Perceptual Evaluation of Video-Realistic Speech

abstract With many visual speech animation techniques now available, there is a clear need for systematic perceptual evaluation schemes. We describe here our scheme and its application to a new video-realistic (potentially indistinguishable from real recorded video) visual-speech animation system, called Mary 101. Two types of experiments were performed: a) distinguishing visually between real and synthetic image- sequences of the same utterances, ("Turing tests") and b) gauging visual speech recognition by comparing lip-reading performance of the real and synthetic image-sequences of the same utterances ("Intelligibility tests"). Subjects that were presented randomly with either real or synthetic image-sequences could not tell the synthetic from the real sequences above chance level. The same subjects when asked to lip-read the utterances from the same image-sequences recognized speech from real image-sequences significantly better than from synthetic ones. However, performance for both, real and synthetic, were at levels suggested in the literature on lip-reading. We conclude from the two experiments that the animation of Mary 101 is adequate for providing a percept of a talking head. However, additional effort is required to improve the animation for lip-reading purposes like rehabilitation and language learning. In addition, these two tasks could be considered as explicit and implicit perceptual discrimination tasks. In the explicit task (a), each stimulus is classified directly as a synthetic or real image-sequence by detecting a possible difference between the synthetic and the real image-sequences. The implicit perceptual discrimination task (b) consists of a comparison between visual recognition of speech of real and synthetic image-sequences. Our results suggest that implicit perceptual discrimination is a more sensitive method for discrimination between synthetic and real image-sequences than explicit perceptual discrimination

Polyadenylation of ribosomal RNA in human cells

The addition of poly(A)-tails to RNA is a process common to almost all organisms. In eukaryotes, stable poly(A)-tails, important for mRNA stability and translation initiation, are added to the 3′ ends of most nuclear-encoded mRNAs, but not to rRNAs. Contrarily, in prokaryotes and organelles, polyadenylation stimulates RNA degradation. Recently, polyadenylation of nuclear-encoded transcripts in yeast was reported to promote RNA degradation, demonstrating that polyadenylation can play a double-edged role for RNA of nuclear origin. Here we asked whether in human cells ribosomal RNA can undergo polyadenylation. Using both molecular and bioinformatic approaches, we detected non-abundant polyadenylated transcripts of the 18S and 28S rRNAs. Interestingly, many of the post-transcriptionally added tails were composed of heteropolymeric poly(A)-rich sequences containing the other nucleotides in addition to adenosine. These polyadenylated RNA fragments are most likely degradation intermediates, as primer extension (PE) analysis revealed the presence of distal fragmented molecules, some of which matched the polyadenylation sites of the proximal cleavage products revealed by oligo(dT) and circled RT–PCR. These results suggest the presence of a mechanism to degrade ribosomal RNAs in human cells, that possibly initiates with endonucleolytic cleavages and involves the addition of poly(A) or poly(A)-rich tails to truncated transcripts, similar to that which operates in prokaryotes and organelles

Towards the prevention of dyslexia

Previous studies have shown that dyslexic individuals who supplement windowed reading practice with intensive small-scale hand-eye coordination tasks exhibit marked improvement in their reading skills. Here we examine whether similar hand-eye coordination activities, in the form of artwork performed by children in kindergarten, first and second grades, could reduce the number of students at-risk for reading problems. Our results suggest that daily hand-eye coordination activities significantly reduce the number of students at-risk. We believe that the effectiveness of these activities derives from their ability to prepare the students perceptually for reading

Towards the Prevention of Dyslexia

Previous studies have shown that dyslexic individuals who supplement windowed reading practice with intensive small-scale hand-eye coordination tasks exhibit marked improvement in their reading skills. Here we examine whether similar hand-eye coordination activities, in the form of artwork performed by children in kindergarten, first and second grades, could reduce the number of students at-risk for reading problems. Our results suggest that daily hand-eye coordination activities significantly reduce the number of students at-risk. We believe that the effectiveness of these activities derives from their ability to prepare the students perceptually for reading

