Recognition of Emotional Prosody in Mandarin-Speaking Children: Effects of Age, Noise, and Working Memory.

Age, babble noise, and working memory have been found to affect the recognition of emotional prosody based on non-tonal languages, yet little is known about how exactly they influence tone-language-speaking children's recognition of emotional prosody. In virtue of the tectonic theory of Stroop effects and the Ease of Language Understanding (ELU) model, this study aimed to explore the effects of age, babble noise, and working memory on Mandarin-speaking children's understanding of emotional prosody. Sixty Mandarin-speaking children aged three to eight years and 20 Mandarin-speaking adults participated in this study. They were asked to recognize the happy or sad prosody of short sentences with different semantics (negative, neutral, or positive) produced by a male speaker. The results revealed that the prosody-semantics congruity played a bigger role in children than in adults for accurate recognition of emotional prosody in quiet, but a less important role in children compared with adults in noise. Furthermore, concerning the recognition accuracy of emotional prosody, the effect of working memory on children was trivial despite the listening conditions. But for adults, it was very prominent in babble noise. The findings partially supported the tectonic theory of Stroop effects which highlights the perceptual enhancement generated by cross-channel congruity, and the ELU model which underlines the importance of working memory in speech processing in noise. These results suggested that the development of emotional prosody recognition is a complex process influenced by the interplay among age, background noise, and working memory.

Evaluating the Relative Perceptual Salience of Linguistic and Emotional Prosody in Quiet and Noisy Contexts.

How people recognize linguistic and emotional prosody in different listening conditions is essential for understanding the complex interplay between social context, cognition, and communication. The perception of both lexical tones and emotional prosody depends on prosodic features including pitch, intensity, duration, and voice quality. However, it is unclear which aspect of prosody is perceptually more salient and resistant to noise. This study aimed to investigate the relative perceptual salience of emotional prosody and lexical tone recognition in quiet and in the presence of multi-talker babble noise. Forty young adults randomly sampled from a pool of native Mandarin Chinese with normal hearing listened to monosyllables either with or without background babble noise and completed two identification tasks, one for emotion recognition and the other for lexical tone recognition. Accuracy and speed were recorded and analyzed using generalized linear mixed-effects models. Compared with emotional prosody, lexical tones were more perceptually salient in multi-talker babble noise. Native Mandarin Chinese participants identified lexical tones more accurately and quickly than vocal emotions at the same signal-to-noise ratio. Acoustic and cognitive dissimilarities between linguistic prosody and emotional prosody may have led to the phenomenon, which calls for further explorations into the underlying psychobiological and neurophysiological mechanisms.

Perceived listening effort in children with hearing loss: listening to a dysphonic voice in quiet and in noise.

AIM: The present study investigates the effect of signal degradation on perceived listening effort in children with hearing loss listening in a simulated class-room context. It also examines the associations between perceived listening effort, passage comprehension performance and executive functioning. METHODS: Twenty-four children (aged 06:03-13:00 years) with hearing impairment using cochlear implant (CI) and/or hearing aids (HA) participated. The children made ratings of perceived listening effort after completing an auditory passage comprehension task. All children performed the task in four different listening conditions: listening to a typical (i.e. normal) voice in quiet, to a dysphonic voice in quiet, to a typical voice in background noise and to a dysphonic voice in background noise. In addition, the children completed a task assessing executive function. RESULTS: Both voice quality and background noise increased perceived listening effort in children with CI/HA, but no interaction with executive function was seen. CONCLUSION: Since increased listening effort seems to be a consequence of increased cognitive resource spending, it is likely that less resources will be available for these children not only to comprehend but also to learn in challenging listening environments such as classrooms.

The Influence of the Type of Background Noise on Perceptual Learning of Speech in Noise.

