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Researchers have generally assumed that listeners perceive speech compositionally, based on the combined processing of local acoustic–phonetic cues associated with individual linguistic units. Yet, these cue-based approaches have failed to fully account for variation in listeners’ identification of the words produced by a talker (i.e., variation in talker intelligibility). The current study adopts an alternative approach, estimating the perceptual representations used to process speech (the perceptual similarity space ) using the machine learning technique of self-supervised learning. We assessed intelligibility of 114 second-language (L2) English talkers and 25 L1 American English talkers through a speech-in-noise experiment (collecting data from ten L1 English listeners per talker, each transcribing 120 sentences). For each sample in a speech recording, we obtained a representation from a self-supervised learning model; the sequence of these representations forms a trajectory in the perceptual similarity space. The holistic distance between trajectories (two speakers’ productions of the same sentence) was analyzed. We found that for L2 talkers, the average distance between the trajectories of an L2 talker and the L1 American English talker group predicts relative intelligibility of a given L2 talker. Crucially, the distance measure predicted relative intelligibility among L2 talkers over and above a set of traditional acoustic–phonetic cues. Additionally, we found that the distance measure accounts for some of the relative intelligibility among L1 talkers. These results provide evidence that relative talker intelligibility is better captured with the perceptual similarity space approach, suggesting it is an appropriate tool to study variability in human speech production and perception.

Teaching for conceptual change used to overcome misconceptions is a teaching that explicitly intended to facilitate students to have experience conceptual change learning. The Prerequisites for this learning are dissatisfaction, intelligibility, plausibility, and fruitfulness. It was implemented a teaching approach for this purpose on Newton’s First Law by a quasi experimental research method with pre-test and post-test control group design. The sample was selected based on convenience sampling. The instrument used was the Force Concept Inventory translated to Indonesian (Ind-FCI) for the domain of Newton’s First Law. The independent sample U-test by α = 0.05 was used to test the hypothesis. The effectiveness of shifting of students’ conceptual understandings toward the true concepts was determined by the N-gain value. The result was the mean N-gain of the experimental and control group were 49.15% and -3.85% respectively. There was a significant difference of increase in students’ conceptual understanding between those who were taught using the conceptual change approach and conventional one. Therefore, the teaching for conceptual change can be used to help students to reduce their misconceptions.

The Directorate Building is an essential component of every university. Apart from operating as a management area, it helps users, particularly employees and students, in their spatial functions. A neglected space plan might lead to insufficient spatial connection. The purpose of this study is to examine the spatial arrangement of the Directorate Building at Politeknik Negeri Pontianak and the extent to which it affects the movement of users inside it. The research used qualitative, with the qualitative method describing the present building’s performance and assessing its intelligibility using depthmap software. The results show that the ideal spatial design is on the third level of the building, with an intelligibility score of 0.693598. It is found that the corridors tend to make the surrounding spaces more private. In terms of territorial zoning, the zoning on the third floor is well suited, resulting in higher configuration value compared to other floors.

Identifying speech requires that listeners make rapid use of fine-grained acoustic cues—a process that is facilitated by being able to see the talker’s face. Face masks present a challenge to this process because they can both alter acoustic information and conceal the talker’s mouth. Here, we investigated the degree to which different types of face masks and noise levels affect speech intelligibility and subjective listening effort for young ( N  = 180) and older ( N  = 180) adult listeners. We found that in quiet, mask type had little influence on speech intelligibility relative to speech produced without a mask for both young and older adults. However, with the addition of moderate (− 5 dB SNR) and high (− 9 dB SNR) levels of background noise, intelligibility dropped substantially for all types of face masks in both age groups. Across noise levels, transparent face masks and cloth face masks with filters impaired performance the most, and surgical face masks had the smallest influence on intelligibility. Participants also rated speech produced with a face mask as more effortful than unmasked speech, particularly in background noise. Although young and older adults were similarly affected by face masks and noise in terms of intelligibility and subjective listening effort, older adults showed poorer intelligibility overall and rated the speech as more effortful to process relative to young adults. This research will help individuals make more informed decisions about which types of masks to wear in various communicative settings.

