The Recognition of Whispered Speech in Real-Time

Speech Sound Categories Affect Lexical Competition: Implications for Analytic Auditory Training

OBJECTIVES

We provide a novel application of psycholinguistic theories and methods to the field of auditory training to provide preliminary data regarding which minimal pair contrasts are more difficult for listeners with typical hearing to distinguish in real-time.

DESIGN

Using eye-tracking, participants heard a word and selected the corresponding image from a display of four: the target word, two unrelated words, and a word from one of four contrast categories (i.e., voiced-initial [e.g., peach-beach], voiced-final [e.g., back-bag], manner-initial [e.g., talk-sock], and manner-final [e.g., bat-bass]).

RESULTS

Fixations were monitored to measure how strongly words compete for recognition depending on the contrast type (voicing, manner) and location (word-initial or final). Manner contrasts competed more for recognition than did voicing contrasts, and contrasts that occurred in word-final position were harder to distinguish than word-initial position.

CONCLUSION

These results are an important initial step toward creating an evidence-based hierarchy for auditory training for individuals who use cochlear implants.

The Role of Orthography and Phonology in Written Word Recognition: Evidence From Eye-Tracking in the Visual World Paradigm

PURPOSE

There is a long-standing debate about how written words are recognized. Central to this debate is the role of phonology. The objective of this study is to contribute to our collective understanding regarding the role of phonology in written word recognition.

METHOD

A total of 30 monolingual adults were tested using a novel written word version of the visual world paradigm (VWP). We compared activation of phonological anadromes (words that are matched for sounds but not letters, e.g., JAB-BADGE) and orthographic anadromes (words that are matched for letters but not sounds, e.g., LEG-GEL) to determine the relative role of phonology and orthography in familiar single-word reading.

RESULTS

We found that activation for phonological anadromes is earlier, more robust, and sustained longer than orthographic anadromes.

CONCLUSIONS

These results are most consistent with strong phonological theories of single-word reading that posit an early and robust role of phonology. This study has broad implications for larger debates regarding reading instruction.

Maturation of Speech-in-Speech Recognition for Whispered and Voiced Speech

PURPOSE

Some speech recognition data suggest that children rely less on voice pitch and harmonicity to support auditory scene analysis than adults. Two experiments evaluated development of speech-in-speech recognition using voiced speech and whispered speech, which lacks the harmonic structure of voiced speech.

METHOD

Listeners were 5- to 7-year-olds and adults with normal hearing. Targets were monosyllabic words organized into three-word sets that differ in vowel content. Maskers were two-talker or one-talker streams of speech. Targets and maskers were recorded by different female talkers in both voiced and whispered speaking styles. For each masker, speech reception thresholds (SRTs) were measured in all four combinations of target and masker speech, including matched and mismatched speaking styles for the target and masker.

RESULTS

Children performed more poorly than adults overall. For the two-talker masker, this age effect was smaller for the whispered target and masker than for the other three conditions. Children's SRTs in this condition were predominantly positive, suggesting that they may have relied on a wholistic listening strategy rather than segregating the target from the masker. For the one-talker masker, age effects were consistent across the four conditions. Reduced informational masking for the one-talker masker could be responsible for differences in age effects for the two maskers. A benefit of mismatching the target and masker speaking style was observed for both target styles in the two-talker masker and for the voiced targets in the one-talker masker.

CONCLUSIONS

These results provide no compelling evidence that young school-age children and adults are differentially sensitive to the cues present in voiced and whispered speech. Both groups benefit from mismatches in speaking style under some conditions. These benefits could be due to a combination of reduced perceptual similarity, harmonic cancelation, and differences in energetic masking.