OBJECTIVES: Auditory perceptual learning studies tend to focus on the nature of the target stimuli. However, features of the background noise can also have a significant impact on the amount of benefit that participants obtain from training. This study explores whether perceptual learning of speech in background babble noise generalizes to other, real-life environmental background noises (car and rain), and if the benefits are sustained over time. DESIGN: Normal-hearing native English speakers were randomly assigned to a training (n = 12) or control group (n = 12). Both groups completed a pre- and post-test session in which they identified Bamford-Kowal-Bench (BKB) target words in babble, car, or rain noise. The training group completed speech-in-babble noise training on three consecutive days between the pre- and post-tests. A follow up session was conducted between 8 and 18 weeks after the post-test session (training group: n = 9; control group: n = 7). RESULTS: Participants who received training had significantly higher post-test word identification accuracy than control participants for all three types of noise, although benefits were greatest for the babble noise condition and weaker for the car- and rain-noise conditions. Both training and control groups maintained their pre- to post-test improvement over a period of several weeks for speech in babble noise, but returned to pre-test accuracy for speech in car and rain noise. CONCLUSION: The findings show that training benefits can show some generalization from speech-in-babble noise to speech in other types of environmental noise. Both groups sustained their learning over a period of several weeks for speech-in-babble noise. As the control group received equal exposure to all three noise types, the sustained learning with babble noise, but not other noises, implies that a structural feature of babble noise was conducive to the sustained improvement. These findings emphasize the importance of considering the background noise as well as the target stimuli in auditory perceptual learning studies.

Automatic Speech Recognition in Noise for Parkinson's Disease: A Pilot Study.

The sophistication of artificial intelligence (AI) technologies has significantly advanced in the past decade. However, the observed unpredictability and variability of AI behavior in noisy signals is still underexplored and represents a challenge when trying to generalize AI behavior to real-life environments, especially for people with a speech disorder, who already experience reduced speech intelligibility. In the context of developing assistive technology for people with Parkinson's disease using automatic speech recognition (ASR), this pilot study reports on the performance of Google Cloud speech-to-text technology with dysarthric and healthy speech in the presence of multi-talker babble noise at different intensity levels. Despite sensitivities and shortcomings, it is possible to control the performance of these systems with current tools in order to measure speech intelligibility in real-life conditions.

Passage comprehension performance in children with cochlear implants and/or hearing aids: the effects of voice quality and multi-talker babble noise in relation to executive function.

Purpose: Speech signal degradation such as a voice disorder presented in quiet or in combination with multi-talker babble noise could affect listening comprehension in children with hearing impairment. This study aims to investigate the effects of voice quality and multi-talker babble noise on passage comprehension in children with using cochlear implants (CIs) and/or hearing aids (HAs). It also aims to examine what role executive functioning has for passage comprehension in listening conditions with degraded signals (voice quality and multi-talker babble noise) in children using CI/HA. Methods: Twenty-three children (10 boys and 13 girls; mean age 9 years) using CI and/or HA were tested for passage comprehension in four listening conditions: a typical voice or a (hoarse) dysphonic, voice presented in quiet or in multi-talker babble noise. Results: The results show that the dysphonic voice did not affect passage comprehension in quiet or in noise. Multi-talker babble noise decreased passage comprehension compared to performance in quiet. No interactions with executive function were found. Conclusions: In conclusion, children with CI/HA seem to struggle with comprehension in poor sound environments, which in turn may reduce learning opportunities at school.

The influence of voice quality and multi-talker babble noise on sentence processing and recall performance in school children using cochlear implant and/or hearing aids.

PURPOSE: This study examines the influence of voice quality and multi-talker babble noise on processing and storage performance in a working memory task performed by children using cochlear implants (CI) and/or hearing aids (HA). METHODS: Twenty-three children with a hearing impairment using CI and/or HA participated. Age range was between 6 and 13 years. The Competing Language Processing Task (CLPT) was assessed in three listening conditions; a typical voice presented in quiet, a dysphonic voice in quiet, and a typical voice in multi-talker babble noise (signal-to-noise ratio +10 dB). Being a dual task, the CLPT consists of a sentence processing component and a recall component. The recall component constitutes the measure of working memory capacity (WMC). Higher-level executive function was assessed using Elithorn's mazes. RESULTS: The results showed that the dysphonic voice did not affect performance in the processing component or performance in the recall component. Multi-talker babble noise decreased performance in the recall component but not in the processing component. Higher-level executive function was not significantly related to performance in any component. CONCLUSIONS: The findings indicate that multi-talker babble noise, but not a dysphonic voice quality, seems to put strain on WMC in children using CI and/or HA.