Perceptual Evaluation of Video-Realistic Speech

abstract With many visual speech animation techniques now available, there is a clear need for systematic perceptual evaluation schemes. We describe here our scheme and its application to a new video-realistic (potentially indistinguishable from real recorded video) visual-speech animation system, called Mary 101. Two types of experiments were performed: a) distinguishing visually between real and synthetic image- sequences of the same utterances, ("Turing tests") and b) gauging visual speech recognition by comparing lip-reading performance of the real and synthetic image-sequences of the same utterances ("Intelligibility tests"). Subjects that were presented randomly with either real or synthetic image-sequences could not tell the synthetic from the real sequences above chance level. The same subjects when asked to lip-read the utterances from the same image-sequences recognized speech from real image-sequences significantly better than from synthetic ones. However, performance for both, real and synthetic, were at levels suggested in the literature on lip-reading. We conclude from the two experiments that the animation of Mary 101 is adequate for providing a percept of a talking head. However, additional effort is required to improve the animation for lip-reading purposes like rehabilitation and language learning. In addition, these two tasks could be considered as explicit and implicit perceptual discrimination tasks. In the explicit task (a), each stimulus is classified directly as a synthetic or real image-sequence by detecting a possible difference between the synthetic and the real image-sequences. The implicit perceptual discrimination task (b) consists of a comparison between visual recognition of speech of real and synthetic image-sequences. Our results suggest that implicit perceptual discrimination is a more sensitive method for discrimination between synthetic and real image-sequences than explicit perceptual discrimination

Polyadenylation and Degradation of Human Mitochondrial RNA: the Prokaryotic Past Leaves Its Mark

RNA polyadenylation serves a purpose in bacteria and organelles opposite from the role it plays in nuclear systems. The majority of nucleus-encoded transcripts are characterized by stable poly(A) tails at their mature 3′ ends, which are essential for stabilization and translation initiation. In contrast, in bacteria, chloroplasts, and plant mitochondria, polyadenylation is a transient feature which promotes RNA degradation. Surprisingly, in spite of their prokaryotic origin, human mitochondrial transcripts possess stable 3′-end poly(A) tails, akin to nucleus-encoded mRNAs. Here we asked whether human mitochondria retain truncated and transiently polyadenylated transcripts in addition to stable 3′-end poly(A) tails, which would be consistent with the preservation of the largely ubiquitous polyadenylation-dependent RNA degradation mechanisms of bacteria and organelles. To this end, using both molecular and bioinformatic methods, we sought and revealed numerous examples of such molecules, dispersed throughout the mitochondrial genome. The broad distribution but low abundance of these polyadenylated truncated transcripts strongly suggests that polyadenylation-dependent RNA degradation occurs in human mitochondria. The coexistence of this system with stable 3′-end polyadenylation, despite their seemingly opposite effects, is so far unprecedented in bacteria and other organelles

Perceptual evaluation of video-realistic speech

With many visual speech animation techniques now available, there is a clear need for systematic perceptual evaluation schemes. We describe here our scheme and its application to a new video-realistic (potentially indistinguishable from real recorded video) visual-speech animation system, called Mary 101. Two types of experiments were performed: a) distinguishing visually between real and synthetic image-sequences of the same utterances, (“Turing tests”) and b) gauging visual speech recognition by comparing lip-reading performance of the real and synthetic image-sequences of the same utterances (“Intelligibility tests”). Subjects that were presented randomly with either real or synthetic image-sequences could not tell the synthetic from the real sequences above chance level. The same subjects when asked to lip-read the utterances from the same image-sequences recognized speech from real image-sequences significantly better than from synthetic ones. However, performance for both, real and synthetic, were at levels suggested in the literature on lip-reading. We conclude from the two experiments that the animation of Mary 101 is adequate for providing a percept of a talking head. However, additional effort is required to improve the animation for lip-reading purposes like rehabilitation and language learning