Binaural speech intelligibility in rooms is a complex process that is affected by many factors including room acoustics, hearing loss, and hearing aid (HA) signal processing. Intelligibility is evaluated in this paper for a simulated room combined with a simulated hearing aid. The test conditions comprise three spatial configurations of the speech and noise sources, simulated anechoic and concert hall acoustics, three amounts of multitalker babble interference, the hearing status of the listeners, and three degrees of simulated HA processing provided to compensate for the noise and/or hearing loss. The impact of these factors and their interactions is considered for normal-hearing (NH) and hearing-impaired (HI) listeners for sentence stimuli. Both listener groups showed a significant reduction in intelligibility as the signal-to-noise ratio (SNR) decreased, and showed a reduction in intelligibility in reverberation when compared to anechoic listening. There was no significant improvement in intelligibility for the NH group for the noise suppression algorithm used here, and no significant improvement in intelligibility for the HI group for more advanced HA processing algorithms as opposed to linear amplification in either of the two acoustic spaces or at any of the three SNRs.

Auditory rhythms are ubiquitous in music, speech, and other everyday sounds. Yet, it is unclear how perceived rhythms arise from the repeating structure of sounds. For speech, it is unclear whether rhythm is solely derived from acoustic properties (e.g., rapid amplitude changes), or if it is also influenced by the linguistic units (syllables, words, etc.) that listeners extract from intelligible speech. Here, we present three experiments in which participants were asked to detect an irregularity in rhythmically spoken speech sequences. In each experiment, we reduce the number of possible stimulus properties that differ between intelligible and unintelligible speech sounds and show that these acoustically-matched intelligibility conditions nonetheless lead to differences in rhythm perception. In Experiment 1, we replicate a previous study showing that rhythm perception is improved for intelligible (16-channel vocoded) as compared to unintelligible (1-channel vocoded) speech–despite near-identical broadband amplitude modulations. In Experiment 2, we use spectrally-rotated 16-channel speech to show the effect of intelligibility cannot be explained by differences in spectral complexity. In Experiment 3, we compare rhythm perception for sine-wave speech signals when they are heard as non-speech (for naïve listeners), and subsequent to training, when identical sounds are perceived as speech. In all cases, detection of rhythmic regularity is enhanced when participants perceive the stimulus as speech compared to when they do not. Together, these findings demonstrate that intelligibility enhances the perception of timing changes in speech, which is hence linked to processes that extract abstract linguistic units from sound.

Purpose: We proposed and tested a causal instantiation of the World Health Organization's International Classification of Functioning, Disability and Health (ICF) framework, linking acoustics, intelligibility, and communicative participation in the context of dysarthria. Method: Speech samples and communicative participation scores were collected from individuals with dysarthria (n = 32). Speech was analyzed for two acoustic metrics (i.e., articulatory precision and speech rate), and an objective measure of intelligibility was generated from listener transcripts. Mediation analysis was used to evaluate pathways of effect between acoustics, intelligibility, and communicative participation. Results: We observed a strong relationship between articulatory precision and intelligibility and a moderate relationship between intelligibility and communicative participation. Collectively, data supported a significant relationship between articulatory precision and communicative participation, which was almost entirely mediated through intelligibility. These relationships were not significant when speech rate was specified as the acoustic variable of interest. Conclusion: The statistical corroboration of our causal instantiation of the ICF framework with articulatory acoustics affords important support toward the development of a comprehensive causal framework to understand and, ultimately, address restricted communicative participation in dysarthria.

