BASE
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227
The Robin anomalad (Pierre Robin syndrome)--a follow up study.
BASE
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228
Prosthetic devices for the management of patients with severe sensorineural deafness
BASE
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229
Visual–auditory integration during speech imitation in autism
In: http://mambo.ucsc.edu/pdf/WilliamsRDD.pdf
Abstract: Children with autistic spectrum disorder (ASD) may have poor audio–visual integration, possibly reflecting dysfunctional ‘mirror neuron ’ systems which have been hypothesised to be at the core of the condition. In the present study, a computer program, utilizing speech synthesizer software and a ‘virtual ’ head (Baldi), delivered speech stimuli for identification in auditory, visual or bimodal conditions. Children with ASD were poorer than controls at recognizing stimuli in the unimodal conditions, but once performance on this measure was controlled for, no group difference was found in the bimodal condition. A group of participants with ASD were also trained to develop their speech-reading ability. Training improved visual accuracy and this also improved the children’s ability to utilize visual information in their processing of speech. Overall results were compared to predictions from mathematical models based on integration and non-integration, and were most consistent with the integration model. We conclude that, whilst they are less accurate in recognizing stimuli in the unimodal condition, children with ASD show normal integration of visual and auditory speech stimuli. Given that training in recognition of visual speech was effective, children with ASD may benefit from multi-modal approaches in imitative therapy and language
Keyword: Audio–visual integration; Autistic disorder; Speech perception
URL: http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.81.3299
http://mambo.ucsc.edu/pdf/WilliamsRDD.pdf
BASE
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230
An Argument-based Approach to Reasoning with Clinical Knowledge
In: http://www.eecs.qmul.ac.uk/%7Enikosg/publications/2009-jair.pdf
BASE
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231
An Argument-based Approach to Reasoning with Clinical Knowledge
In: http://www.cs.ucl.ac.uk/staff/a.hunter/papers/ijar09.pdf
BASE
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232
An Argument-based Approach to Reasoning with Clinical Knowledge
In: http://www.eecs.qmul.ac.uk/%7Enikosg/publications/2009-jair.pdf
BASE
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233
The Cambridge Cookie-Theft Corpus: A Corpus of Directed and Spontaneous Speech of Brain-Damaged Patients and Healthy Individuals
In: http://csl.psychol.cam.ac.uk/publications/conferencepapers/10_Williams_LREC.pdf
BASE
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