Listening Comprehension and Listening Effort in the Primary School Classroom.

In the primary school classroom, children are exposed to multiple factors that combine to create adverse conditions for listening to and understanding what the teacher is saying. Despite the ubiquity of these conditions, there is little knowledge concerning the way in which various factors combine to influence listening comprehension and the effortfulness of listening. The aim of the present study was to investigate the combined effects of background noise, voice quality, and visual cues on children's listening comprehension and effort. To achieve this aim, we performed a set of four well-controlled, yet ecologically valid, experiments with 245 eight-year-old participants. Classroom listening conditions were simulated using a digitally animated talker with a dysphonic (hoarse) voice and background babble noise composed of several children talking. Results show that even low levels of babble noise interfere with listening comprehension, and there was some evidence that this effect was reduced by seeing the talker's face. Dysphonia did not significantly reduce listening comprehension scores, but it was considered unpleasant and made listening seem difficult, probably by reducing motivation to listen. We found some evidence that listening comprehension performance under adverse conditions is positively associated with individual differences in executive function. Overall, these results suggest that multiple factors combine to influence listening comprehension and effort for child listeners in the primary school classroom. The constellation of these room, talker, modality, and listener factors should be taken into account in the planning and design of educational and learning activities.

Is children's listening effort in background noise influenced by the speaker's voice quality?

The present study aims at exploring the influence of voice quality on listening effort in children performing a language comprehension test with sentences of increasing difficulty. Listening effort is explored in relation to gender ( = cisgender). The study has a between-groups design. Ninety-three mainstreamed children aged 8;2 to 9;3 with typical language development participated. The children were randomly assigned to two groups (n = 46/47) with equal allocation of boys and girls and for the analysis to four groups depending of gender and voice condition. Working memory capacity and executive functions were tested in quiet. A digital version of a language comprehension test (the TROG-2) was used to measure the effect of voice quality on listening effort, measured as response time in a forced-choice paradigm. The groups listened to sentences through recordings of the same female voice, one group with a typical voice and one with a dysphonic voice, both in competing multi-talker babble noise. Response times were logged after a time buffer between the sentence-ending and indication of response. There was a significant increase in response times with increased task difficulty and response times between the two voice conditions differed significantly. The girls in the dysphonic condition were slower with increasing task difficulty. A dysphonic voice clearly adds to the noise burden and listening effort is greater in girls than in boys when the teacher speaks with dysphonic voice in a noisy background. These findings might mirror gender differences as for coping strategies in challenging contexts and have important implications for education.

The effect of voice quality and competing speakers in a passage comprehension task: perceived effort in relation to cognitive functioning and performance in children with normal hearing.

The study investigates the effect of voice quality and competing speakers on perceived effort in a passage comprehension task in relation to cognitive functioning. In addition, it explores if perceived effort was related to performance. A total of 49 children (aged 7:03 to 12:02 years) with normal hearing participated. The children performed an auditory passage comprehension task presented with six different listening conditions consisting of a typical voice or a dysphonic voice presented in quiet, with one competing speaker, and with four competing speakers. After completing the task, they rated their perceived effort on a five-grade scale. The children also performed tasks measuring working memory capacity (WMC) and executive functioning. The results show that voice quality had no direct effect on perceived effort but the children's ratings of perceived effort were related to their executive functioning. A significant effect was seen for background listening condition indicating higher perceived effort for background listening conditions with competing speakers. The effects of background listening condition were mainly related to the children's WMC but also their executive functioning. It can be concluded that the individual susceptibility to the effect of the dysphonic voice is related to the child's executive functioning. The individual susceptibility to the presence of competing speakers is related to the child's WMC and executive functioning.

