Effects of repeated production on vowel distinctiveness within nonwords.
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ABSTRACT:
SUBMITTER: Sasisekaran J
PROVIDER: S-EPMC3321047 | biostudies-other | 2012 Apr
REPOSITORIES: biostudies-other
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Project description:Although the acoustic variability of speech is often described as a problem for phonetic recognition, there is little research examining acoustic-phonetic variability over time. We measured naturally occurring acoustic variability in speech production at nine specific time points (three per day over three days) to examine daily change in production as well as change across days for citation-form vowels. Productions of seven different vowels (/EE/, /IH/, /AH/, /UH/, /AE/, /OO/, /EH/) were recorded at 9AM, 3PM and 9PM over the course of each testing day on three different days, every other day, over a span of five days. Results indicate significant systematic change in F1 and F0 values over the course of a day for each of the seven vowels recorded, whereas F2 and F3 remained stable. Despite this systematic change within a day, however, talkers did not show significant changes in F0, F1, F2, and F3 between days, demonstrating that speakers are capable of producing vowels with great reliability over days without any extrinsic feedback besides their own auditory monitoring. The data show that in spite of substantial day-to-day variability in the specific listening and speaking experiences of these participants and thus exposure to different acoustic tokens of speech, there is a high degree of internal precision and consistency for the production of citation form vowels.
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Project description:The sensorimotor cortex is responsible for the generation of movements and interest in the ability to use this area for decoding speech by brain-computer interfaces has increased recently. Speech decoding is challenging however, since the relationship between neural activity and motor actions is not completely understood. Non-linearity between neural activity and movement has been found for instance for simple finger movements. Despite equal motor output, neural activity amplitudes are affected by preceding movements and the time between movements. It is unknown if neural activity is also affected by preceding motor actions during speech. We addressed this issue, using electrocorticographic high frequency band (HFB; 75-135 Hz) power changes in the sensorimotor cortex during discrete vowel generation. Three subjects with temporarily implanted electrode grids produced the /i/ vowel at repetition rates of 1, 1.33 and 1.66 Hz. For every repetition, the HFB power amplitude was determined. During the first utterance, most electrodes showed a large HFB power peak, which decreased for subsequent utterances. This result could not be explained by differences in performance. With increasing duration between utterances, more electrodes showed an equal response to all repetitions, suggesting that the duration between vowel productions influences the effect of previous productions on sensorimotor cortex activity. Our findings correspond with previous studies for finger movements and bear relevance for the development of brain-computer interfaces that employ speech decoding based on brain signals, in that past utterances will need to be taken into account for these systems to work accurately.
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Project description:Purpose This study investigated vowel and sibilant productions in noise to determine whether responses to noise (a) are sensitive to the spectral characteristics of the noise signal and (b) are modulated by the contribution of vowel or sibilant contrasts to word discrimination. Method Vowel and sibilant productions were elicited during serial recall of three-word sequences that were produced in quiet or during exposure to speaker-specific noise signals. These signals either masked a speaker's productions of the sibilants /s/ and /?/ or their productions of the vowels /a/ and /æ/. The contribution of the vowel and sibilant contrasts to word discrimination in a sequence was manipulated by varying the number of times that the target sibilant and vowel pairs occurred in the same word position in each sequence. Results Spectral noise effects were observed for both sibilants and vowels: Responses to noise were larger and/or involved to more acoustic features when the noise signal masked the acoustic characteristics of that phoneme class. Word discrimination effects were limited and consisted of only small increases in vowel duration. Interaction effects between noise and similarity indicated that the phonological similarity of sequences containing both sibilants and/or both vowels influenced articulation in ways not related to speech clarity. Conclusion The findings of this study indicate that sensorimotor control of speech exhibits some sensitivity to noise spectral characteristics. However, productions of sibilants and vowels were not sensitive to their importance in discriminating the words in a sequence. In addition, phonological similarity effects were observed that likely reflected processing demands related to the recall and sequencing of high-similarity words.
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Project description:This study was designed to test two hypotheses about apraxia of speech (AOS) derived from the Directions Into Velocities of Articulators (DIVA) model (Guenther et al., 2006): the feedforward system deficit hypothesis and the feedback system deficit hypothesis.The authors used noise masking to minimize auditory feedback during speech. Six speakers with AOS and aphasia, 4 with aphasia without AOS, and 2 groups of speakers without impairment (younger and older adults) participated. Acoustic measures of vowel contrast, variability, and duration were analyzed.Younger, but not older, speakers without impairment showed significantly reduced vowel contrast with noise masking. Relative to older controls, the AOS group showed longer vowel durations overall (regardless of masking condition) and a greater reduction in vowel contrast under masking conditions. There were no significant differences in variability. Three of the 6 speakers with AOS demonstrated the group pattern. Speakers with aphasia without AOS did not differ from controls in contrast, duration, or variability.The greater reduction in vowel contrast with masking noise for the AOS group is consistent with the feedforward system deficit hypothesis but not with the feedback system deficit hypothesis; however, effects were small and not present in all individual speakers with AOS. Theoretical implications and alternative interpretations of these findings are discussed.
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Project description:Elicitation methods are known to influence second language speech production. For teachers and language assessors, awareness of such effects is essential to accurate interpretations of testing outcomes. For speech researchers, understanding why one method gives better performance than another may yield insights into how second-language phonological knowledge is acquired, stored, and retrieved. Given these concerns, this investigation compared L2 vowel intelligibility on two elicitation tasks and determined the degree to which differences generalized across vowels, vowels in context, lexical items, and individual speakers. The dependent variable was the intelligibility of Cantonese speakers' productions of English /i I u ℧/ in varying phonetic environments. In a picture-naming task, the speakers produced responses without an auditory prompt. In a second task-interrupted repetition-they heard exemplars of the same targets without pictures, and repeated each one after counting aloud to 10, a step intended to disrupt their short-term auditory store and therefore prevent simple mimicry. For target words with scores below 80% on picture naming, mean intelligibility was more than 10 points higher on interrupted repetition. However, that difference did not generalize across conditions or across speakers. Thus, although it is technically accurate to say that, on average, interrupted repetition yielded better vowel intelligibility than did picture naming, that observation requires a great deal of qualification, particularly because of individual speaker differences. The outcomes are interpreted in terms of their relevance to language assessment and phonetic learning.
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