[Perception features of emotional intonation of short pseudowords].

Reaction time and recognition accuracy of speech emotional intonations in short meaningless words that differed only in one phoneme with background noise and without it were studied in 49 adults of 20-79 years old. The results were compared with the same parameters of emotional intonations in intelligent speech utterances under similar conditions. Perception of emotional intonations at different linguistic levels (phonological and lexico-semantic) was found to have both common features and certain peculiarities. Recognition characteristics of emotional intonations depending on gender and age of listeners appeared to be invariant with regard to linguistic levels of speech stimuli. Phonemic composition of pseudowords was found to influence the emotional perception, especially against the background noise. The most significant stimuli acoustic characteristic responsible for the perception of speech emotional prosody in short meaningless words under the two experimental conditions, i.e. with and without background noise, was the fundamental frequency variation.

[Perception of emotional intonation of noisy speech signal with different acoustic parameters by adults of different age and gender].

The listener-distinctive features of recognition of different emotional intonations (positive, negative and neutral) of male and female speakers in the presence or absence of background noise were studied in 49 adults aged 20-79 years. In all the listeners noise produced the most pronounced decrease in recognition accuracy for positive emotional intonation ("joy") as compared to other intonations, whereas it did not influence the recognition accuracy of "anger" in 65-79-year-old listeners. The higher emotion recognition rates of a noisy signal were observed for speech emotional intonations expressed by female speakers. Acoustic characteristics of noisy and clear speech signals underlying perception of speech emotional prosody were found for adult listeners of different age and gender.

[Influence of human personal features on acoustic correlates of speech emotional intonation characteristics].

Comparative study of acoustic correlates of emotional intonation was conducted on two types of speech material: sensible speech utterances and short meaningless words. The corpus of speech signals of different emotional intonations (happy, angry, frightened, sad and neutral) was created using the actor's method of simulation of emotions. Native Russian 20-70-year-old speakers (both professional actors and non-actors) participated in the study. In the corpus, the following characteristics were analyzed: mean values and standard deviations of the power, fundamental frequency, frequencies of the first and second formants, and utterance duration. Comparison of each emotional intonation with "neutral" utterances showed the greatest deviations of the fundamental frequency and frequencies of the first formant. The direction of these deviations was independent of the semantic content of speech utterance and its duration, age, gender, and being actor or non-actor, though the personal features of the speakers affected the absolute values of these frequencies.

[Age-related changes in the relationship between learning progress and auditory working memory characteristics].

In order to explore the relationship between learning progress and working memory characteristics, the psychoacoustic testing of 42 persons (20-65 years old) of medical staff taught a novel science (informatics) was carried out. The subjects were divided into three age groups: 20-35, 36-50, and 51-65-year-olds. Acoustical test consisted of a set of 12 target words (professional informatics terms) presented through headphones and subsequent presentation of a random succession of 12 target and 12 masking words (all of them being professional informatics terms). Listeners had to recognize the target words. The stepwise linear regression analysis revealed a link between the progress in acquisition of the new material and characteristics of acoustical working memory, whose role in learning progress increased with age. Because the memory efficiency reduction was found in subjects older than 35 years, it was supposed that age-related changes in characteristics of the acoustical working memory were responsible for the decline in ability to learn novel material.

[Ontogenetic features of psychophysiological mechanisms of perception of speech emotional component in musically gifted children]. / Ontogeneticheskie osobennosti psikhofiziologicheskikh mekhanizmov vospriyatiia émotsional'nogo komponenta rechi u muzykal'no odarennykh detei.

Cerebral mechanisms of musical abilities were explored in musically gifted children. For this purpose, psychophysiological characteristics of perception of emotional speech information were experimentally studied in samples of gifted and ordinary children. Forty six schoolchildren and forty eight musicians of three age groups (7-10, 11-13 and 14-17 years old) participated in the study. In experimental session, a test sentence was presented to a subject through headphones with two emotional intonations (joy and anger) and without emotional expression. A subject had to recognize the type of emotion. His/her answers were recorded. The analysis of variance revealed age- and gender-related features of emotional recognition: boys musicians led the schoolchildren of the same age by 4-6 years in the development of mechanisms of emotional recognition, whereas girls musicians were 1-3 years ahead. Musical education in girls induced the shift of predominant activities for emotional perception in the left hemisphere; in boys, on the contrary, initial distinct dominance of the left hemisphere was not retained in the process of further education.

[Ontogeny-specific interaction of psychophysiological mechanisms of emotional perception and educational achievement in students]. / Ontogeneticheskie osobennosti vzaimosviazi psikhofiziologicheskikh mekhanizmov vospriiatiia émotsii i uspevaemosti u shkol'nikov.

In order to explore the process of adaptation of children to school environment psychophysiological characteristics of perception of emotional speech information and school progress were experimentally studied. Forty-six schoolchildren of three age groups (7-10, 11-13, and 14-17 years old) participated in the study. In experimental session, a test sentence was presented to a subject through headphones with two emotional intonations (joy and anger) and without emotional expression. A subject had to recognize the type of emotion. His/her answers were recorded. School progress was determined by year grades in Russian, foreign language, and mathematics. Analysis of variance and linear regression analysis showed that ontogenetic features of a correlation between psychophysiological mechanisms of emotion recognition and school progress were gender- and subject-dependent. This correlation was stronger in 7-13-year-old children than in senior children. This age boundary was passed by the girls earlier than by the boys.