Evaluation of Word Recognition Abilities in Children in 4-talker Babble Noise / 听力学及言语疾病杂志

Objective The aim of this study is to evaluate word recognition abilities in 4-talker babble noise (BN) in children with normal hearing (NH), and to explore the lexical effects, age on speech recognition ability in children.Methods Children of 3~6 years old with normal hearing (N=212)were participated in this study.One hundred and twenty-four children were performed under the quiet conditions,while 88 were performed in 4-talker babble noise.The standard-Chinese version of the lexical neighborhood test was used to assess spoken word recognition performance.The speech level was 70 dB SPL, and signal to noise ratio (SNR) was chosen 4 dB in BN.Results The correct scores of the NH children in quiet for the DE, DH, ME, and MH words were 96.45%±5.17%, 88.87%±7.73%, 91.90%±7.31% and 82.38%±7.95%, while the scores in BN were 85.34%±11.23%, 66.42%±11.08%, 68.81%±15.99% and 48.58%±12.81%, respectively.The word-recognition performance in BN was significantly poorer than that in quiet.The word recognition scores showed that the lexical effects were significant in the BN (P<0.05).Children scored higher with dissyllabic words than with monosyllabic words;easy words scored higher than hard words in both quiet and noisy environments.The word-recognition performance also increased with age in each lexical category in the 3-to 6-year-old NH children.Conclusion Age and lexical characteristics of words had significant influences on the performance of Mandarin-Chinese word recognition in BN.The lexical effects were more noticeable under noise listening conditions than in quiet.The word-recognition performance in noise increased with age in NH children of 3-to 6-years old in noise and had not reached adult-like performance at 6 years of age.

Sparse Nonnegative Matrix Factorization Strategy for Cochlear Implants.

Current cochlear implant (CI) strategies carry speech information via the waveform envelope in frequency subbands. CIs require efficient speech processing to maximize information transfer to the brain, especially in background noise, where the speech envelope is not robust to noise interference. In such conditions, the envelope, after decomposition into frequency bands, may be enhanced by sparse transformations, such as nonnegative matrix factorization (NMF). Here, a novel CI processing algorithm is described, which works by applying NMF to the envelope matrix (envelopogram) of 22 frequency channels in order to improve performance in noisy environments. It is evaluated for speech in eight-talker babble noise. The critical sparsity constraint parameter was first tuned using objective measures and then evaluated with subjective speech perception experiments for both normal hearing and CI subjects. Results from vocoder simulations with 10 normal hearing subjects showed that the algorithm significantly enhances speech intelligibility with the selected sparsity constraints. Results from eight CI subjects showed no significant overall improvement compared with the standard advanced combination encoder algorithm, but a trend toward improvement of word identification of about 10 percentage points at +15 dB signal-to-noise ratio (SNR) was observed in the eight CI subjects. Additionally, a considerable reduction of the spread of speech perception performance from 40% to 93% for advanced combination encoder to 80% to 100% for the suggested NMF coding strategy was observed.

English vowel identification in quiet and noise: effects of listeners' native language background.

PURPOSE: To investigate the effect of listener's native language (L1) and the types of noise on English vowel identification in noise. METHOD: Identification of 12 English vowels was measured in quiet and in long-term speech-shaped noise and multi-talker babble (MTB) noise for English- (EN), Chinese- (CN) and Korean-native (KN) listeners at various signal-to-noise ratios (SNRs). RESULTS: Compared to non-native listeners, EN listeners performed significantly better in quiet and in noise. Vowel identification in long-term speech-shaped noise and in MTB noise was similar between CN and KN listeners. This is different from our previous study in which KN listeners performed better than CN listeners in English sentence recognition in MTB noise. DISCUSSION: RESULTS from the current study suggest that depending on speech materials, the effect of non-native listeners' L1 on speech perception in noise may be different. That is, in the perception of speech materials with little linguistic cues like isolated vowels, the characteristics of non-native listener's native language may not play a significant role. On the other hand, in the perception of running speech in which listeners need to use more linguistic cues (e.g., acoustic-phonetic, semantic, and prosodic cues), the non-native listener's native language background might result in a different masking effect.