Purpose: The aim of this study is to determine the effect of background noise on the intelligibility of dysphonic speech and to examine the relationship between intelligibility in noise and an acoustic measure of dysphonia--cepstral peak prominence (CPP). Method: A study of speech perception was conducted using speech samples from 6 adult speakers with typical voice and 6 adult speakers with dysphonia. Speech samples were presented to 30 listeners with typical hearing in 3 noise conditions: quiet, signal-to-noise ratio (SNR)+5, and SNR+0. Intelligibility scores were obtained via orthographic transcription as the percentage of correctly identified words. Speech samples were acoustically analyzed using CPP, and the correlation between the CPP measurements and intelligibility scores was examined. Results: The intelligibility of both typical and dysphonic speech was reduced as the level of background noise increased. The reduction was significantly greater in dysphonic speech. A strong correlation was noted between CPP and intelligibility score at SNR+0. Conclusions: Dysphonic speech is relatively harder to understand in the presence of background noise as compared with typical speech. CPP may be a useful predictor of this intelligibility deficit. Future work is needed to confirm these findings with a larger number of speakers and speech materials with known predictability.

The effects of muscle weakness on speech are currently not fully known. We investigated the relationships between maximum tongue pressure and second formant transition in adults with different types of dysarthria. It focused on the slope in the second formant transition because it reflects the tongue velocity during articulation. Sixty-three Japanese speakers with dysarthria (median age, 68 years; interquartile range, 58–77 years; 44 men and 19 women) admitted to acute and convalescent hospitals were included. Thirty neurologically normal speakers aged 19–85 years (median age, 22 years; interquartile range, 21.0–23.8 years; 14 men and 16 women) were also included. The relationship between the maximum tongue pressure and speech function was evaluated using correlation analysis in the dysarthria group. Speech intelligibility, the oral diadochokinesis rate, and the second formant slope were based on the impaired speech index. More than half of the speakers had mild to moderate dysarthria. Speakers with dysarthria showed significantly lower maximum tongue pressure, speech intelligibility, oral diadochokinesis rate, and second formant slope than neurologically normal speakers. Only the second formant slope was significantly correlated with the maximum tongue pressure (r = 0.368, p = 0.003). The relationship between the second formant slope and maximum tongue pressure showed a similar correlation in the analysis of subgroups divided by sex. The oral diadochokinesis rate, which is related to the speed of articulation, is affected by voice on/off, mandibular opening/closing, and range of motion. In contrast, the second formant slope was less affected by these factors. These results suggest that the maximum isometric tongue strength is associated with tongue movement speed during articulation.

To describe a new measure of functional intelligibility, the Intelligibility in Context Scale (ICS), and evaluate its validity, reliability, and sensitivity using 3 clinical measures of severity of speech sound disorder: (a) percentage of phonemes correct (PPC), (b) percentage of consonants correct (PCC), and (c) percentage of vowels correct (PVC). Speech skills of 120 preschool children (109 with parent-/teacher-identified concern about how they talked and made speech sounds and 11 with no identified concern) were assessed with the Diagnostic Evaluation of Articulation and Phonology (Dodd, Hua, Crosbie, Holm, & Ozanne, 2002). Parents completed the 7-item ICS, which rates the degree to which children's speech is understood by different communication partners (parents, immediate family, extended family, friends, acquaintances, teachers, and strangers) on a 5-point scale. Parents' ratings showed that most children were always (5) or usually (4) understood by parents, immediate family, and teachers, but only sometimes (3) by strangers. Factor analysis confirmed the internal consistency of the ICS items; therefore, ratings were averaged to form an overall intelligibility score. The ICS had high internal reliability (α = .93), sensitivity, and construct validity. Criterion validity was established through significant correlations between the ICS and PPC (r = .54), PCC (r = .54), and PVC (r = .36). The ICS is a promising new measure of functional intelligibility. These data provide initial support for the ICS as an easily administered, valid, and reliable estimate of preschool children's intelligibility when speaking with people of varying levels of familiarity and authority.